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Broadening Horizons
In MFL we aim to foster a learning environment supporting students to become global citizens.
Our use of cultural resources interleaved throughout the curriculum, help to bring the language to life in the classroom, creating cultural experiences for all.
Outside of language lessons there are opportunities for students to develop an awareness and love of different cultures. We celebrate European Languages Day, offering different opportunites for students to take part in activities such as quizzes, karaoke and food tasting. In addition we organise a foreign language live theatre experience with native language speakers, which truly brings language to life in a fun interactive way.
Careers
We run a series of Careers in the Curriculum Week in February. During MFL lessons, we investigate the topic of languages changing the world.
Students take an indepth look into the work of translators and interpreters. We focus on how learning a language could take you into an challenging and rewarding career, interpreting for the judicial system, marketing firms, or even world leaders.
Immerse Yourself
All of the topics we cover in MFL have sentence builders which contains all the vocabulary students need to succeed in their language lessons.
The sentence builder shows students how to link words into sentences with the added support of English translations.
These resources, along with the language gym online are essential tools that student can use to supplement their language learning and aid revision.
Praise and Reward
Our rewards system can be broadly split into four categories: classroom level, subject level, school level and privilege rewards. We'll focus on classroom and subject rewards here - for more information about our rewards schemes, please see our website.
CLASSROOM LEVEL REWARDS
Awarded for: working hard, taking risks and rising to a challenge, making mistakes and learning from them, helping others, and taking pride in the school community. Rewarded by: praise postcards, positive phone calls to parents/ carers, positive text messages home, and lesson based prizes.
SUBJECT LEVEL REWARDS
Reward scheme: star of the week, curriculum awards (Subject/ School Way, participation, working with pride, embracing the whole curriculum), high flyer, extra mile, most improved.
Rewarded by: names displayed on reward boards, certificates, social media posts.
Contact
Kerrie Dodds WPT MFL Subject Director firstname.lastname@example.org
Sarah Copping Subject Coordinator email@example.com
GCSE Bitesize MFL
BBC GCSE Bitesize offer interactive online learning for all MFL subjects. Sign up today for extra practice!
Edition 5 February 2023
Curriculum Newsletter
MFL
YEAR 11
Curriculum Intent
The MFL curriculum is designed to empower students to draw maximum cultural, personal and economic benefit from the role of global citizenship.
Through oracy skills, expansion of vocabulary and literacy we aim to enable students to communicate confidently in a wide range of social settings. We believe that our KS3 curriculum and enrichment content promotes a seamless transition into the GCSE language course. The MFL curriculum is sequenced to allow knowledge and skills to develop simultaneously and progressively. By revisiting and enhancing key language skills from KS3 students develop their ability to recall, analyse and evaluate usage and at the same time build independence and resilience to allow them to succeed at GCSE.
At WPT we're always looking for feedback. If you have any thoughts/opinions on this Curriculum Newsletter, its content or the curriculum in general, please scan the QR code to fill out a short feedback form.
Year 11 Curriculum
In year 11, students cover a wide range of content linked to the GCSE specification.
We have cycles of different topics which are simultaneously designed to revisit previous learning and build new language acquisition. This enables students to consistently build on previous skills and commit vocabulary to longer term memory.
The topics in year 11 encourage students to strategically revisit and recall prior learning and to further embed vital GCSE vocabulary.
All topics have been specifically constructed to give an array of opportunities to develop listening, reading, speaking and writing skills, all with the aim to prepare students for their final GCSE examinations.
Year 11, complete mock exams during this year to ensure they are prepared for their final GCSE examinations.
The topics we cover in year 11 are;
* Work and Future Plans
* Environment and Global Issues
* Festivals, Celebrations and Customs
* Dedicated Exam Revision
Assessment Points
In year 11, students are assessed each half-term in class, on a range of skills listening, reading, speaking or writing activities. Students sit mock exams in listening, reading, speaking and writing to prepare for their final GCSE examinations.
The MFL Way
The MFL Way is designed to help students become young subject specialists and has two main purposes: to teach students the vital skills needed to achieve their full potential, and to demonstrate how MFL relates to the wider world. | <urn:uuid:328c43f0-c094-49a9-a921-0fab1600ad7a> | CC-MAIN-2025-08 | https://www.wickersley.net/wp-content/uploads/2023/02/MFL-Newsletter-YEAR-11-WSSC.pdf | 2025-02-08T18:50:08+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00724.warc.gz | 1,023,402,310 | 995 | eng_Latn | eng_Latn | 0.996949 | eng_Latn | 0.997294 | [
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Hooke's Law
PURPOSE
To investigate the response of a hanging spring as mass is added.
BACKGROUND
Robert Hooke proposed that the stretch of a spring is proportional to the force applied to the spring. This is commonly written as
where F is the force applied, k is the constant of proportionality, or spring constant, and ∆x is the amount of stretch caused by the force. The negative sign indicates the spring force is a restoring force; in other words, the spring is always trying to oppose any forces applied to it.
MATERIALS
slotted mass set physics stand ruler / meter stick springs
pendulum clamp
PROCEDURE
1. Set up lab station so that the spring is hanging from the pendulum clamp and your ruler (or meter stick) is also positioned in such a way that you will easily be able to read the displacements caused by the forces that you are applying to the spring. (see fig. 1)
2. Note the equilibrium position (no force added) of the spring and note this in your data table.
3. Your slotted mass set adds up to total of 250 g (± 2 g). Starting with just the base (50 g), slowly add mass to the spring until you have added all 250 g. After every addition of mass, stop and record the amount of stretch in the spring.
4. After all data have been recorded, repeat steps 1 – 3 with a different spring.
DATA
ANALYSIS
1. Construct a graph for each spring showing the force vs. displacement of the spring. Show your trend line (with equation) and R 2 value clearly on your graph. You may put both graphs on one piece of paper as long as each graph is a full ½ page. (I recommend using Excel or Logger Pro.)
2. What is the value of the slope for each spring? What does this slope represent?
3. Compare the spring constants of the two springs. As the spring constant increases, what changes? In other words, if two springs have different k-values, how is their behavior different?
APPLICATION QUESTIONS
4. A load of unknown mass is place in the rear of an 18-wheeler truck. The trucks rear shocks are instantly compressed 10.0cm. Consider the shocks acting as springs with a spring constant, k = 50,000N/m. What is the mass of the load the 18-wheeler just picked up?
5. Earlier today, I performed our experiment with a different spring. I obtained the data below. Does the spring I used obey Hooke's Law? Be specific in your explanation.
6. Relate Hooke's law to the stress-strain relationship we've been studying in class. You may refer back to your class notes. Please relate each corresponding variable for the two relationships.
7. Consider body tissue instead of a spring. Which equation would you use if you were now depicting body tissue with a known surface area, instead of a spring? What characteristics of the tissue would be represented by the constant (k or E)? Which constant would you use? | <urn:uuid:3eae6d98-0608-4d41-84fc-7ad9e66d206e> | CC-MAIN-2025-08 | https://www.teachengineering.org/content/van_/activities/van_cancer_activity2/van_hookes_law_wkst.pdf | 2025-02-08T20:02:36+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00730.warc.gz | 946,860,892 | 646 | eng_Latn | eng_Latn | 0.998799 | eng_Latn | 0.998905 | [
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The Internet contains more information than any standard library, so it is no surprise that students gravitate towards it as they work to gather information on a topic. Unfortunately, not all of the information on the Internet is reliable, and it is your responsibility to confirm the credibility of the sources used for your project.
Why Isn't the Internet Reliable?
Anyone who has a computer — from professors to grade-school children — can publish on the Internet.
The Internet is an anonymous space in which people can claim false credentials. It is also widely used as a space in which people can pursue their hobbies; having a casual interest in something is very different from being an expert.
Because the Internet reaches a wide audience, many people use it as a way to further their own political agendas. These people might post things that are not true — simply to support their cause.
How to Use the Internet for Research:
As a student of SHSU, you have access to a large variety of online databases; check out the "Databases" area on the Newton Gresham Library website. These are collections of major journal, newspaper, and magazine articles, which are generally peer-reviewed (edited by an outside source who is an expert in the field). Try searching for information on your topic in databases like EBSCOhost, LexisNexis, or JSTOR. When you find an article that is relevant to your research, check out the bibliography: this could lead you to other valuable sources. Google Scholar is another highly accessible engine that can be used to find sources.
A Word About Wikipedia:
Since Wikipedia allows volunteers to submit content to their website, you cannot be sure that their information is correct. If you find something on Wikipedia that you like, try to confirm that information in another source. Use Wikipedia only as a launching point; there are links at the bottom of their pages that could help you find a more reliable source.
Last updated by RU
on 7/6/2010
Tips for Using Internet Sources
If your professor tells you not to use Internet sources, do not use Internet sources.
Does the source list a person or organization as the author? If not, be wary of the source's credibility. If so, what does a Google search reveal about that person or organization?
Look at the website's extension: .edu refers to an educational institution. These are frequently — but not always — credible sites. .gov refers to a government website. These are often good resources for statistical information. .org extensions mostly refer to non-profit organizations. These organizations are often trying to further an agenda, so do your best to gauge the organization's objectivity. .com is the extension for most commercial websites. Many .com websites are well put together and accurate, and many are not — it is up to you, the researcher, to determine whether or not the information is accurate. | <urn:uuid:3e68cbb7-24af-4785-8373-db6db716f36c> | CC-MAIN-2025-08 | https://www.shsu.edu/centers/academic-success-center/writing/handouts/hoc/process/Internet_Sources.pdf | 2025-02-08T19:24:26+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00729.warc.gz | 936,288,955 | 577 | eng_Latn | eng_Latn | 0.998692 | eng_Latn | 0.998682 | [
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Tweedmouth West First School
Published equality information and objectives for our school (2022) Published objectives 2022-2026
This is our published information (February 2022) about our school and the ways in which we work to eliminate differences of outcome for groups with protected characteristics. It includes information about the work we do to promote equality and challenge discrimination.
The school has data on its composition broken down by year group, ethnicity and gender and by proficiency in English.
The school is a medium sized first school in the Berwick Partnership in Northumberland. The ethos and vision statement outlines our ambitions for the children, our place in the global community and our vision for learning.
We teach children about their rights and the school's values, about respect for one another and the wider communities to which they belong. We celebrate individuality and the unique talents and characteristics of each child. Our school promotes and teaches the children to understand pluralistic British values.
We have an increasing number of children who speak English as an Additional Language (Currently 13%, state primary school national average 20%). We have a lower number of BAME pupils in school, which contrasts with the national average (34% of children in state funded primary schools).
Our disadvantaged pupils in respect of whom we receive the Pupil Premium Grant are reported on as a discrete group (if the group is large enough that describing our spend does not identify the individual children) in order to demonstrate the effect of the PPG funding on diminishing the differences in outcomes for these pupils compared with their peers. We use the funding effectively to offer academic support and guidance (when it is needed), using evidence-based approaches. The funding is also used to offer social and emotional support to children. We also subsidise access to some of our school visits, experiences, residentials and swimming. Many of the pupils on behalf of whom we currently receive the grant are making and exceeding expected levels of progress relative to their starting points and SEND status.
Objectives relating to children eligible for Free School Meals have a significant priority for schools, in spite of financial disadvantage not being a protected characteristic in law. Some eligible pupils also have additional protected characteristics.
Small cohorts of children mean that it is often difficult to define trends in underachievement in groups of children on the basis of gender, ethnicity or disability. We respond to the needs of individuals.
We represent, discuss and welcome family diversity and the positive aspects of individuality in families that don't conform to stereotypes. We challenge any perception that family diversity may be uncomfortable for some members of the community to accept; our priority is that every child feels safe and knows that we are committed to our legal duty to keep them safe from discrimination. We audit resources and displays, letters home and the language we use for intentional and unconscious bias and aim to develop the capacity of the entire workforce to embody the school's inclusive ethos based on values of responsibility and caring citizenship.
We recognise the increased numbers of gender variant pupils in schools. We establish safe spaces for changing and using toilet facilities. Staff work supportively with pupils whose gender identity or sexual orientation are nonconforming, or who do not fit traditional gender stereotypes. Guidance for schools supporting transgender pupils is available from the local authority.
We want all of our pupils to perform to their maximum potential, academically, physically and socially in an atmosphere where they can grow and acquire appropriate skills, values and attitudes.
Our school uniform is flexible and the guidance does not discriminate against any child on the basis of gender, race, disability, gender identity or belief.
The school has data on its composition broken down by types of disability and special educational need.
Our school has clear protocols and targeted provision to support these pupils who are on the SEND register. The SEND policy and SEND report are accessible from the school web site.
A number of pupils join the school with communication delay. We address this through individualised intervention plans and the support of speech and language therapists.We also access support through the Behaviour, ASD and Speech and Language Services from Northumberland Local Authority. We have usually diminished this deficit during a child's time in the Early Years Foundation Stage.
The school is an accessible building, with ramps, an accessible toilet and wheelchair accessible routes.
We record and report instances of discriminatory language or bullying, and we tackle these in accordance with the County Council's guidance for dealing with discriminatory incidents and hate crime in schools. We can report racist incidents to the Local Authority, which also gives schools the opportunity to request further support to deal with hate crime and extremism.
All staff and governors completed required Prevent training and recognise the relationship between hate crime and radicalisation or extremism. We are conscious of the vulnerability of people in our region to messages about far right extremism, and welcome open discussion and debate with the children in order to dispel myths and misconceptions.
We recognise that some pupils may have limited opportunities to experience the wider UK and urban contexts outside Northumberland and prioritise a programme of learning including planned visits and visitors to broaden understanding of the plural, multicultural, multi-faith context of modern Britain. The visits we make vary year by year.
The school records data about religion and belief when it is provided by parents through our data collection mechanism. This enables us to state with confidence that we are inclusive and sensitive with regard to pupils' religions and beliefs.
Documentation and record-keeping
Our school has a statement of overarching equality policy published to the web site.
The school aims to extend children's understanding of fostering good relations and challenging discrimination in a practical context through the work we do on promoting friendship, dealing with feelings and feeling safe to share concerns with adults. The ethos of the school supports and underpins our commitment to the values of democracy, tolerance and mutual respect.
Responsibilities
All members of staff have responsibility for equalities and for meeting equality objectives.
All staff take responsibility for anti-bullying good practice.
Staffing
There is good equal opportunities practice in the recruitment and promotion of staff, both teaching and administrative.
Behaviour and safety
There are clear procedures for dealing with prejudice-related bullying and incidents.
The school annually returns a report on the number of racist incidents to the Local Authority, which governors approve in the autumn term.
When appropriate, we can engage with Northumbria Police's Community Engagement Officer to demonstrate our integrity in supporting those with protected characteristics from vulnerability to hate crime and extremism.
School council members are advocates for their peers, and we know from our meetings that the majority of pupils feel safe from all kinds of bullying.
The school's anti-bullying policy and behaviour policy are available from the web site.
Curriculum
There is coverage in the curriculum of equalities issues, particularly with regard to tackling prejudice and promoting community cohesion and mutual understanding.
The school ensures that children learn in an age-appropriate way to value and access their rights and those of other children.
There are activities across the curriculum, including RSHE and assemblies to promote pupils' spiritual, moral, social and cultural development and to help them to experience values and develop the concept of global citizenship and responsibility within a community.
Consultation and involvement
The school has procedures for consulting and involving parents and carers, and for engaging with local groups and organisations, and has regard in these for the concerns and requirements of the Equality Act.
The school has procedures for finding out how pupils think and feel about the school, and has regard in these in respect of the Equality Act.
We consult parents and carers through surveys and contact them via Parentmail, the school web site, and Facebook. We are able to respond quickly to any concern about perceived inequality, unlawful discrimination or harassment.
Part Two: Objectives
Safe and Respectful Relationships
Action: The main equalities challenge we recognise and face is the relative lack of opportunity some pupils may have to engage with role models from urban and minority communities (LGBT, BAME, disabled people, people of different faiths). We recognise the important role that the school is expected to play in opening up the children's perspectives to the wider context of the UK beyond rural Northumberland, in preparing them for adult life and an appreciation of the wider diversity of the UK and beyond.
Through the curriculum, PSHE and assemblies we will continue to extend the range of opportunities the children have to engage with themes such as family diversity, disability equality, anti-discriminatory language and behaviour, tolerance and mutual respect, the role of the bystander, religion and belief, through elections; learning about local and national democracy.
Children experience visits to places of worship in culturally diverse, religiously plural contexts in the north, when we visit a local church and learn about the context of religion in Berwick.
Visitors to school represent local cultural heritage and faith groups.
Expected evidence of impact:
Awareness of equality and social justice articulated by staff and pupils
Greater resilience and an awareness of national and global issues articulated by children.
Willingness to challenge discriminatory thoughts and practices and to recognise and challenge stereotypes and misconceptions.
Children as allies and advocates, respecting and protecting the rights of others
Increased understanding of the importance of engaging with campaigning organisations and being concerned citizens who advocate for and enable others to access their own rights.
Pupils will understand why Northumberland is developing to become a place of refuge and safety for those fleeing conflict, and understand how they and their communities can contribute positively.
All of the impacts described above will be well evidenced by photographs, correspondence and the children's work, video coverage, and curriculum planning.
2. Diminishing difference
The second equality challenge we face is that many of the children who qualify for additional Pupil Premium funding are also children with learning disabilities. The children are supported through a range of strategies all evidence-based and chosen because they are the best approaches for the children.
The most helpful strategies for the children with this combination of protected characteristics are:
Speech therapy in school: This is particularly helpful in closing the deficit with which many children join school in the EYFS. We rely upon this support to diminish this delay by the end of EYFS to enable children to access the curriculum in line with age appropriate expectations.
Talk Boost: This is a targeted and evidence-based intervention programme, which supports language delayed children in Reception and Key Stage One (KS1) to make progress with their language and communication skills.
ELSA: We spend some of our allocation of PPG on the support of an Emotional Literacy Support Assistant. This is a teaching assistants who has received specific additional training from educational psychologists. Their role is to support children and young people in school to understand and regulate their own emotions whilst also respecting the feelings of those around them. Meta-cognition and self-regulation are recognised to be low cost, high-impact strategies.
Expected evidence of impact:
Better access to the curriculum for pupils with Special Educational Needs and Disabilities.
We hope to see children with SEND who are eligible for the Pupil Premium reach or exceed national expectations in assessments.
3. Lost Learning – The impact of Covid on learning, development, confidence and social skills
We have made use of the Covid funding by increasing our TA capacity, enabling us to work with the children according to their needs.
We have used the Recovery Curriculums to ensure children have the basic skills they need.
4. A focus on mental health and wellbeing
We introduced the Zones of Regulation across the school. This allows children to identify their own emotions, and to have strategies in place to regulate them when needed.
These objectives replace the previous equality objectives set in April 2017.
Progress against the objectives will be reviewed annually, and they will remain our objectives until February 2026, when they are due to be refreshed | <urn:uuid:37f52827-ef10-4529-bf91-27670a71a860> | CC-MAIN-2025-08 | https://www.tweedmouthwest.northumberland.sch.uk/goto/63714?slug=equality_information_ | 2025-02-08T19:20:40+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00728.warc.gz | 968,674,514 | 2,349 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998357 | [
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Saint Rita Catholic School (hereafter referred to as the District) is dedicated to the optimal development of every student. The District understands that for all students to have the opportunity to achieve personal, academic, developmental, and social success, we need to create and promote safe and healthy learning environments throughout every aspect of the school year.
This policy outlines the District's approach to ensuring environments and opportunities for every student to practice healthy eating and physical activity during the school day, by establishing goals and procedures.
* Students in the District have access to healthy foods throughout the school day: through reimbursable school meals and other foods available in compliance with the Federal and State standards.
* Students receive nutrition education that helps them to develop lifelong healthy eating habits.
* Students have opportunities to be physically active before, during, and after school.
* The District engages in promoting good nutrition and physical activity to support student wellness.
* School staff are encouraged and supported to practice healthy nutrition and physical activity behaviors in and out of the school environment.
* The community is engaged in supporting the work of the District by creating continuity between school and other settings for the students and staff to practice healthy behaviors.
* The District establishes and maintains a process for management and implementation of the goals and objectives.
This policy applies to all students and staff within the District. Specific measurable goals and outcomes are identified in the sections below.
I. School Wellness Committee
Committee Role and Membership
The District will assemble a wellness committee that meets at least four times per year to establish goals and oversee the policies and programs set forth in the District's wellness policy. They will periodically review the policy and update as needed.
The membership will represent all school levels and reflect the diversity of the community, including PreK through 8 th grade and (to the extent possible) parents and caregivers; board members; students; representative of the school nutrition program; physical education teacher; coaches; social services staff; education staff; school administrator; and health professionals.
Leadership
The School Administrator or designee will assemble the District Wellness Committee , facilitate development and updates to the wellness policy, and ensure compliance. The District will designate a school wellness policy coordinator to assist the School Administrator or designee in compliance issues.
II. Wellness Policy Implementation, Monitoring, Accountability and Community Engagement
Implementation Plan
The District will develop and maintain a plan for implementation to manage and coordinate the execution of the wellness plan. The plan outlines roles, responsibilities, actions, and timelines for specific goals and objectives.
The Wellness Policy and the progress reports can be found at: www.stritacatholicschool.com
Recordkeeping
The District will retain records to document compliance with the requirements of the wellness policy that will include but will not be limited to:
* The written wellness policy;
* Documentation to demonstrate the policy is available to the public;
* Documentation of efforts to review and update the wellness policy;
* Documentation to demonstrate compliance with the annual public notification requirements;
* The most recent assessment on the implementation of the policy, and that the assessment was made available to the public.
Annual Notification of Policy
The District will actively inform families and the public each year of basic information about this wellness policy, including the content and any updates and implementation status. This information will be available via the District's website and newsletter.
Progress Assessments
At least every three years, the District will evaluate compliance with the wellness policy, to assess the progress made in attaining the goals of the policy. Changes and modifications will be made, as needed, to meet the needs of all parties, based on new information and revisions in
State and Federal Guidelines. The public will be informed of any changes via the website, newsletter, or public forum. The District will ensure these communications are culturally and linguistically appropriate to the community.
III. Nutrition
The District will participate in all applicable USDA child nutrition programs to ensure they are serving healthy meals to meet the nutritional needs of the children, based on State and Federal guidelines.
In accordance with Federal civil rights laws and U.S. Department of Agriculture (USDA) with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.
Staff Qualifications and Professional Development
All school nutrition program directors, managers, and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA professional standards for child nutrition staff.
Promote healthy food and beverage choices:
* A variety of sliced or cut fruit is available daily;
* Fresh and/or cooked vegetable varieties offered daily;
* Menus are available on the website and newsletter and posted in the cafeteria;
* Students will be allowed at least 10 minutes to eat breakfast and 20 minutes to eat lunch;
* Participation in Federal child nutrition programs will be promoted to ensure families know what programs are available;
* Nutrition education will be a collaborative effort between nutrition staff, education staff, physical education staff, administration, and parents/guardians, and be age appropriate and culturally relevant;
* The District will teach, model, and encourage healthy eating for personal health and disease prevention;
* The Lunchroom will be a warm and welcoming place for students to receive a nutritious meal, socialize, and rest their minds and bodies while they fuel up to optimize their learning potential;
* To promote hydration unflavored drinking water will be available to all students throughout the school day.
Food and Beverage Marketing in School
Any foods and beverages marketed or promoted to students on the school campus during the school day will meet the USDA Smart Snacks in School standards.
IV. Physical Activity
Students should participate in physical activity every school day, including but not limited to recess, classroom physical activity breaks, and physical education. Physical activity will not be withheld as punishment for any reason. The school will ensure that a variety of physical activity opportunities are available before, during, and after school, with physical education as the foundation. Staff, family, and community involvement will be encouraged and supported.
To the extent possible, the District will ensure that its grounds and facilities are safe and available for the students to utilize, and will conduct inspections and make necessary repairs.
Physical Education
The District will provide an age appropriate physical education curriculum consistent with State and Federal standards. The curriculum will promote the benefits of a physically active lifestyle and help students develop skills to engage in lifelong healthy habits.
All students will be provided the opportunity to participate in physical education classes. The District will make accommodations to allow for participation by all students and will adapt classes and equipment as necessary.
Recess
The school will offer at least 20 minutes of recess each day. This policy may be waived on early dismissal days or late arrival days. If recess is offered before lunch, schools will have appropriate hand-washing facilities or hand-sanitizing stations to ensure proper hygiene before eating.
Outdoor recess will be offered, weather permitting. In the event outdoor recess is not feasible, staff will follow guidelines that promote physical activity, to the extent possible.
Recess will compliment, not substitute for physical education class. Recess monitors will encourage students to be active.
Classroom Activity Breaks
The District recognizes that students are more attentive and ready to learn if provided with periodic breaks where they can be physically active or stretch. The education staff will be provided with links, tools and technology resources with ideas for classroom physical activity breaks. Resources are available through the USDA and the Alliance for a Healthier Generation.
Active Academics
Teachers will be encouraged and supported to incorporate movement and kinesthetic learning approaches into instruction, when possible, and do their part to limit sedentary behavior during the school day.
Before and After School Activities
The District will offer opportunities for students to participate in physical activity either before or after the school day through a variety of methods. For example, clubs and competitive and intramural sports teams.
Active Transport
The District will encourage and support active transport to and from school, such as walking or biking.
V. Other Activities that Promote Student Wellness
The District will integrate wellness activities throughout the entire school setting so that all efforts are complimentary, working toward the same goals and objectives: to promote the students well-being, optimal development, and strong educational outcomes.
Community Partnerships
The District will develop ongoing relationships with community partners (e.g. hospitals, colleges, local businesses, etc.) in support of this Wellness Policy.
Family Engagement
The District will promote to parents/caregivers, families, and the general community the benefits of and approaches for healthy eating and physical activity throughout the school year. Families will be informed and invited to participate in school-sponsored activities.
Staff Wellness and Health Promotion
The District will implement strategies to support staff in actively promoting healthy eating and physical activity. The District encourages staff membership in health promotion programs that are readily accessible and at little or no cost.
When possible, the District will offer learning opportunities and resources for staff to increase their knowledge and skills in promoting healthy behaviors for themselves as well as their students. | <urn:uuid:959dfa25-657e-4045-b701-11b80c5ad307> | CC-MAIN-2025-08 | https://www.stritacatholicschool.com/docs/wellness-policy.pdf | 2025-02-08T19:19:25+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00729.warc.gz | 951,713,883 | 1,859 | eng_Latn | eng_Latn | 0.997246 | eng_Latn | 0.997916 | [
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April is Autism Awareness Month
Did you know…
- Autism is a spectrum disorder, which means that every individual with ASD has different skills, challenges, and needs.
- Autism affects 1 in 44 children in the United States.
- Autism affects all racial, ethnic, and socioeconomic groups.
- Autism is the fastest-growing developmental disability.
- Boys are four times more likely than girls to have autism.
- Nearly 2/3 of children with Autism have been bullied.
- Individuals with Autism are loyal, nonjudgemental, and trustworthy friends.
April is Autism Awareness Month
Did you know…
- Autism is a spectrum disorder
People with autism can be a little autistic or very autistic. Thus, it is possible to be bright, verbal, and autistic as well as mentally retarded, non-verbal and autistic. A disorder that includes such a broad range of symptoms is often called a spectrum disorder; hence the term "autism spectrum disorder." The most significant shared symptom is difficulty with social communication (eye contact, conversation, taking another's perspective, etc.).
- People with Autism are different from each other
If you've seen Rainman or a TV show about autism, you may think you know what autism "looks like." In fact, when you've met one person with autism you've met ONE person with autism. Some people with autism are chatty; others are silent. Many have sensory issues, sleep difficulties and other medical problems. Others may have social-communication delays, and that's it.
- Individuals with Autism have many strengths and abilities
It may seem that autism is a wholly negative diagnosis. However, individuals on the Autism Spectrum have a great deal to offer the world. People with autism are among the most forthright, non-judgemental, passionate people you will ever meet.
April is Autism Awareness Month
Did you know…
Famous people with Autism Spectrum Disorder
- Bob Dylan, musician
- Dan Aykroyd, actor, comedian, screenwriter, musician
- Ladyhawke (Phillipa "Pip" Brown), Indie singer, songwriter
- Woody Allen, brilliant director and actor
- Daryl Hannah, actress best known for roles in Splash and Blade Runner
- Satoshi Tajiri, creator of Pokémon
- Temple Grandin, designer of humane food animal handling systems
- Christopher Knowles, American poet
- Matthew Laborteaux, actor on Little House on the Prairie
- James Durbin, American Idol front runner - Season 10
- Jasmine O'Neill, author of Through the Eyes of Aliens
- Bhumi Jensen, Thai prince
- Dylan Scott Pierce, wildlife illustrator
- Courtney Love, actress
Famous people believed to have been Autistic
- Bill Gates
- Andrew Jackson
- Vincent van Gough
- Isaac Newton
- Thomas Jefferson
- Albert Einstein
- Steven Spielberg
- Leonardo da Vinci
- Amadeus Mozart
- Hans Christian Andersen
April is Autism Awareness Month
What Is Autism? What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication, and repetitive behaviors.
Autism appears to have its roots in very early brain development. However, the most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age.
What Causes Autism?
There is no one cause of autism just as there is no one type of autism. It appears to be caused by a combination of autism risk genes and environmental factors influencing early brain development.
Each individual with autism is unique. Many of those on the autism spectrum have exceptional abilities in visual skills, music, and academic skills. About 40 percent have average to above average intellectual abilities. Indeed, many persons on the spectrum take deserved pride in their distinctive abilities and "atypical" ways of viewing the world. Others with autism have significant disability and are unable to live independently.
Facts About Autism
- In the United States, the number of children diagnosed with autism has increased significantly. In 2000, 1 in 150 children were diagnosed each year and in 2018, 1 in 44 children.
- Autism is the fastest-growing developmental disability.
- Autism is four times more common among boys than girls.
- Autism affects all racial, ethnic, and socioeconomic groups.
- Autism is not degenerative. Individuals with ASD can continuously learn and improve their skills. | <urn:uuid:e6983b42-9808-4e69-a379-4bd0cc8d05a7> | CC-MAIN-2025-08 | https://www.lew-port.com/cms/lib/NY19000328/Centricity/Domain/185/April%20is%20Autism%20-%20Portrait.pdf | 2025-02-08T18:53:32+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00730.warc.gz | 803,081,807 | 922 | eng_Latn | eng_Latn | 0.967209 | eng_Latn | 0.997298 | [
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INVESTIGATING LEXICAL SEGMENTATION IN 7.5-MONTH OLD INFANTS
By
COURTNEY ANN MEOLA
____________________
A Thesis Submitted to The Honors College
In Partial Fulfillment of the Bachelors degree With Honors in
Psychology
THE UNIVERSITY OF ARIZONA
M A Y 2 0 1 7
Approved by:
____________________________
Dr. Rebecca Gómez Department of Psychology
Abstract
The present study aims to better pinpoint the amount of exposure a 7.5-month-old infant requires to become familiar with an unfamiliar word such that it helps infants correctly identify, or segment, a subsequent novel word in running speech. Previous literature has shown that statistical learning and segmentation are instrumental in language acquisition in humans. Infants detect the predominant strong-weak stress pattern of their native language (Jusczyk, Cutler, and Redanze, 1993). At certain points in development, infants weight segmentation strategies and stress patterns differently leading them to incorrectly segment TARis after hearing "The guitar is…". Infants have shown that they are able to override a metrical bias (that otherwise leads them to missegment words) when presented with a highly familiar phrase containing "Mommy" or "Mama" but not when presented with an unfamiliar word like "Lola" (Sandoval, LeClerc, & Gómez, 2016). We tested the hypothesis that infants could learn "Lola" with sufficient exposure and whether or not this previously unfamiliar word would similarly allow them to override the metrical bias to accurately segment a weak-strong word. Infants became familiar enough to "Lola" after two weeks of exposure that it assisted them in segmenting weak-strong patterned words following it in running speech.
Introduction
From birth, infants face a difficult task: acquiring their native language. One major challenge in their development is gaining the ability to detect words in spoken language. As an example, if an individual did not have any familiarity with the French language, they may hear a stream of spoken French sentences as a long run on of sounds rather than words broken up by pauses. In a written format, distinguishing where one sentence begins and ends would be easier. But obviously infants cannot read they can only listen and observe those who are speaking to
them. Infants have trouble recognizing where one word begins and ends in a speech stream. Nevertheless, infants do grow up and become functioning language using toddlers, adolescents and adults. A strategy discussed by Jusczyk et al. (1993) is metrical segmentation where infants pay more attention to predominant stress patterns in their native language. In English, the predominant stress pattern is a strong-weak pattern (zebra). A less common pattern would be a weak-strong pattern (giraffe). The important ability to detect stress in syllables acts as a foundation for segmentation and ultimately, word learning.
Previous literature has examined statistical learning and the way it impacts language acquisition in adults and children (Saffran, Aslin & Newport, 1996). However, what is less understood is exactly how young babies acquire a large lexicon and how retention is involved in this process. A puzzling finding about statistical learning in infants is that they have excellent capabilities for phonetic strategies and demonstrate very rapid learning in a laboratory setting. However, real world language acquisition and retention is quite slow in comparison (Gómez, 2017). A leading explanation for this mismatch is that infants' exposure to certain situations and lexicons change frequently since the real world is quite different than a controlled laboratory setting. Therefore, there is a gap in the literature with an almost lack of infants being tested for their retention over time versus testing their abilities to perform in tasks immediately after learning. There is also a gap in the literature with infants' learning occuring almost solely in a lab versus at their own home (which is where real world learning would normally occur).
One study that did investigate retention by Jusczyk and Hohne (1997) tested infants that were 8-9 months of age on their ability to recognize words from a storybook. In this particular study, infants listened to 3 short prerecorded stories for 30 minutes each day at their homes for ten days. 14 days later the infants came into a lab and heard words from the stories. Using the
head-turn preference procedure, infants were tested on their ability to differentiate frequent words from the stories from words they did not hear in the stories. The infants' listening times were significantly longer to the familiar words from the recordings suggesting that they were able to recognize the sound patterns of words from the stories. This is important because the ability to recognize sound patterns will help infants draw inferences about statistical patterns that occur in their native language as they hear more and more language. The more inferences infants are able to make the better they will be able to detect frequent patterns in their language.
Frequency is another important component in SL as it has been well documented to establish and strengthen perception of words over time. Shi et al. (2006) set out to discover whether or not 8 through 11-month-old participants would be better at using a high-frequency function morpheme word such as "the" versus a less common morpheme like "she" to segment words from speech. Their results indicated that both older infants (11 months of age) and 8month-olds were more successful in the usage of "the" to segment adjacent words. They suggest that because "the" has such an extremely high frequency in speech, infants are more familiar with the word and distinguish the beginning and end of "the" to help them detect and segment the following word.
Language contains lexical, metrical, and segmental-acoustic cues that become apparent at various points of development (Sandoval & Gómez, 2016). Lexical cues refer to words themselves or a vocabulary. Metrical cues are otherwise known as "stress cues" and refer to the syllable structure of a word. Segmental-acoustic cues refer to the spoken sound of a word and how the brain transduces it. Depending on the age of the infant, these components are thought to combine and assist with language learning. Using one of these strategies alone would most
certainly lead to inaccurate segmentation (Sanders & Neville, 2000). The weighting of these cues is what determines an infant's success in word segmentation.
The predominant strong-weak syllable pattern in English is also called a trochaic pattern. For example, the word apple (APP-le) is trochaic. According to Jusczyk et al. (1993) infants show a preference for trochaic words because they hear this pattern statistically more often. Subsequent research conducted by Jusczyk et al. (1999) tested 7.5-month old infants' ability to pick out bisyllabic words from speech. They discovered that the infants were unable to segment iambic words, but they were able to segment trochaic words. This preference leads Englishlearning 7.5-month-old infants to have a bias known as a metrical bias, which negatively impacts their ability to correctly segment iambic (weak/strong syllable patterned) words in a stream of speech. Metrical cues are very important for word learning but when this bias occurs, an infant would missegment a word such as "guitar" as: TAR+ the first syllable of the next word (mistaking a weak strong syllable pattern for a strong weak). See Figure 1 for an illustration of this. The authors also found that by 10.5 months infants segment iambic words. They believe this points to the older infants' advanced brain development and better ability to integrate multiple sources of information about the boundaries of words. Is there a way 7.5-month infants can overcome this bias? Or must they rely on development and simply wait to begin segmenting iambic words until they are months older?
In research conducted by Sandoval and Gómez (2016), 7.5-month old infants were familiarized with passages containing Mommy/Mama followed by two out of four chosen iambic words (guitar, device, beret, or surprise) and Lola/Lolly followed by the other two words. Whether the child heard "Mommy" or "Mama" depended on how the mother referred to herself, with "Lola" or "Lolly" matching. For instance if the mother referred to herself as "Mommy", the
child heard "Mommy" and "Lolly" passages. Infants successfully segmented the two iambic test words following "Mommy" or "Mama" because they showed a preference in longer listening times when compared to the words following "Lola" or "Lolly". In a second study, when exposed to Lola or Lolly (unfamiliar to the infants), they did not show significant listening times for iambic words following Lola or Lolly compared to control words the infants had not heard. These results suggest that segmentation of iambic words for this age group requires much more than a repetition of a word, but rather a familiarity with a word.
The present study aims to investigate the amount of exposure infants this age require to become familiar with an otherwise unfamiliar word (Lola) in order for them to correctly segment iambic words from speech. We predict that if exposure to Lola helps the infants extract iambic words from speech, then listening times for words after Lola will be significantly longer than words that did not follow Lola in a speech stream. If Lola does not assist the infants in segmentation, then we would expect the listening times between the control words (words not
after Lola and not occurring in the materials) and the target words (words occurring after Lola) to be indistinguishable from each other statistically.
Methods
Participants
The participants of this study were 12 (4 male, 8 female) healthy, monolingual Englishlearning 7.5-month-old infants from the city of Tucson. They were recruited through the use of the Child Cognition Lab's database of signups. This database has been compiled from parents volunteering their names and phone numbers at various recruiting events around Tucson, from birth announcements, and from signing up at the University Medical Center after giving birth. Guardians were contacted, told about the study, and then were invited to participate as long as their infant was not familiar with the name Lola. The average age at the first exposure to the story was 7.40 months and at test was 7.85 months. Two infants kept in the data set listened to the storybook 13 out of 14 days due to their caregiver forgetting about the story one day. We determined one less exposure was still acceptable but no more than one exposure could be missed. Infants were excluded if they fussed out and could not complete 8 blocks of trials (2), had chronic ear infections which reduced their ability to hear (1), or their caregiver was not able to come in on the fifteenth day (3).
Materials
After recruitment, an experimenter visited parents at their homes to give them the materials for the training portion of the study which consisted of the storybook, a sleep log for logging naps and nighttime sleep, four CDs with the storybook recorded on them, and a CD player. Each recording of the storybook contained 31 exposures to "Lola" meaning that after 14 exposures, each infant heard "Lola" 434 times. Each of the four CDs contained a recording of
one of four female lab members reading the storybook word for word. We used CDs to ensure that the speed and pronunciation of the words remained consistent throughout the homes of the participants. We also felt it necessary to have four different women's voices speaking the story because real world learning in infants involves many sources of language exposure.
Procedure
Training Phase. See Figure 2 for a depiction of the procedure in time. Infants' caregivers were instructed to play one of the four CD's containing the storybook recording once a day for fourteen days within an hour of the infant's sleep. The storybook log randomized and listed the dates for the upcoming two weeks with the preferred order of CD's (labeled A, B, C, and D). Sleep could be either a daytime nap or nighttime sleep. We were particularly interested in having the caregivers record sleep patterns and play the recording within an hour of sleep because previous literature has shown that sleep is important in learning especially for infants and children (Gomez, Bootzin &Nadel, 2006; Gómez & Edgin, 2015; Simon et al., 2017). Sleep in young infants and toddlers supports generalization of information after learning and can also enhance retention. If the audio sounded too loud or too quiet in the participants' homes, they were to adjust the volume accordingly but to note they had changed the volume level. While the storybook played, caregivers were to have the infant sit on their lap and hold out the book in front of the infant like a typical storybook experience. Caregivers were also told to note any odd events that happened during the playing of the storybook. After fourteen days, guardians and their infants came to the lab and participated in the test portion of the experiment on the 15 th day.
Test phase. The test portion occurred in the Child Cognition Lab at the University of Arizona. Caregivers were consented and instructed to take a seat in the head-turn preference booth facing a video camera.
Stimuli
Familiarization Stimuli
During familiarization in the head-turn preference booth, the infants first heard passages narrated by an English speaking, female played at a stable volume that contained two Iambic words prefaced with "Lola". The four possible iambic words chosen were, "guitar, device, beret, and surprise". A typical type of statement for familiarization would sound like "Lola's beret is a pretty color", or "Lola's guitar has a nice sound". After familiarization, the infant proceeded to the test.
Test Stimuli
The test phase was the repetition of all four iambic words in isolation randomized for twelve trials with some variation in intonation. Suring testing the words repeated multiple times until the child looked away from the according light for 2 seconds or had listened to the entire trial (see details of the test booth and procedure below). Once the trial had ended, the next trial
began with the infant having to look at the center light. The process continued until the 12 th , and final, trial ended.
Example of Stimulus Pair: (Beret & Surprise)
Control Words (Not after Lola) (Guitar & Device)
1. Familiarization (STATEMENTS): "Lola's Beret is a pretty color" "Lola's surprise will be fun"
2. Test: (RANDOMIZED AND IN ISOLATION) 12 Trials
"Beret, Beret, Beret, Beret…"
"Guitar, Guitar, Guitar, Guitar…"
"Surprise, Surprise, Surprise, Surprise..." "Device, Device, Device, Device..."
Figure 3: Diagram showing familiarization and test stimuli
Design
Participants were assigned to a pair of words. For example, this could be "surprise" and "beret" or "guitar" and "device". During familiarization infants would hear two of these words in streams of speech prefaced with "Lola". The paired word conditions were counterbalanced between male and female participants.
During test, infants heard 12 trials of repetitions of all four of the iambic words spoken in isolation by the same female voice. The two words after "Lola" from familiarization were referred to as the target words, and the two words not after "Lola" were the control words.
Test procedure and apparatus
The testing took place in the head-turn preference booth. The booth itself is dimly lit and contains a chair with a middle red light and two orange sidelights that flash in front of the infant on each side. Initially, a center light would flash in front of the infant. In a booth next to the test booth, the experimenter would start the familiarization trial by pressing a button. Once the infant looked at the center, a light would flash on either the left or right while the familiarization statements played. The infants sat on the caregivers' laps. Caregivers wore headphones with music playing to mask the audio their infants listened to so they would not be as tempted to interfere or direct their infant. Caregivers were also instructed to not point or try to direct their infant in any way towards the stimuli or lights. If an infant showed signs of crying or fussiness, the experimenter took a break from playing the stimuli and put on a brief puppet show to regain the infants' attention. The experimenter in a separate room observes the infant through the camera and determined when the infant would fixate on the center and sidelights.
Results
Figure 4 shows the mean listening times to the words that occurred after Lola versus the control words.
As shown in Figure 4, a paired, two-tailed T-test was performed with the average listening times for words after Lola and control words. The value of p= 0.046 indicates that average listening times to words following Lola were significantly greater than that of the control iambic words. This demonstrates that in streams of speech, infants were able to use their familiarity with Lola to correctly pay attention to and segment target iambic words.
Discussion
The present study found a significant difference in the listening time for familiarity to Lola versus listening time to control words. Therefore, after 14 days of exposure to Lola in the storybook (434 exposures total), infants became familiar enough with the name to segment the iambic words. This corresponds to Sandoval and Gomez's (2016) finding that infants can segment an iambic word after "Mommy" or "Mama". However it cannot be determined whether this much exposure is necessary and whether or not the we can decrease the amount of exposure. A future study could examine the results after ten days, and even less (such as a week) and see
how the exposures compare. Another issue that this study did not address is whether or not the infants used their exposure to Lola from only the past 24 hours to assist them in segmentation. In a follow-up study infants listen to the storybook once a day for seven days and then the infants have a seven day period where they have no exposure before the test. This will allow us to ask whether 7 days (or half the exposure) is sufficient to set down the memory infants can retain the memory for 7 days. This type of design will contribute to our aim of understanding how much exposure infants need to become familiar with a word and remember it. The idea is to create a high frequency, familiar experience that would be similar to when infants hear "Mommy" or "Mama" in their daily lives, not an uncommon experience that only happens once but is memorable to an infant because it was novel. If infants do not retain Lola at a level that will allow them to segment a novel word, we will test two more conditions. In one condition we will test infants on Day 8. In the other condition we will expose infants for 14 days and test them on Day 21. Our current design does not inform exactly how much exposure infants need to form a memory of a word strong enough to aid in segmentation and how long they can retain it. Our proposed studies will help converge on this aim.
Implications
The main implication of the present study is the understanding and establishment of a baseline amount of exposure required for an infant to become familiar to a word. The discovery made by Sandoval and Gómez (2016) that points to the familiarity of a word as a driver of segmentation is important and needs to be pursued by future research. The more that researchers can find out about the exposure young infants require to segment the less frequent stress patterns making up iambic words, the richer the literature will be in terms of understanding how infants weight statistical learning strategies and ultimately how they begin to lay down a foundation for
their native language. While statistical learning and language acquisition are becoming increasingly popular to study, research in young infants outside of a laboratory is scarce, and research regarding retention in this area is scarcer.
Works Cited
Gómez, R. L. (2017). Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective. Phil. Trans. R. Soc. B, 372(1711), 20160054.
Gómez, R. L., Bootzin, R., & Nadel, L. (2006). Naps promote abstraction in language learning infants. Psychological Science, 17, 670-674.
Gómez, R. L., & Edgin, J. O. (2015). Sleep as a window into early neural development: Shifts in sleep‐dependent learning effects across early childhood. Child development perspectives, 9(3), 183-189.
Jusczyk, P. W., Cutler, A. and Redanz, N. J. (1993), Infants' Preference for the Predominant Stress Patterns of English Words. Child Development, 64: 675–687. doi:10.1111/j.1467 8624.1993.tb02935.x
Jusczyk, P. W., & Hohne, E. A. (1997). Infants' memory for spoken words. Science, 277(5334), 1984-1986.
Jusczyk, P. W., Houston, D. M., & Newsome, M. (1999). The beginnings of word segmentation in English-learning infants. Cognitive Psychology, 39 (3–4), 159–207. doi:10.1006/cogp.1999.0716
Saffran JR, Aslin RN, Newport EL. 1996 Statistical learning by 8-month-old infants. Science 274, 1926 – 1928. (doi:10.1126/science.274.5294.1926)
Sanders, L. D., & Neville, H. J. (2000). Lexical, Syntactic, and Stress-Pattern Cues for Speech Segmentation. Journal of Speech, Language, and Hearing Research : JSLHR, 43(6), 1301–1321.
Sandoval, M., & Gómez, R. L. (2016). Overriding the metrical bias with lexical information: English-learning 7.5-month-olds use mommy to segment iambic words. Language Learning and Development, 12(4), 398-412.
Shi, R., Cutler, A., Werker, J., & Cruickshank, M. (2006). Frequency and form as determinants of functor sensitivity in English-acquiring infants. The Journal of the Acoustical Society of America, 119, EL61–EL66. doi:10.1121/1.2198947
Simon, K., Werchan, D., Goldstein, M., Sweeney, L., Nadel, L., Bootzin, R. R., & Gómez, R. L., (2017). Sleep and statistical language learning: Insights into cortical development and retention in very young infants. Brain and Language. Available online for early view. http://dx.doi.org/10.1016/j.bandl.2016.05.002 | <urn:uuid:5d92a095-94a9-4685-b4ab-632b21a3ffe9> | CC-MAIN-2025-08 | https://repository.arizona.edu/bitstream/handle/10150/625099/azu_etd_hr_2017_0149_sip1_m.pdf?sequence=1&isAllowed=y | 2025-02-08T20:37:31+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00733.warc.gz | 462,973,011 | 5,051 | eng_Latn | eng_Latn | 0.938439 | eng_Latn | 0.998412 | [
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Strategies to promote the participation & Empowerment of children (Child Safe Standard 7)
Strategies to promote the participation and empowerment of children
Description
Sunbury West Primary School ensures children feel safe and comfortable in reporting concerns or allegations of abuse. We have implanted a simple and accessible processes that help children understand what to do if they want to report abuse, inappropriate behaviour or concerns for their safety. All staff at Sunbury West Primary School will have an awareness of children's rights and adults' responsibilities regarding child abuse.
Rationale
Children often do not report abuse because they feel uncomfortable, or they do not know how to raise their concerns or allegations of abuse. Some organisations do not have simple and accessible processes assisting children to understand their rights and how to report concerns regarding their safety.
Sunbury West Primary School will implement this standard by:
* Providing children with child-appropriate and accessible information about what child abuse is, their rights to make decisions about their body and their privacy, that no one has a right to injure them, and how they can raise concerns about abuse. Information can be included in our welcome packs, information sessions and posters, as well as on the school website.
* Ensuring information and processes for reporting concerns are accessible to all children. Sunbury West Primary School has policies and procedures that are able to be accessed and understood by children with a disability.
* Ensuring information and processes for reporting concerns are culturally appropriate for Aboriginal children. A way to help ensure this could include engaging with parents of Aboriginal children, local Aboriginal communities or an Aboriginal community-controlled organisation to review information and processes.
* Considering access and culturally appropriate language, photographs and artwork for Aboriginal children, children from culturally and/or linguistically diverse backgrounds and children with a disability when drafting communications materials.
* Translating school information (including information about children's rights, child safe policies, statements of commitment and reporting and response procedures) into relevant community languages, including relevant Aboriginal languages if appropriate.
* Gathering feedback from children, for example through surveys, focus groups, story time and social media, about whether they would feel safe and taken seriously if they were to raise concerns, and implement improvements based on this feedback.
* Enabling children to express their views and make suggestions on what child safety means to them, and on child safe policies, reporting and response procedures, and acknowledge and act upon these where possible. For example, views could be gathered through suggestion boxes and feedback sessions
* Ensuring services are accessible for people with a disability, for example provide appropriate communication aids such as hearing loops if required.
* Training relevant staff and volunteers on methods of empowering children and encouraging children's participation.
* Ensuring Aboriginal children are accepted when identifying as Aboriginal, and that staff and volunteers understand appropriate responses to children identifying as Aboriginal.
* Encourage participation and empowerment of children in other school activities, such as decision making.
* Raising awareness in the community about children's rights, for example through staff conversations with families and communications such as websites and newsletters.
We aim to successfully implement this standard so that Sunbury West Primary School is a school in which:
* reporting procedures for when a child feels unsafe are accessible for all children
* children understand what child abuse is, and their rights (age appropriate)
* children understand how to report an allegation of abuse or concern for their safety to the organisation, a trusted adult and external bodies (for example, the police)
* children feel safe, empowered and taken seriously if they raise concerns
* children feel empowered to contribute to the school's understanding and treatment of child safety
* children's reports of concern are responded to appropriately
* all staff understand how to empower children and encourage their participation | <urn:uuid:d350a371-e857-4687-ac6f-6ee2a2cd47b7> | CC-MAIN-2021-49 | https://www.sunburywestps.vic.edu.au/source/Strategies%20to%20promote%20the%20participation.pdf | 2021-12-06T08:47:05+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00302.warc.gz | 1,116,374,865 | 742 | eng_Latn | eng_Latn | 0.994258 | eng_Latn | 0.994756 | [
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ONTARIO ATHLETIC THERAPIST ASSOCIATION
ROWAN'S LAW NUMBERS AND FACTS
Concussion in numbers in the USA
* In the United States, traumatic brain injury (TBI) is a serious public health concern that results in death and disability for thousands of people each year.
* Between 1.7 and 3 million sports- and recreation-related concussions happen each year. Around 300,000 are football-related.
* 5 of 10 concussions go unreported or undetected.
* 2 in 10 high-school athletes who play contact sports — including soccer and lacrosse — will suffer a concussion this year.
* Girls' soccer sees the second-most concussions of all high school sports. Girls' basketball sees the third most.
* The UPMC Sports Medicine Concussion Program sees more than 17,000 patients each year:
* 30 percent are from outside the state of Pennsylvania.
* About 70 percent are high school-aged.
Concussion in numbers in Canada
* For children and youth 5 to 19 years, brain injuries made up 80% of emergency department visits, out of all head injuries from sports and recreation.
* For boys and girls 5 to 9 years, brain injuries were most common in ice hockey, compared to all types of injuries in this sport.
* For children and youth 10 to 14 years: for boys, brain injuries were most common in ice hockey, out of all types of injuries in this sport; for girls, brain injuries were most common in ringette, out of all types of injuries in this sport.
* For children and youth 15 to 19 years: for boys, brain injuries were most common in rugby, out of all types of injuries in this sport; for girls, brain injuries were most common in ringette, out of all types of injuries in this sport.
* The National Ambulatory Care Reporting System also collects information from hospitals. In 2016-2017, 46,000 children aged 5 to 19 had a concussion: boys: 26,000 (54%) and girls: 20,000 (45%).
Why we need to create awareness:
Public opinion research with parents, coaches, athletes, school staff and health professionals shows that:
* 1 in 2 have little or no knowledge
* 1 in 4 do not know how concussion is treated
* 15% can identify the best ways to treat concussion
* 4 in 10 know how to find information and other resources
Public opinion research with youth, ages 5-19, shows that:
* 9 in 10 understand that someone does not have to pass out to have a concussion
* 8 in 10 have little or no knowledge of concussion
* 7 in 10 identify that a concussion is a hit to the head that causes headache or blurry sight
* Canadian youth know very little about where to obtain concussion information or who is responsible for identifying a concussion and how to treat it.
* 7 in 10 incorrectly believe wearing a helmet will prevent a concussion
* 6 in 10 believe a harder blow results in a more severe concussion
* 4 in 10 think they should stop taking pain relief medication if they suffered a concussion
Concussion Facts
* Concussions are complex injuries with a wide range of outcomes.
* Because every case is different, there is no simple timetable for recovery. Some people recover in days, others require weeks or months and some may endure long-term effects.
* Any level of a concussion can be a serious medical issue that requires prompt care by a health professional trained in managing concussions.
* To avoid repeat injury, it's crucial to manage concussions until complete recovery.
Rowan's Law:
* Rowan's Law, a joint effort from MacLeod, Liberal John Fraser and New Democrat Catherine Fife, passed in 2018 and established what MacLeod said is the first law of its kind Canada.
* The law establishes removal-from-sport and return-to-sport protocols for players to ensure they are taken out of a game if they are suspected of having a concussion.
* Starting July 1, 2019, athletes, parents, coaches and officials will be required to review concussion awareness resources and a concussion code of conduct that sets out rules of behaviour to minimize concussions while playing sports. | <urn:uuid:213b3fa1-75e8-4485-9369-d0342080e3c3> | CC-MAIN-2021-49 | https://www.ontarioathletictherapists.org/resources/Documents/Rowan's%20Law%20Stats%20and%20Facts.pdf | 2021-12-06T09:27:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00302.warc.gz | 1,013,659,132 | 895 | eng_Latn | eng_Latn | 0.99903 | eng_Latn | 0.999059 | [
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Interpersonal Communication, Fifth Canadian Ed. (Beebe/Beebe/Redmond/Geerinck)
Chapter 2 Interpersonal Communication and Self
1) Philosophers suggest that there are three basic questions to which we all seek answers:
A) Who am I? How did I get here? Is there a God?
B) Who am I? Who are all these others? What effect do I have on others?
C) Is there a God? Who am I? Why am I here?
D) Who am I? Why am I here? Who are all those others?
Answer: D
Type: MC Page Ref: 33
Classification: Recall
Difficulty: Level 1
2) A learned predisposition to respond to a person, object, or idea in a favourable or unfavourable way is a(n)
A) attitude.
B) belief.
C) value.
D) motive.
Answer: A
Type: MC Page Ref: 34
Classification: Recall
Difficulty: Level 1
3) Self concept is defined as
A) the sum total of who a person is.
B) a person's subjective description of who the person thinks he or she is.
C) a person's central inner force.
D) the labels another person would use to define us.
Answer: B
Type: MC Page Ref: 34
Classification: Recall
Difficulty: Level 1
4) The "central inner force common to all human beings and yet unique in each," is the definition of
A) the self.
B) interpersonal collaboration.
C) self esteem.
D) self concept.
Answer: A
Type: MC Page Ref: 34
Classification: Recall
Difficulty: Level 1
1
Visit TestBankDeal.com to get complete for all chapters
5) Attitudes, beliefs, and values are
A) learned constructs that shape your behaviour and self-image.
B) learned predispositions to respond favourably or unfavourably.
C) ways we structure reality.
D) enduring concepts of right and wrong.
Answer: B
Type: MC Page Ref: 34
Classification: Recall
Difficulty: Level 1
6) You like spinach, movies, and old cars. These are your ________ towards these items.
A) attitudes
B) values
C) beliefs
D) life attitudes
7) Your attitudes are
A) ways you structure your understanding of reality to be true or false.
B) favourable or unfavourable predispositions to things.
C) concepts of what is good and bad, right and wrong.
D) your subjective description of who you are.
Answer: A
Type: MC Page Ref: 34
Classification: Applied
Difficulty: Level 1
Answer: B
Type: MC Page Ref: 34
Classification: Recall
Difficulty: Level 1
8) The way in which you structure your understanding of reality--what is true and what is false-is called a/an
A) value.
B) attitude.
C) belief.
D) personal choice.
Answer: C
Type: MC Page Ref: 35
Classification: Recall
9) Your ________ help/s you to decide whether it is right or wrong to commit academic dishonesty.
A) values
B) beliefs
C) self concept
D) attitude
10) Your enduring concepts of right and wrong, good and bad are your
A) beliefs
B) attitudes
C) self concept
D) values
Answer: A
Type: MC Page Ref: 35
Classification: Applied
Difficulty: Level 1
Answer: D
Type: MC Page Ref: 35
Classification: Recall
Difficulty: Level 1
11) Which are the most resistant to change?
A) beliefs
B) attitudes
C) values
D) concepts
Answer: C
Type: MC Page Ref: 35
Classification: Recall
Difficulty: Level 1
12) In what order, starting with most central to your behaviour and concept of self, and moving to least central, are attitudes, values, and beliefs?
A) attitudes, values, beliefs
B) beliefs, values, attitudes
C) values, attitudes, beliefs
D) values, beliefs, attitudes
Answer: D
Type: MC Page Ref: 35
Classification: Recall
13) Which of the following is NOT one of the three ways of being self aware?
A) reactive self-awareness
B) objective self-awareness
C) subjective self-awareness
D) symbolic self-awareness
Answer: A
Type: MC Page Ref: 36
Classification: Recall
Difficulty: Level 1
14) Our ability to think about ourselves and use language to represent ourselves to others is our
A) subjective self-awareness
B) symbolic self-awareness
C) objective self-awareness
D) reactive self-awareness
Answer: B
Type: MC Page Ref: 36
Classification: Recall
Difficulty: Level 1
15) Our material self is defined as
A) that which we learn about ourselves based on our interactions with others.
B) our views of ourselves based on our values and moral standards.
C) our concept of self based on social interactions.
D) our concept of self reflected through tangible items that we own.
Answer: D
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
16) Our hairstyles, clothing choices, and general way we look are all a part of our
A) material self
B) looking glass self
C) social self
D) spiritual self
Answer: A
Type: MC Page Ref: 37
Classification: Recall
17) When we try to lose weight, we are
A) focusing on our social self.
B) responding to the discrepancy between our desired material self and our self-concept.
C) enhancing our looking glass self.
D) focusing on our spiritual self.
Answer: B
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
18) Our social self is defined as
A) the ability to think about what we are doing while we are doing it.
B) our reflection of ourselves based on tangible items we own.
C) the part of us that interacts with others.
D) our moral and values.
19) You let down your hair with a good friend, but you would never dream of doing so with your boss or communication professor. This exemplifies
A) your looking glass self.
B) your spiritual self.
C) your material self.
D) your social self.
Answer: C
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
Answer: D
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
20) The part of you that consists of your internal thoughts and introspections about your values and moral standards is your
A) androgynous self.
B) material self.
C) spiritual self.
D) social self.
Answer: C
Type: MC Page Ref: 37
Classification: Recall
21) Your spiritual self is defined as
A) tangible items you own.
B) the essence of who you think you are.
C) the way you act with others.
D) the most important part of your self-concept.
Answer: B
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
22) Our interactions with others, associations with groups, roles we assume, and our own labels are all contributions to
A) our communication skills.
B) how our self-concept develops.
C) our social self.
D) our spiritual self.
Answer: B
Type: MC Page Ref: 37
Classification: Recall
Difficulty: Level 1
23) The concept of "looking glass self" is defined as
A) our view of ourselves reflected through our moral standards.
B) our view of ourselves reflected through our material possessions.
C) our view of ourselves based on our interactions with others.
D) our view of ourselves based on our gender roles.
Answer: C
Type: MC Page Ref: 38
Classification: Recall
Difficulty: Level 1
24) Which statement is NOT true about the looking glass self?
A) Our behaviour and our sense of who we are are not a consequence of our relationships.
B) Our self changes primarily because of how people respond to us.
C) Our parents are the key individuals who shape who we are.
D) Our friends become highly influential.
Answer: A
Type: MC Page Ref: 37-38
Classification: Recall
25) Carlos has a low regard for his own intelligence and abilities but also thinks most other people are not very smart or capable. Which life position does Carlos most closely represent?
A) I'm OK, you're OK
B) I'm OK, you're not OK
C) I'm not OK, you're OK
D) I'm not OK, you're not OK
Answer: D
Type: MC Page Ref: 49-50
Classification: Applied
Difficulty: Level 2
26) Another name for the "looking glass" concept is
A) labelling.
B) reflected appraisal.
C) communibiological approach.
D) self-reflexiveness.
Answer: B
Type: MC Page Ref: 38
Classification: Recall
Difficulty: Level 1
27) We are more likely to incorporate the comments of others into our self-concept if
A) the statement is made casually.
B) the comment is very different from others we have heard.
C) we do not trust the person making the statement.
D) we are told the same thing on many different occasions.
Answer: D
Type: MC Page Ref: 38-39
Classification: Recall
Difficulty: Level 1
28) Under what conditions are we unlikely to incorporate the comments of others into our selfconcepts?
A) when an individual repeats something we have already heard several times.
B) when the other individual has earned our confidence
C) when comments are consistent with our own experiences and other comments.
D) when someone we have never met casually tells us we are good at something.
Answer: D
Type: MC Page Ref: 38-39
Classification: Recall
29) Your new friend pronounces your spaghetti sauce to be "out of this world." Of the following, which is the best reason why you are likely to believe your friend?
A) S/He is repeating a sentiment you have heard many times.
B) S/He is an individual who doesn't usually eat spaghetti sauce.
C) Most other people who taste your spaghetti sauce say it needs more salt
D) Your friend is on a diet.
Answer: A
Type: MC Page Ref: 38-39
Classification: Applied
Difficulty: Level 2
30) You are on a swim team and your swim coach encourages you to begin training for the Olympics. Which response best explains why this opinion means a great deal to you?
A) No one else has ever felt you were a particularly skilled swimmer.
B) You believe your coach is competent to judge you in this area.
C) You parents and all of your relatives have told you what a strong swimmer you are too.
D) You know you must be good at something.
Answer: B
Type: MC Page Ref: 38-39
Classification: Applied
Difficulty: Level 2
31) You view yourself as an effective public speaker because you have always received good grades on speeches in school, you have consistently won top honours at speech contests, and you enjoy speaking. On you most recent speech you found yourself feeling extremely nervous, the audience didn't seem to be paying attention to you, and the jokes you told fell flat. Which is the best reason to explain why you are unlikely to incorporate this experience into your self-concept? A) This experience was inconsistent with your past experiences when speaking.
B) You have no knowledge of the audience's expertise in the area of judging speeches.
C) Generally individuals have told you that you are an effective speaker.
D) You have a bloated sense of your own abilities.
Answer: A
Type: MC Page Ref: 38-39
Classification: Applied
Difficulty: Level 2
32) Which of the following reflects the approach that the self is learned through our interactions with others?
A) Aunt Ruth always said I was a comedian.
B) I am a homemaker, a wife, and a mother.
C) I'm a member of the Bloc Quebecois!
D) I own a BMW!
Answer: A
Type: MC Page Ref: 39
Classification: Applied
33) Which of the following reflects the approach that the self is learned through our associations with groups?
A) Aunt Ruth always said I was a comedian.
B) I am a homemaker, a wife, and a mother.
C) I'm a Conservative!
D) Hey! I'm an outgoing, fun sort of guy.
Answer: C
Type: MC Page Ref: 39
Classification: Applied
Difficulty: Level 2
34) Which of the following reflects the approach that the self is learned through the roles we
assume?
A) Aunt Ruth always said I was a comedian.
B) I am a homemaker, a wife, and a mother.
C) I'm a Liberal!
D) Hey! I'm an outgoing, fun sort of guy.
Answer: B
Type: MC Page Ref: 39-41
Classification: Applied
Difficulty: Level 2
35) Which of the following reflects the approach that the self is learned through our own labels?
A) Aunt Ruth always said I was a comedian.
B) I am a homemaker, a wife, and a mother.
C) I'm a member of the New Democratic Party!
D) Hey! I'm an outgoing, fun sort of guy.
Answer: D
Type: MC Page Ref: 41-43
Classification: Comprehension
Difficulty: Level 2
36) The human ability to think about what we are doing while we are doing it is referred to as A) generalized-other perspective.
B) self-reflexiveness.
C) self-labelling.
D) specific-other perspective.
Answer: B
Type: MC Page Ref: 42
Classification: Recall
37) When you hear yourself being sharp with another person and you consider the impact of your response to this person, you are practicing
A) specific-other perspective.
B) self-labelling.
C) self-reflexiveness.
D) generalized-other perspective.
Answer: C
Type: MC Page Ref: 42
Classification: Applied
Difficulty: Level 2
38) A woman never thought of herself as heroic until she went through seventy-two hours of labour before giving birth and then nursed her baby right after delivery. This illustrates that
A) others must tell us what we are like.
B) others must treat us in a manner that we like.
C) once a shy person, always a shy person.
D) through self observation we can discover qualities that allow us to assume different selflabels.
Answer: D
Type: MC Page Ref: 43
Classification: Applied
Difficulty: Level 2
39) A set of enduring internal predispositions and behavioural characteristics that describe how people react to their environment is called
A) psychology.
B) personality.
C) social self.
D) looking-glass self.
Answer: B
Type: MC Page Ref: 43
Classification: Recall
Difficulty: Level 1
40) Which statement about shyness is NOT true?
A) Shyness is the behavioural tendency to talk with others.
B) Shyness is a discomfort or inhibition in interpersonal situations.
C) Shyness affects about 40 percent of North Americans.
D) Some people just do not like talking in front of other people.
Answer: A
Type: MC Page Ref: 43
Classification: Recall
41) Which statement is NOT an accurate description of the concept of personality? Your personality
A) influences how you behave.
B) is influenced by genetics–traits you inherit from your ancestors.
C) is developed entirely by the time you are five.
D) is a term that describes the way you react in situations.
Answer: C
Type: MC Page Ref: 43
Classification: Recall
Difficulty: Level 1
42) All of the statements are accurate descriptions of "communication apprehension" EXCEPT:
A) it may occur in public speaking situations.
B) it may be the fear or anxiety associated with either real or anticipated communication with another person.
C) it is influenced by whether you were encouraged to talk with others when you were a child.
D) is not influenced by heredity.
Answer: D
Type: MC Page Ref: 43
Classification: Recall
Difficulty: Level 1
43) Self-esteem is often defined as
A) your self-worth.
B) a description of yourself.
C) your material possessions.
D) your spirituality.
44) The concept of ________ helps people measure how well they are doing based on how well others are doing.
A) self esteem
B) self worth
C) social comparison
D) life position
Answer: A
Type: MC Page Ref: 44
Classification: Recall
Difficulty: Level 1
Answer: C
Type: MC Page Ref: 44
Classification: Recall
45) The term self-worth is used interchangeably with
A) self-concept.
B) self-esteem.
C) life position.
D) your material possessions.
Answer: B
Type: MC Page Ref: 44
Classification: Recall
Difficulty: Level 1
46) The individual who has positive regard for him/herself and for others is identified as inhabiting which of Eric Berne's life positions?
A) I'm not OK, you're not OK.
B) I'm OK, you're not OK.
C) I'm not OK, you're OK.
D) I'm OK, you're OK.
47) The individual who has low self regard but positive regard for others is described by which of Eric Berne's life positions?
A) I'm not OK, you're OK.
B) I'm OK, you're OK.
C) I'm not OK, you're not OK.
D) I'm OK, you're not OK.
Answer: D
Type: MC Page Ref: 45-46
Classification: Recall
Difficulty: Level 1
Answer: A
Type: MC Page Ref: 45-46
Classification: Recall
Difficulty: Level 1
48) The individual who has high self regard, but low regard for others is described by which of Eric Berne's life positions?
A) I'm OK, you're OK.
B) I'm OK, you're not OK.
C) I'm not OK, you're OK.
D) I'm not OK, you're not OK.
Answer: B
Type: MC Page Ref: 45-46
Classification: Recall
49) The individual who has low self regard and low regard for others fits which of Eric Berne's life positions?
A) I'm not OK, you're OK.
B) I'm not OK, you're not OK.
C) I'm OK, you're OK.
D) I'm OK, you're not OK.
50) Which of the following best describes the concept of face?
A) a person's negative perception of him/herself
B) using communication to maintain your own positive self-perception
C) using communication to improve your own positive self-perception
D) a person's positive perception of him/herself in interactions with others.
Answer: B
Type: MC Page Ref: 49-50
Classification: Recall
Difficulty: Level 1
Answer: D
Type: MC Page Ref: 46
Classification: Recall
Difficulty: Level 1
51) When you tell your friends how well you did on your test in order to bolster your own selfperception as well as your friends' perception of you, you are involved in
A) face.
B) face work.
C) positive self talk
D) intrapersonal communication.
Answer: B
Type: MC Page Ref: 46
Classification: Recall
Difficulty: Level 1
52) Which of the following is not a contributer to low self-worth?
A) choosing the wrong partners
B) being told that you are an excellent singer
C) becoming dependent on drugs, alcohol, and other substances
D) experiencing problems with eating
Answer: B
Type: MC Page Ref: 46
Classification: Recall
53) The self-talk method of improving self-esteem is exemplified by
A) telling yourself you can give a performance in the school play that will bring applause.
B) seeing yourself giving a performance in the school play and hearing the audience applause.
C) overlooking the fact that you forgot your lines once in the school play and concentrating on all that you did remember.
D) asking your drama coach for extra help.
Answer: A
Type: MC Page Ref: 47
Classification: Applied
Difficulty: Level 2
54) You see yourself entering an office and shaking hands with the person with whom you will have an important job interview. You are using which technique for improving your self-esteem?
A) visualization
B) reframing
C) self-talk
D) seeking support
Answer: A
Type: MC Page Ref: 47
Classification: Applied
Difficulty: Level 2
55) By focussing on your own talents and uniqueness, you are following which of the strategies for improving your self-esteem?
A) reframing
B) developing honest relationships
C) avoiding comparisons
D) visualizing
Answer: C
Type: MC Page Ref: 47
Classification: Applied
Difficulty: Level 2
56) When we redefine events and experiences from different points of view, we are using which of the strategies for improving self-esteem?
A) avoiding comparisons
B) reframing
C) developing honest relationships
D) seeking support
Answer: B
Type: MC Page Ref: 48
Classification: Applied
57) You ask a friend whose opinion you trust whether you talked too much and laughed too loudly when you had dinner with his parents. You are using which strategy for improving selfesteem
A) developing honest relationships.
B) seeking support.
C) reframing.
D) avoiding comparison.
Answer: A
Type: MC Page Ref: 48
Classification: Applied
Difficulty: Level 2
58) You failed a test last week. You have since reviewed the material and sought extra help; however, you cannot stop feeling annoyed with yourself for having forgotten the exact date. You are not following which of the suggestions for improving your self-esteem?
A) reframing
B) letting go of the past
C) visualizing
D) developing honest relationships
Answer: B
Type: MC Page Ref: 48
Classification: Applied
Difficulty: Level 2
59) Having someone who can help you objectively and honestly to reflect on your virtues is a benefit of
A) reframing.
B) self-talk.
C) avoiding comparisons.
D) developing honest relationships.
Answer: D
Type: MC Page Ref: 48
Classification: Applied
Difficulty: Level 2
60) If you have self-image problems that are so ingrained that you are unable to deal with them through other methods, the text suggests
A) developing honest relationships.
B) letting go of the past.
C) seeking support.
D) avoiding comparisons.
Answer: C
Type: MC Page Ref: 48
Classification: Applied
61) Which is an accurate statement regarding your self-concept and self-esteem?
A) They affect your ability to be sensitive to others, and affect your overall expectations through the self-fulfilling prophecy, but do not affect your interpretation of messages or your communication style.
B) They do not affect your ability to be sensitive to others but affect your overall expectations through the self-fulfilling prophecy as well as your interpretation of messages and your communication style.
C) They affect your ability to be sensitive to others as well as affecting your interpretation of messages and your communication style, but do not affect the self-fulfilling prophecy.
D) They affect your ability to be sensitive to others, your overall expectations through the selffulfilling prophecy, your interpretation of messages, and your communication style.
62) Before you can become decentred and other-oriented, first you have to feel
A) decentred.
B) androgynous.
C) centred.
Answer: D
Type: MC Page Ref: 49
Classification: Recall
Difficulty: Level 1
D) objective.
Answer: C
Type: MC Page Ref: 49
Classification: Recall
Difficulty: Level 1
63) Social decentring is the the process of
A) focussing on your own abilities and talents instead of those of others.
B) cultivating friends in whom you can confide.
C) the process of taking into account another person's thoughts, feelings, values, background, and perspective.
D) acknowledging your own thoughts, etc., to understand how others see you.
Answer: C
Type: MC Page Ref: 49
Classification: Recall
Difficulty: Level 1
64) Becoming centred means
A) to consider another person's thoughts and feelings.
B) to know yourself and to understand how others see you.
C) to predict future actions by believing they will come true.
D) to think about what we are doing while we are doing it.
Answer: B
Type: MC Page Ref: 49
Classification: Recall
65) Bill knows that Stephanie has a final exam tomorrow. He makes a point not to call her the night before because he knows that if he were studying he would not want to be interrupted. What perspective best represents Bill's actions?
A) a generalized-other perspective
B) a specific-other perspective
C) social decentering
D) a significant-other perspective
Answer: C
Type: MC Page Ref: 49-50
Classification: Applied
Difficulty: Level 2
66) To become other-oriented, we must
A) ask others how they view you.
B) compare ourselves to others.
C) recognize that our self is different from others.
D) try to be the same as others.
67) The "I" is
A) an image of ourselves based upon the collective responses we receive from others.
B) the ability to think of what we are doing as we are doing it.
C) the ability to make a prediction of another's behaviour.
D) our own perspective of ourselves.
Answer: C
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
Answer: D
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
68) The "me" is
A) the image of ourselves based on the collective responses we receive from others.
B) the ability to think of what we are doing as we are doing it.
C) the ability to achieve our goals depending on our ability to predict others' behaviours.
D) our own perspective of ourselves.
Answer: A
Type: MC Page Ref: 50
Classification: Recall
69) An important first step in developing an "other" orientation is to
A) find out as much as you can about others.
B) become androgynous.
C) consider how much you know about yourself.
D) become aware of the difference between your own self-concept and the perception others have of you.
70) When you derive information firsthand about a specific person and you use that information to make predictions about the person's future behaviour, you are using which perspective?
A) the generalized-other perspective
B) the selective-exposure perspective
C) the specific-other perspective
D) the decentred perspective
Answer: D
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
Answer: C
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
71) If you know that your roommate does not enjoy large crowds, you conclude that s/he does not want to go to a huge rock concert with you, you are using which perspective?
A) the selective-exposure perspective
B) the generalized-other perspective
C) the decentred perspective
D) the specific-other perspective
72) When we use the specific-other perspective, we are
A) relying on information that you have gained by observing a particular person.
B) placing ourselves in situations that would be consistent with our own self-concepts.
C) applying knowledge and personal theories about people in general.
D) consistently relating to others based on our own personalities.
Answer: D
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
Answer: A
Type: MC Page Ref: 50
Classification: Recall
73) When you conclude that your speech instructor would not appreciate your talking in class without first raising your hand because all of your other instructors prefer that you raise your hand first, you are using which perspective?
A) specific-other
B) reflective
C) generalized-other
D) life positions
74) When you apply knowledge and personal theories about people in general to a specific person with whom you are interacting, you are using which perspective?
A) specific-other
B) self-fulfilling prophecy
C) generalized-other
D) selective exposure
75) When your perception is that you are convinced that you are lousy in math, so you don't really study, and your recent test results confirm that perception, you may be engaging in A) selective exposure.
B) self-reflexive communication.
C) self-fulfilling prophecy
D) social comparison.
Answer: C
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
Answer: C
Type: MC Page Ref: 50
Classification: Recall
Difficulty: Level 1
Answer: C
Type: MC Page Ref: 50-51
Classification: Recall
Difficulty: Level 1
76) The self-fulfilling prophecy is defined as
A) what we believe about ourselves often comes true because we expect it to come true.
B) placing ourselves in situations that are consistent with our own self-concept and esteem.
C) relying upon information that a person observes to be used in making predictions about behaviour.
D) relying upon information about many people to make a prediction about behaviour.
Answer: A
Type: MC Page Ref: 50
Classification: Recall
77) When you expect to do well on a test and, in fact, you do very well, you may be experiencing the
A) specific-other perspective.
B) self-fulfilling prophecy.
C) generalized-other perspective.
D) looking glass self.
78) Which statement about health and self-fulfilling prophecy is not true?
A) Attitudes and expectations have no power over healing.
B) A healthy outlook helps heal the heart.
C) Pessimism can be a killer.
D) Patients with positive, cooperative spirits recover more quickly.
Answer: B
Type: MC Page Ref: 51
Classification: Applied
Difficulty: Level 2
Answer: A
Type: MC Page Ref: 51
Classification: Recall
Difficulty: Level 1
79) According to research, individuals with low self-esteem are more likely to have all of the following traits EXCEPT:
A) to be more critical of others.
B) to expect to be rejected by others.
C) to be overly responsive to praise and compliments.
D) to evaluate overall behaviour more positively than that of others.
Answer: D
Type: MC Page Ref: 51
Classification: Recall
Difficulty: Level 1
80) Individuals who are both sensitive to criticism and who tend to be more critical of others are likely to have
A) high self-esteem.
B) high self-concept.
C) low self-esteem.
D) low self-concept.
Answer: C
Type: MC Page Ref: 51
Classification: Recall
81) Which statement does NOT fit with research on traits of individuals with a sense of selfworth that is high?
A) They think more highly of others.
B) They regularly feel that others are superior to them.
C) They are more comfortable having others observe them when they perform.
D) They are more likely to admit they have both strengths and weaknesses.
Answer: B
Type: MC Page Ref: 52
Classification: Recall
Difficulty: Level 1
82) According to Will Schutz, our concept of who we are, coupled with our need to interact with others, profoundly influences how we communicate with others. Schutz identifies three primary social needs that affect the degree of communication we have with others:
A) need for inclusion, need for control, and need for safety.
B) need for control, need for privacy, and need for comfort.
C) need for inclusion, need for control, and need for affection.
D) need for affection, need for solitude, and need for exclusion.
83) We all need to be included in the activities of others and to include others in social activities.
Answer: C
Type: MC Page Ref: 52
Classification: Recall
Difficulty: Level 1
Will Schutz calls this
A) the need for control.
B) the need for inclusion.
C) the need for affection.
D) the need for safety.
Answer: B
Type: MC Page Ref: 52
Classification: Recall
Difficulty: Level 1
84) According to Will Schutz the interpersonal need to give and receive love, personal support, warmth, and intimacy is
A) the need for inclusion.
B) the need for control.
C) the need for affection.
D) the need for domination.
Answer: C
Type: MC Page Ref: 52
Classification: Recall
85) According to Will Schutz the interpersonal need to give and receive love, personal support, warmth, and intimacy is
A) the need for inclusion.
B) the need for control.
C) the need for affection.
D) the need for domination.
Answer: C
Type: MC Page Ref: 52
Classification: Recall
Difficulty: Level 1
86) A popular classmate is having a birthday party. You discover that most of the members of your class have received invitations but you have not. Your are surprised about this and are feeling hurt at not receiving an invitation. This example illustrates the interpersonal need
A) the need for inclusion.
B) the need for control.
C) the need for affection.
D) the need for domination.
87) Our communication style is defined as
A) a style characterized by high achievement and controlled emotions.
B) a style characterized by high assertiveness and low expressiveness.
C) the habitual ways in which we behave toward others.
D) a style characterized by sensitivity toward others and a minimum of assertiveness.
Answer: C
Type: MC Page Ref: 52
Classification: Applied
Difficulty: Level 2
Answer: C
Type: MC Page Ref: 52
Classification: Recall
Difficulty: Level 1
88) The "social learning approach" explains your communication style with others
A) based on traits and personality characteristics.
B) based on learning indirectly or directly from other people.
C) and does not influence how we interact with others.
D) a style characterized by masculine and feminine behaviours.
Answer: B
Type: MC Page Ref: 53
Classification: Recall
89) The tendency to make requests, ask for information, and generally pursue your own rights and best interests is referred to as
A) expressiveness.
B) responsiveness.
C) amiable.
D) assertiveness.
Answer: D
Type: MC Page Ref: 53
Classification: Recall
Difficulty: Level 1
90) The tendency to be sensitive to the needs of others, including being sympathetic to the pain of others and placing the feelings of others above our own is
A) responsiveness.
B) assertiveness.
C) expressiveness.
D) reflexiveness.
Answer: A
Type: MC Page Ref: 53
Classification: Recall
Difficulty: Level 1
91) The "Sociocommunicative Orientation" test by McCroskey and Richmond is a tool to assess A) your need for control and your need for inclusion.
B) your dominant strategies for improving your self-esteem.
C) your style of communication on the assertiveness and responsiveness dimensions.
D) your willingness to communicate.
Answer: C
Type: MC Page Ref: 54
Classification: Recall
Difficulty: Level 1
92) Purposefully providing information to others that they would otherwise not learn is called A) responsiveness.
B) self-disclosure.
C) expressiveness.
D) communication style.
Answer: B
Type: MC Page Ref: 54
Classification: Recall
93) Self-disclosure can deepen an interpersonal relationship because
A) it makes you more sensitive to the criticism of others.
B) what you believe about yourself will come true because you expect it to.
C) it influences your expressive or assertive behaviour toward another.
D) it provides a basis for another person to understand you better and conveys acceptance and trust.
Answer: D
Type: MC Page Ref: 54
Classification: Recall
Difficulty: Level 1
94) The model of self-disclosure that reflects both depth and breadth of shared information is
A) the social penetration model.
B) the Johari window.
C) the self-fulfilling prophecy.
D) your communication style.
Answer: A
Type: MC Page Ref: 55
Classification: Recall
Difficulty: Level 1
95) In the model of social penetration, the concentric circles represent
A) expressiveness.
B) breadth.
C) depth.
D) responsiveness.
Answer: C
Type: MC Page Ref: 55
Classification: Recall
Difficulty: Level 1
96) A person's conscious understanding of who he or she is is called ________.
A) expressiveness.
B) responsiveness.
C) self-disclosure.
D) self-awareness.
Answer: D
Type: MC Page Ref: 56
Classification: Recall
97) In the Johari window, the quadrant that is known to the self and known to others is called the ________ quadrant.
A) open
B) closed
C) hidden
D) unknown
Answer: A
Type: MC Page Ref: 56
Classification: Recall
Difficulty: Level 1
98) In the Johari window, the quadrant that is known to others but not the self is called the ________ quadrant.
A) hidden
B) blind
C) unknown
D) open
Answer: B
Type: MC Page Ref: 57
Classification: Recall
Difficulty: Level 1
99) Which of the following is not a true statement about self-disclosure?
A) Self-disclosure usually moves in small increments.
B) Self-disclosure moves from less personal to more personal information.
C) Self-disclosure is reciprocal.
D) Self-disclosure on-line is the same as self-disclosure face-to-face.
Answer: D
Type: MC Page Ref: 59-64
Classification: Recall
Difficulty: Level 1
100) You think you are a great joke-teller, but all your friends and coworkers know that you cannot tell a joke to save your life. Which quadrant of the Johari Window model would explain this?
A) open
B) hidden
C) blind
D) unknown
Answer: C
Type: MC Page Ref: 57
Classification: Applied
101) You always have to check the locks on your doors at least three times before you go to bed every night, but you have never told anyone. In which quadrant of the Johari Window is this information?
A) hidden
B) blind
C) open
D) unknown
Answer: A
Type: MC Page Ref: 57
Classification: Applied
Difficulty: Level 1
102) Which theory suggests that we each manage our own degree of privacy by means of personal boundaries and rules for sharing information?
A) Johari Window
B) Social Penetration
C) Communication Privacy Management
D) Self-Disclosure
103) What is the lowest level of self-disclosure, according to John Powell?
A) cliché communication
B) facts and biographical information
C) attitudes and personal ideas
D) peak communication
Answer: C
Type: MC Page Ref: 59
Classification: Recall
Difficulty: Level 1
Answer: A
Type: MC Page Ref: 59-60
Classification: Recall
Difficulty: Level 1
104) According to John Powell, what is the ultimate level of self-disclosure?
A) personal feelings
B) peak communication
C) attitude and personal ideas
D) facts and biographical information
Answer: B
Type: MC Page Ref: 59-60
Classification: Recall
105) The dyadic effect describes the
A) different levels of self-disclosure.
B) risky nature of self-disclosure.
C) reciprocal nature of self-disclosure.
D) the difference between online and face-to-face self-disclosure.
Answer: C
Type: MC Page Ref: 61
Classification: Recall
Difficulty: Level 1
106) Which of the following is NOT a guideline for self-disclosure.
A) Increase self-disclosure if your partner is not disclosing information about him/herself.
B) Be other-oriented.
C) Monitor non-verbal responses of others.
D) Be careful not to disclose too much.
Answer: A
Type: MC Page Ref: 64
Classification: Recall
Match the definition on the left with the term on the right.
A) values
B) self-esteem
C) beliefs
D) self-awareness
E) attitudes
F) behaviors
G) self-concept
107) learned predisposition to respond to a person, object, or idea in a favorable unfavorable way
Type: MA Page Ref: 34
Classification: Recall
Difficulty: Level 1
108) a person's subjective description of who he or she is
Type: MA Page Ref: 34
Classification: Recall
Difficulty: Level 1
109) your evaluation of your worth or value based on your perception of such things as your skills, abilities, talents, and appearance
Type: MA Page Ref: 44
Classification: Recall
Difficulty: Level 1
110) way in which you structure your understanding of reality--what is true and what is false
Type: MA Page Ref: 35
Classification: Recall
Difficulty: Level 1
111) enduring concept of good and bad, right and wrong
Type: MA Page Ref: 35
Classification: Recall
Difficulty: Level 1
Answers: 107) E 108) G 109) B 110) C 111) A
Match the example on the left with the dimension of the self on the right.
A) the psychological self
B) the material self
C) the biological self
D) the social self
E) the spiritual self
112) "My new house cost $500,000."
Type: MA Page Ref: 37
Classification: Recall
Difficulty: Level 1
113) "I'm a totally different person when I'm away from work."
Type: MA Page Ref: 37
Classification: Recall
Difficulty: Level 1
114) "What is the meaning of life?"
Type: MA Page Ref: 37
Classification: Recall
Difficulty: Level 1
Answers: 112) B 113) D 114) E
Match the terms on the left with Schutz' interpersonal need on the right.
A) control
B) inclusion
C) attention
D) love
E) affection
115) belonging, togetherness, acceptance
Type: MA Page Ref: 52
Classification: Recall
Difficulty: Level 1
116) influence, stability, predictability
Type: MA Page Ref: 52
Classification: Recall
Difficulty: Level 1
117) support, warmth, intimacy
Type: MA Page Ref: 52
Classification: Recall
Difficulty: Level 1
Answers: 115) B 116) A 117) E
Match the description on the left with the appropriate title of the pane in the Johari Window.
A) hidden
B) blind
C) unaware
D) absent
E) open
F) unknown
118) known to others, not known to self
Type: MA Page Ref: 57
Classification: Recall
Difficulty: Level 1
119) known to others, known to self
Type: MA Page Ref: 57
Classification: Recall
Difficulty: Level 1
120) not known to others, known to self
Type: MA Page Ref: 57
Classification: Recall
Difficulty: Level 1
121) not known to others, not known to self
Type: MA Page Ref: 57
Classification: Recall
Difficulty: Level 1
Answers: 118) B 119) E 120) A 121) F
122) Describe the three ways of being self-aware.
Answer:
* Subjective self-awareness: our ability to differentiate ourselves from our environment.
* Objective self-awareness: our ability to be the object of our own thoughts and attentions.
* Symbolic self-awareness: unique to humans, our ability to think about ourselves and use symbols/language to express these ideas to others.
Type: SA Page Ref: 36
Classification: Recall
123) Name and briefly describe the three components of the self identified by William James.
Answer: Components of Self
The material self, consisting of all the tangible things we possess
The social self, reflecting that part of you that interacts with others
The spiritual self, consisting of all your internal thoughts and introspections about your values and moral standards
Type: SA Page Ref: 37
Classification: Recall
Difficulty: Level 1
124) When are we most likely to incorporate the comments of others into our self-concepts? Answer:
* We are more likely to incorporate another's statement if she or she is repeating something we have heard several times before.
* We are more likely to incorporate another's statement if he or she has already earned our confidence.
* We are more likely to incorporate another's statements if those statements are consistent to our own experiences.
Type: SA Page Ref: 38-39
Classification: Recall
Difficulty: Level 1
125) What are the factors that shape the development of your self-concept? Briefly describe and give an example of each factor.
Answer: Self: The sum total of who a person is; a person's central inner force.
Self-concept: A person's subjective description of who the person thinks he or she is.
Refer to Recap: "Who You Are is Reflected in Your Attitudes, Beliefs, and Values" p.35 of the textbook.
Attitudes: Learned predisposition to respond to a person, object, or idea in a favourable or unfavourable way. eg. likes/dislikes.
Beliefs: The ways we structure reality. eg.based on experiences-if you stay in the sun without any protection you will get burned.
Values: Enduring concepts of what is right and wrong. eg. honesty, truth.
Type: SA Page Ref: 34-35
Classification: Applied
126) Explain how self-concept develops and include examples of each means.
Answer: Answers will vary but should include the following information and demonstrate a thorough understanding of each mean.
* Our interactions with other individuals.
* Our associations with groups.
* The roles we assume.
* Our own labels.
* Our personalities.
Type: ES Page Ref: 38-43
Classification: Recall
Difficulty: Level 1
127) Describe Eric Berne's four life positions.
Answer:
* Positive regard for self and others: I'm OK, you're OK.
* Positive regard for self and low regard for others: I'm OK, you're not OK.
* Low self-regard and positive regard for others: I'm not OK, you're OK.
* Low self-regard and regard for others: I'm not OK, you're not OK.
Type: SA Page Ref: 45-46
Classification: Recall
Difficulty: Level 1
128) What is "facework'?
Answer: Facework is the use of communication to maintain one's own positive self-perception (self-face) or to support, reinforce, or even challenge someone else's self-perception (other-face).
Type: SA Page Ref: 46
Classification: Recall
Difficulty: Level 1
129) Provide an example of how self-talk might help you enhance your self-esteem. Describe the positive scene.
Answer: Lance Armstrong told a friend "Cancer picked the wrong guy. When it looked around for a body to hang out in, it made a big mistake when it chose mine." He, no doubt, pictured himself winning the Tour de France.
Type: ES Page Ref: 46-47
Classification: Applied
130) Define and compare the concepts of self-concept and self-esteem.
Answer: Self-concept is a subjective description of who you think you are, reflected in your attitudes, beliefs, and values which are instilled in us from our earliest interpersonal relationships. These interactions with both individuals and groups provide labels and information that shape how we see ourselves.
Self-esteem reflects an evaluation of who you are, based upon comparisons to others. We make judgments about our competence and our value based upon how others react to us. We also judge how we measure up in the performance of our daily activities, compared to how well others perform similar activities. Our self-esteem is determined by the judgments we make from these comparisons.
Type: ES Page Ref: 34, 49
Classification: Analysis
Difficulty: Level 3
131) Compare a specific-other perspective to a generalized-other perspective.
Answer:
* When using a specific-other perspective, you rely on information, real or imagined, about a person in order to predict that person's behaviour.
* When using a generalized-other perspective, however, we rely on information, either observed or imagined, about many people in order to predict that person's behaviour.
Type: SA Page Ref: 50
Classification: Recall
Difficulty: Level 1
132) How does your self-esteem affect how you interpret the messages of others?
Answer:
* People with low self-esteem tend to be more sensitive to criticism and more critical of others. They believe they are not popular and expect to be rejected by others. They may dislike being observed and feel threatened by people who are superior. The expect to lose, are overly responsive to praise and compliments, and evaluate their overall behaviour as inferior to that of others.
* Those with high self-esteem will have higher expectations for solving problems, will think more highly of others, and will be more likely to accept praise without embarrassment. They will be more comfortable being observed, will be able to admit both strengths and weaknesses, and more comfortable interacting with those who view themselves as highly competent. They will expect to be accepted, seek more opportunities to improve their skills, and will evaluate their overall behaviour more positively.
Type: SA Page Ref: 51-52
Classification: Recall
133) Describe Will Schutz's three primary social needs and provide examples for each.
Answer: Answers will vary but should include the following.
* The need for inclusion suggests that we all need to be included in the activities of others. We need to be invited to join. When our friends go out, we want to be included in the invitation. We all need some social contact and to be included in the activities of others.
* The need for control suggest that we need some balance between dominating and being dominated in our relationships. We do not always want to be in control, but we do want to be in control sometimes.
* The need for affection suggests that we all need to give and receive love.
Type: ES
Page Ref: 52
Classification: Applied
Difficulty: Level 1
134) Describe your own communication style, focusing on the two primary dimensions that underlie how we interact with others.
Answer: Answers will vary, but should show an understanding of the concepts of assertiveness and responsiveness and cover some of the dimensions covered in the Building Your Skills box on p.53.
Page Ref: 53-54
Type: ES
Classification: Applied
Difficulty: Level 2
135) How does one's self-esteem affect his or her interpretation of messages?
Answer: Someone with low self-esteem may be more sensitive to criticism and more defensive with people whom they consider to be superior. As a result, they will tend to limit or minimize opportunities for evaluation by withdrawal.
Someone with high self-esteem will tend to be more positive with others and with him or herself, ll be better able to make realistic assessments of criticism, and be more comfortable interacting with others.
Type: SA Page Ref: 53
Classification: Recall
Difficulty: Level 1
136) Discuss how taking the McCroskey and Richmond "Sociocommunicative Orientation" test can help us to be better interpersonal communicators.
Answer: The test assesses communication style on the assertiveness and responsiveness dimensions. There is no one best style for every situation. The test can provide information to you about your preferred styles. Whether or not those styles are appropriate or not depends on the situation. You can learn to adapt your style to suit the appropriateness of the situation. This is a self assessment. It may be interesting to have another person whose opinion you value to also assess your styles. You can check if the assessments are similar or different. Something to think about.
Type: SA Page Ref: 53
Classification: Applied
137) Compare and contrast the social penetration model to the Johari Window. Answer:
* The social penetration model shows how much and what kind of information people disclose in various stages of a relationship. It is set up like a circle divided up into pieces, like a pie. Each piece represents an aspect of the self. The circle is also divided up into concentric rings, each ring representing the depth of information--how personal and intimate it is. The further you go to the centre of the circle, the more intimate the information. We control, then, how much information we give and how personal that information.
* The Johari Window model is divided into four panes, like a window, each one representing an aspect of self awareness that we share with ourselves and/or with others. The first pane, the open pane, contains information known to ourselves and to others. The second pane, the blind pane, contains information others know about us but that we do not know about ourselves. The third, the hidden pane, describes that information we keep to ourselves. The fourth pane, the unknown pane, contains information that we do not know about ourselves and that others do not know either.
* We can draw a Johari Window for each relationship, just as we can draw a divided circle using the social penetration model, which demonstrates what we are and are not disclosing to our partner.
138) Assume you are starting a new romantic relationship. What are the characteristics of appropriate self-disclosure in this situation?
Type: SA Page Ref: 55-58
Classification: Recall
Difficulty: Level 1
Answer: Answers will vary but should show a general understanding of the following principles.
* Self-disclosure moves from less personal to more personal information as the relationship progresses. Moving too quickly means we violate social norms and expectations and risk the relationship.
* Self-disclosure is reciprocal. This reciprocal nature is called the dyadic effect and essentially means that as one person discloses, so does the other. This is how we get to know our partner.
* Self disclosure is risky.
* Self-disclosure online is different than face-to-face disclosure. We tend to disclose more; however, we may not be entirely truthful. This being said, both relationships can be very satisfying.
* Self-disclosure involves trust.
* Self-disclosure over time enhances intimacy. If we want the relationship to progress, so too must our self-disclosure. However, over time, as the intimacy level deepens, our self-disclosure tapers off as we have less to share.
* Self-disclosure reflects perceptions about the nature of your relationship. You must be otheroriented.
Type: ES Page Ref: 58-64
Classification: Applied
139) What advice would you give to someone to help him/her self-disclose appropriately? Answer:
* Be other-oriented and think about how the information you share will affect the other person.
* Monitor the nonverbal responses of those you are disclosing to. This way you can determine how much is too much.
* Be careful not to disclose too much too soon.
* Decrease self-disclosure if sharing information about yourself to someone who is not selfdisclosing in return.
Type: SA Page Ref: 64
Classification: Recall
Difficulty: Level 1
140) What are some of the risks associated with self disclosure?
Answer: The other person can share revealed information with others.
The other person has additional power if the information disclosed is something you'd rather not have others know.
There is a risk of rejection and/or disapproval.
Type: SA Page Ref: 60
Classification: Recall
Difficulty: Level 1
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INSPECTION REPORT
CLINTON CHURCH OF ENGLAND VOLUNTARY AIDED SCHOOL
Merton, Okehampton
LEA area: Devon
Unique reference number: 113452
Headteacher: The Reverend Mrs. Alison Turner
Reporting inspector: Jennie Willcock-Bates 1967
Dates of inspection: 27 to 29 January 2003
Inspection number: 247377
Full inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2003
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Infant and Junior
School category:
Voluntary Aided
Age range of pupils:
4-11
Gender of pupils:
Mixed
School address:
Merton
Okehampton
Devon
Postcode:
EX20 3EQ
Telephone number:
01805 603357
Fax number:
01805 603357
Appropriate authority:
The governing body
Name of chair of governors: Mr Philip Collins
Date of previous inspection: 23 February 1998
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
Baker-Phillips Educational Communications Ltd.
Lydney Office The Croft Brierley Way Oldcroft Lydney Gloucestershire GL15 4NE
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
This is a small Church of England school with 86 pupils between 4 and 11 years old. It is situated in the village of Merton in Devon to the north of Okehampton, serving four parishes, including many farms. Several pupils are transported to school. Most parents have to travel to neighbouring towns to work now that the farming industry is in decline. While the percentage of pupils entitled to free school meals is about average, the area suffers from rural deprivation. The foot and mouth epidemic in 2001 had a significant impact on the financial stability of the area. Four year olds enter the school twice each year and join pupils in Year 1 in the mixed Reception and Year 1 class. Their attainment on entry varies each year and is currently below average. A few pupils have above average attainment and are already writing their names and reading simple words. All pupils are from white British background and speak English as their mother tongue. Thirty-four per cent of pupils need support for special educational needs, which is above average. A significant proportion of these are working at levels that are well below average. Pupils are taught in classes with two or three other year groups because the school is small. The school recently received an Eco Award for its environmental work.
HOW GOOD THE SCHOOL IS
This school provides a satisfactory education for its pupils and is improving. It has several strengths but there are also shortcomings. Standards in English and mathematics are below average because of a significant proportion of low attaining pupils in each year. As a result successful teaching achievement is good. The school provides satisfactory support for pupils with special educational needs but there is a lack of specialist support for long-term very low attainment. This is unsatisfactory and suppresses pupils' achievement by the time they are in Year 6. The leadership and management of the new headteacher are very good. She has created a strong team that has a determination to improve the school and raise standards. The school provides satisfactory value for money.
What the school does well
* Pupils achieve well because teaching is good and work is planned to help them learn effectively.
* The leadership and management of the headteacher are very good and with the governors and staff have inspired a strong determination to raise standards and improve the school.
* Pupils' behaviour is very good because they are managed very well and excellent relationships inspire confidence, and a pride in the school and its eco-environment.
* The provision for pupils' personal development is very good and the school provides very successful opportunities to help pupils become responsible.
* The school provides very good activities for pupils outside lessons using the local and wider community very effectively and making successful links with neighbouring schools.
* Parents' views of the school are excellent and the school has established a very good partnership with them.
What could be improved
* Standards in English, particularly writing, and mathematics remain below average by the end of Year 6.
* Standards in information and communication technology remain below average by the end of Year 6.
* The overall provision for pupils with special educational needs is unsatisfactory because pupils do not always get the specialist support they need.
The areas for improvement will form the basis of the governors' action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
Improvement is satisfactory but has been slow since the previous inspection in 1998 because the school has faced significant challenges, which have compromised the pace of change. A period of instability
and changes of teacher, including the headteacher, because of recruitment problems, meant that new teaching programmes were not implemented effectively. A new headteacher and teachers have been appointed and a new teaching team established. Improvement has become more rapid. Standards in English and mathematics remain below average. Programmes of work have been introduced to raise standards. Standards and achievement in science, history and physical education have improved and they remain average in all other subjects. Satisfactory improvement has been made in all the key issues, but further work is required on pupils' recording skills in science and assessment.
STANDARDS
The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.
The results of the national tests in 2002 for pupils in Year 2 were in the lowest five per cent of all schools nationally in reading, writing and mathematics. The teacher assessment in science was also below average. It was similar in Year 6. Results in English were well below the national average and the average of similar schools. In mathematics and science, results were low and also in the bottom five percent of schools nationally. The small numbers taking the tests mean that analysis of the results and comparisons with other schools are unreliable. However, results are rising but slower than results in other schools. Frequent changes of teacher throughout the school compromised standards. Nearly half of the pupils in the year group had special educational needs that affected their results. Absence from school in 2001 because of the Foot and Mouth epidemic compromised improvement. The school did not meet its challenging targets, but the targets did not reflect an accurate picture of pupils' attainment. Targets have been adjusted and remain appropriately challenging but more realistic. After a difficult period, the school is now back on track to meet its targets in 2003.
Attainment on entry to the Reception Year is below average but there are wide variations. A few children's attainment is above average, while others are at a lower level. The children achieve well and by the end of the year they will exceed the Early Learning Goals in their personal, social and emotional development and their knowledge and understanding of the world. They will reach the goals in all other areas of learning but not all the aspects of communication, language and literacy. Work throughout the school shows significant improvement in the last year. Standards of work seen in English, mathematics and science are broadly average at the end of Year 2, although handwriting and spelling are weak in Years 1 and 2. Achievement is good and pupils in Year 3 to Year 6 are benefiting from new programmes of work and improved teaching. However, standards in Year 6 remain below average in English and mathematics, because of the pupils' low attainment. Pupils are learning at a good rate. Standards and achievement in science are satisfactory. Differences between test results and the work seen are related to good teaching and support in lessons and work planned to help pupils achieve well. By the end of Year 6, standards in history and physical education are above average and achievement is good. Achievement in art and design, design and technology and geography is satisfactory. Pupils are achieving well in information and communication technology but the limitations of the resources inhibit standards in Year 6. Achievement in music is satisfactory at the end of Year 2 but it was not possible to judge standards at the end of Year 6.
PUPILS' ATTITUDES AND VALUES
Pupils work and play happily together. They show respect for each other and for the values and beliefs of others. The School Council is impressively organised by pupils with the help of a teacher.
TEACHING AND LEARNING
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses.
Teaching is good overall and pupils learn effectively. Teaching was satisfactory or better in almost all lessons and good or better in eight out of ten; in four out of ten it was very good. Teaching is satisfactory in the reception and Year 1 class, good in the Year 2 and 3 class and very good in the Years 4 to 6 class. Teaching is very good in English, history and music, good in mathematics, science and design and technology. Literacy and numeracy skills are effectively taught, although pupils do not regularly practise the sounds of letter to help their reading in Year 1. Pupils apply their basic skills to most other subjects. Teachers are enthusiastic about teaching English and mathematics and this helps pupils to work hard. Teaching is at least satisfactory in geography, art and design and information and communication technology, and very good in physical education.
Teaching meets the needs of most pupils well, whatever their attainment, special educational needs, social background or gender. Teachers have good subject knowledge, which helps them to produce innovative activities to broaden out the pupils' skills knowledge and understanding. Very good use of questioning helps the pupils think and to ask and answer questions to help teachers to understand what they have learned. Relationships between pupils and teachers are excellent, and inspire trust that helps the pupils to have confidence to learn new things. Teachers manage pupils very well and this helps them to work hard. Teachers have high expectations of pupils . Teaching was not effective when activities lacked structure in some of the learning in Reception and Year 1. Learning support assistants are very effective.
OTHER ASPECTS OF THE SCHOOL
Limitations of resources mean that not all the aspects of information and communication technology are taught. The school does not use any testing to provide detailed information about pupils other than national tests. Child protection procedures are good and links with parents are very good.
HOW WELL THE SCHOOL IS LED AND MANAGED
The school has an appropriate number of well-trained teaching and non-teaching staff. The accommodation is satisfactory although there are weaknesses because the hall has to be used as a teaching area. Resources are adequate but more are required to update information and communication technology. The school is continually seeking ways of promoting racial harmony and fully includes the different groups of pupils in all its work. The school is successfully seeking ways of getting best value out of resources.
PARENTS' AND CARERS' VIEWS OF THE SCHOOL
The inspectors support the positive views of the parents. Pupils enjoy their lessons and their behaviour is very good. Inspectors found that while the school provides appropriate information about pupils' achievement, reports could be improved. Inspectors found that the school provides a very broad range of
good quality activities outside lessons.
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school's results and pupils' achievements
1. Overall, standards are below average at the end of Year 6 because of the pupils' attainment in English and mathematics. This is a similar judgement to that made by the previous inspection. The school has suffered from a series of serious setbacks since then that compromised standards and achievement. The school's performance in the national tests was poor, and results overall at the end of Year 6 were in the bottom five percent of all schools nationally. There are variations in results each year because of the different attainment of the pupils. The school has significant numbers of pupils with low attainment, and this affects results in small year groups. However, several other factors have inhibited school improvement and affected standards.
* Several pupils had to be absent from school as a result of the Foot and Mouth epidemic. The disease started in this area, creating a period of significant instability and devastated many parents' livelihoods and financial security.
* Staff changes, including the retirement of the headteacher led to recruitment problems. There were several changes of temporary teachers over the last three years, which disrupted the pupils' education.
* High numbers of pupils, particularly boys, have significant special educational needs in the Years 4 to 6 class which affected standards.
* Circumstances in the school slowed improvement and the implementation of the National Literacy and Numeracy Strategies.
* An above average number of pupils have moved in and out of the school, particularly in Years 3 to 6, which means that they did not take their Year 2 tests in the school. Therefore, the judgements about achievement from Year 2 to 6 in tests are not accurate.
2. Last year a new headteacher was appointed and successful recruitment enabled a new teaching team to be established. The pupils' work in throughout the school and particularly in Years 3 to 6 shows significant improvement. The school is now back on track, and standards and achievements are rising. The new headteacher has focussed her efforts on improving planning and teaching in literacy and numeracy by supporting the successful implementation of the national strategies. Efforts to boost the confidence of boys and helping them to see the importance of learning are beginning to take effect. Over the last year achievement has improved, and effective systems are now in place to track pupils' attainment in English and mathematics. This helps the school to set appropriately challenging targets based on pupils' current performances in tests and assessments. The reasons for the significance difference in the standard of work seen and the test results is that these improvements did not have time to help pupils in the previous Year 6. In addition, pupils are well supported in lessons and work is targeted to help them learn and succeed. However, they still do not always have the confidence to apply what they have learned when they undertake independent work or tests.
3. Because the groups of pupils who enter school each year are small, attainment on entry varies, and is currently below average. The attainment of a few pupils is above average, and achievement is rapid. The attainment of others is below average, and they find it difficult to sit and listen. Teaching is satisfactory overall. There are
strengths in the way the children's language and mathematical understanding is developed, and how they are helped to be happy and confident in school. By the end of the Reception Year, children are achieving well and exceed the Early Learning Goals in their personal, social and emotional development and their knowledge and understanding of the world. They are meeting the goals in their mathematical development, and their creative and physical development. Children will not meet all aspects of the goals for communication, language and literacy, related to the sounds of letters make and writing. There are times when their achievement slows because activities lack structure. Children are not always guided enough about what tasks they need to undertake and which they can choose for themselves.
4. While standards are generally average at the end of Year 2, and pupil achieve well, the school did not perform well in the national tests in 2002. Results were in the lowest five per cent of all schools nationally in reading, writing and mathematics. The results of the teachers' assessment in science was also well below average. The girls performed better than boys in all subjects. However, with small numbers taking the test in Year 2, an analysis of results or comparisons with other schools is unhelpful because they do not paint a reliable picture of standards and achievement. Nearly half of the pupils needed help with their learning and this had an impact on the test results. The teachers' assessments matched the results accurately. School documentation shows good achievement.
5. Standards at the end of Year 6 remain stubbornly below average because, within this year group of nine, a large number of pupils, in particular boys, have significant special educational needs in English and mathematics. Standards in Year 5 are higher. They are at least average, and for a large group of pupils above average. The school did not perform well in the national tests for Year 6 in 2002, and results were well below average in English. Results in mathematics and science were low and in the bottom five per cent of all schools nationally. The performance of boys and girls was similar. While results declined since 2001, some variations year-on year occur because of the different levels of pupils' attainment and the small year groups. However, there was a decline in standards in the two previous years. Consequently, results were not rising at the same rate as other schools. Nearly half of the year group had special educational needs and this affected their results.
6. The school's analysis of the test results reveals that several pupils did not have the confidence to attempt some of the questions in the mathematics paper or had misunderstood what they had to do. The target set by the school for 2002 was very challenging and was not met in English or mathematics. The local education authority recognised the need to revise the targets for 2003 because of the attainment of the pupils. These targets remain challenging but are more realistic. The data maintained by the school show that pupils have achieved well over the last year within in the Year 3, 4, 5 and 6 class. The main reasons for this are improved teaching and organisation of the pupils into smaller teaching groups enabling work to be targeted at the pupils' ages and levels of attainment.
7. As a result of the teachers' consistent and successful effort to improve teaching and learning in English, all groups of pupils' achievement is good. The basic skills of literacy are generally taught well. Skilful questioning promotes achievement in speaking and listening and standards are average at the end of Year 2. Good achievement in Years 3 to 6 means that the majority of pupils in Year 6 are speaking in Standard English and adapt their talk for different purposes. However, there are weaknesses in reading, pupils in Year 1 do not know the sounds letters
make and are not developing strategies to help them read quickly enough. By the end of Year 2, pupils know how to link the sounds of letters to read unknown words or to check the words using the meaning of the sentence. Good teaching and regular practise of skills means that achievement is good from Year 3 to Year 6, although standards are uneven. By the end of Year 6, a group of boys are not interested in reading but the school is successfully boosting their confidence and attainment. Higher attaining pupils read very well and freely discuss authors and the characters in books. Achievement in writing is good. Standards are rising because of the very good teaching. Pupils use increasingly interesting language to explain their ideas. Spelling is generally accurate and improving because pupils practise regularly in Years 2 to 6. There are good examples where pupils' consolidate their writing skills in other subjects but more work needs to be done in science. However, handwriting is weak in Years 1 and 2 because too few pupils are joining letters and this hinders their progress. By the end of Year 6, pupils are developing a fluent, joined style.
8. Standards in mathematics are below average by the end of Year 6, but vary widely from above average to low. The low attainment of a significant number of pupils with special educational needs lowers standards overall. However, achievement is good because teaching is good. By the end of Year 2, standards are average and most pupils understand place value and can identify the highest and lowest value from a three-digit number. They recognise and use addition and subtraction to solve simple problems and are gaining confidence in using measures such as centimetres and grams and kilograms. By the end of Year 6, the gap between the low attaining and high attaining pupils widens. Achievement remains good, particularly for high attaining pupils who can undertake inverse operations, understand equivalent fractions and apply their knowledge effectively when solving number problems. Lower attaining pupils are less secure in their understanding of place value and correct notation, for example when adding centimetres to metres. They are well supported. Although they are slower at learning whether to use addition or multiplication to solve a problem, records show that their achievement is good and their self confidence in mathematics is increasing.
9. Standards in science are average at the end of both Year 2 and Year 6, and achievement is satisfactory. However, there are wide variations in attainment. Pupils are developing a sound knowledge and understanding of science by the end of Year 6. This is the result of good teaching from a specialist teacher and pupils' achievement is good in the more practical aspects of the subject. By the end of Year 2, pupils know the effect of heating and cooling a range of materials and record their investigations in a range of ways. They are developing a good understanding of the need for a test to be fair. By the end of Year 6, pupils know how to calibrate spring balances, using string and elastic bands and understand the need for accurate measurement and can record and interpret their findings accurately. They know that liquids and solids can be separated by filtration and evaporation and know how to make a test fair, limiting the number of variables and re-testing to check their findings.
10. The school is currently developing information and communication technology. Standards are average in the aspects of the subject covered. Standards at the end of Year 2 are average and the new programmes of work are enabling pupils to become confident at organising text and changing the size and colour of fonts. The limitations of the current equipment and the fact that the new programmes of work have not yet completed a full cycle mean that standards at the end of Year 6 are below average overall. However, pupils' skills in word processing are good and they
use computers effectively to support their learning in several other subjects. They can down load information from the Internet and import pictures into their topics about the Second World War and the Ancient Egyptians for example. They lack experience of framing questions when interrogating information, using sensors and data presentation using spreadsheets and line graphs. Their achievement in the full range of technology is inhibited by a lack of suitable resources, but appropriate plans are in place to update resources by the end of the current financial year.
11. Standards in history are above average at the end of Year 6 and average at the end of Year 2. Pupils achieve well and have a good understanding of the different periods in history. Very good teaching fires the pupils' interest, and by the end of Year 6, pupils have a good understanding of the impact different periods of history have on our society today. It is not possible to make a secure judgement about standards in physical education by the end of Year 6, although most pupils become competent swimmers and achieve good standards in a range of games and athletics. By the end of Year 2, standards in dance are above average and achievement is good. Very good teaching helps pupils make imaginative responses to music and evaluate each other's work sensibly, which leads to modification of the previous sequences. Standards and achievement are satisfactory at the end of Year 2 and Year 6 in art and design, design and technology, and geography. Standards and achievement in music are satisfactory at the end of Year 2 but it is not possible to make a judgement about standards at the end of Year 6 because of the limitations of the timing of the inspection.
12. Standards are similar to those identified by the previous inspection, although achievement has improved overall. There is a decline in standards in English and mathematics but this situation is improving. Improvement is satisfactory overall but the weaknesses in handwriting and spelling remain in Years 1 and 2. Standards have improved in science. There appears to be a decline in standards in information and communication technology. This is because of the changing demands of the curriculum and the limitations of the computers and other technology.
13. The recent changes to staff in the school mean that systems for tracking achievement are new. The headteacher and teachers carefully analyse results of tests and assessments in relation to the levels the pupils' attain, and special educational needs. While the school is working hard to support the pupils' with special educational needs, external specialist support is required because of the high levels of need some pupils have. The results of both boys and girls are carefully tracked particularly where there are more boys than girls in the year groups. After boosting the boys' confidence and attainment, the school is now ensuring that the quieter girls are achieving as well as they should. Test papers are now examined but there is limited evidence of analysis of test papers and the use of the information from previous years to examine trends in what pupils are getting wrong. Information is used to set targets for individual pupils and these are discussed and agreed with parents. In addition, the information is used to put pupils into teaching groups that will enable work to be targeted at their needs and to agree to more intensive support to raise attainment. Local and national data are now being used effectively to track achievement and make realistic predictions about possible levels of attainment. This leads to appropriately challenging targets and the governors, teachers and learning support assistants have a good idea about what has to be done to raise standards. Significant improvements have been made in the past year. The school is now well placed to make further improvements.
Pupils' attitudes, values and personal development
14. Pupils' attitudes, values and personal development are very good. They are significant strengths of the school. Some of the strengths identified by the previous inspection have been enhanced, which marks a good improvement. The pupils have very positive attitudes, and they are highly enthusiastic and thoroughly enjoy school. This starts in the reception class, where children are content to leave their parents at the start of the day, including those who had only been in the school a couple of weeks at the time of the inspection. Children in the Reception Year work and play happily and are confident talking in front of adults, because they are encouraged to talk about what they are doing. Pupils in Years 2 to 6 are proud of their school and are very willing to talk about their experiences of school life. A large number of pupils take advantage of what the school offers, including the very good range of extra curricular activities. For example, twenty-four pupils were seen attending the after school Chess Club, a large number in a small school. Pupils are proud of their work. Those producing decorated tiles on a local theme were keen to show what they had achieved with the school's artist in residence. Pupils are confident in lessons and most contribute effectively to discussions or answer questions posed by the teacher. A few older boys do not show enthusiasm, and teachers have to work hard to motivate them to respond to challenges.
15. The behaviour of all groups of pupils is very good, and praised by parents, teachers and other adults who work with them. Pupils usually meet the school's high expectations, helping them to learn effectively. There is no evidence of oppressive behaviour in classrooms or the playground. There have not been any pupil exclusions in the last year. Incidents of bullying or serious teasing are rare. Pupils are polite and courteous and understand the impact of their behaviour on others. Their very good behaviour is promoted in the respectful ways teachers treat the pupils. Pupils look after their environment well and there is no litter.
16. Relationships in the school are excellent and this inspires confidence, enabling pupils to develop well personally. The school operates a very caring family community, and this is reflected in these exemplary relationships which exist between all members of the community. Pupils enjoy working and playing together. They are confident to ask for support and guidance when they need it because teachers value the contributions they make. This has a positive effect on their attainment. When working in pairs or in groups, they co-operate well, respecting each other's point of view.
17. Pupils show respect for each other and for the values and beliefs of others including religious beliefs and practices. For example, they talked sensitively about Judaism and the problems refugees face in a strange country. They make sensitive responses when discussing differences of colour of skin or the different languages people speak. The pupils respond very well to the Christian ethos, which has a positive impact on their ability to reflect quietly in assembly and discuss the issues raised sensibly. Boys and girls work together happily. Pupils in different years know each other well and older pupils play with younger ones. During the lunchtimes, older pupils, nominated as play leaders, automatically help younger pupils organise their games. This creates a friendly atmosphere. Pupils respond well to the many opportunities given for them to take initiative and personal responsibility. For example, the way they organise the School Council is very impressive. This has a real impact on the way the school is run. Their care for the environment and understanding of how they save the world's natural resources has led to an 'EcoSchools' Award'. Playground leaders showed considerable maturity. Older pupils
patiently help younger pupils read. They clear the dining hall sensibly and contribute effectively to the school's conservation efforts, which they do with considerable enthusiasm. In lessons, pupils carry out jobs willingly.
18. Attendance is currently well above the national average for a school of this type, although the figures for last year dipped badly because of problems caused locally by the foot and mouth crisis. Unauthorised absences are very few in number and pupils arrive at school punctually, subject only to delays to the school buses.
HOW WELL ARE PUPILS OR STUDENTS TAUGHT?
19. The quality of teaching is good overall, and pupils learn effectively. Teaching was satisfactory or better in almost all the lessons observed, good or better in eight out of ten and very good in four out of ten. The quality of teaching has improved since the previous inspection and is now good in science and very good in Years 3 to 6. Teaching in the Years 4, 5 and 6 class is one of the school's strengths. Rapid improvements have been made in the last year and this is helping to raise standards and improve achievement.
20. Teaching is satisfactory in the Reception Year and has a positive impact on pupils' learning. There are strengths in the way the children's language and mathematical understanding are developed, and in the range of innovative activities planned to inspire children to talk and ask questions. Another strength is the way children are helped to settle into school, helping them to be confident to learn new things. The teaching of literacy is satisfactory and in numeracy it is good. However, there are too few regular opportunities for pupils to practise their reading and writing skills. There are times when imaginative role-play and other play activities lack structure, and achievement slows when activities are not sufficiently linked to the Steps to Learning for the Early Learning Goals for the end of the Reception Year.
21. Teaching is good in the Years 2 and 3 class and sometime very good. Teaching is particularly good in the Years 4, 5 and 6 class and the needs of the different ages and levels of attainment in the class are met very well by the teachers who share responsibility for their learning. As a result, the different groups of pupils achieve well as they move thorough the school and their skills, knowledge and understanding are systematically developed as they move from Year 3 to 6.
22. Teaching is very good in English and history and good in mathematics, science, design and technology and music. Basic skills in literacy and numeracy are generally taught well, enabling most pupils to practise their reading, writing and number skills. In Year 1, however, such opportunities were not regular and pupils were not as confident at recognising the sounds of letters when reading and the shapes of letters when writing as they should be. Literacy and numeracy are developed well in other subjects. There are several examples of pupils' writing reports in history and geography and using number in science and design and technology, carefully measuring and calculating. More could be done to link the skills of report writing to their work in science. Teachers are enthusiastic about teaching English and mathematics, capturing the pupils' interest, and helping them to work hard. Too few lessons were planned to take place in the two days of the inspection in some subjects. However, the work seen indicates that teaching is satisfactory in art and design, geography, information and communication technology and very good in physical education. The pupils benefit greatly from working with an artist in residence. The quality of the pottery they are making is very good and pupils are proud of their efforts.
23. Teaching meets the needs of most pupils well, whatever their attainment, special educational needs, social background or gender. This has a positive impact on learning and their interest in the work they undertake. Pupils with special educational needs are generally taught well. There are particular strengths in their support and teaching in Years 3 to 6. Teachers plan lessons well, with good consideration of the wide ranging needs of pupils identified in the Individual Education plans and the objectives set. Good use is made of structured reading and numeracy support in small groups of pupils and the learning support assistants provide sensitive help and teaching. They work closely with teachers and follow lessons effectively. Teachers work hard to provide challenge to keep gifted writers and mathematicians enthusiastic and motivated. Successful opportunities are provided for pupils of the same age and level of attainment to work together and this is very good use of teachers' expertise.
24. Teachers have good subject knowledge and understanding of how to teach pupils of these age groups. This helps them to produce innovative activities to broaden out the pupils' skills, knowledge and understanding. A good example of this was in a history lesson in the Year 2 and 3 class, when the teacher helped the pupils think like archaeologists and dig for treasure in the sand. The pupils were captivated by the lesson that skilfully built upon their skills and knowledge. In another history lesson the teacher used drama as a tool for helping pupils understand the social structure of life in ancient Egypt. The pupils concentrated hard on what each other had to say and worked very hard throughout the lesson. Teachers have a good understanding of the National Literacy and Numeracy Strategies. There have been considerable improvements to the teachers' knowledge in information and communication technology through recent training. This has developed their confidence in their own use of information and communication technology, for example, in downloading information form the Internet that they can use in lessons. They are committed to improving the provision and extending the use of information and communication technology to other subjects.
25. Lesson planning has improved throughout the school, but needs further work to use the specific steps to learning more in the Reception Year rather than the Early learning Goals. In the best lessons, teachers share the objectives with the pupils, helping them to have a clear understanding of what they are going to learn. Teachers use a broad range of very effective methods and interesting activities to keep pupils motivated and engaged in what they are doing. As a result, pupils work hard. A good example of this was in a literacy lesson in Year 1 where pupils were changing the words to familiar nursery rhymes. The pupils were excited by their use of language and the teacher provided a good model of writing for them. In a science lesson in Years 5 and 6 pupils were captivated by an investigation about friction. They measured, in Newtons, using their own spring balances that they had calibrated.
26. Teachers ask well-timed and probing questions, and intervene in pupils' learning just at the right time to help them correct misconceptions and extend their knowledge and understanding. This very good use of questioning helps the pupils think, and helps them to formulate their own questions as well as provide answers to help teachers to understand what they have learned. For example, in a personal and social education lesson the teacher used drama to help pupils think about respect for others. High level questioning challenged the pupils' preconceived ideas. The teacher very skilfully used pupils' ideas building activities on the comments they made following the imaginative role play they constructed.
27. Relationships between pupils and teachers are excellent and inspire trust that helps the pupils to have confidence to learn new things. Teachers manage pupils very well and this helps them produce a good amount of work at a good pace. They have high expectations of behaviour and learning and they expect to be listened to. Teachers and learning support assistants value the pupils' work and the contributions they make in discussion. Pupils are keen to have a go at challenging tasks. A good example of this was in a literacy lesson in Year 5 and 6, where higher attaining pupils were studying Rudyard Kipling's Poem 'If' as part of a study on different types of poetry. The teacher helped the pupils to be confident in their knowledge about poetry, and supported them very effectively and sensitively as they grappled with the meaning of this complex poem. They struggled hard and eventually with encouragement and praise, were able to write their own poems around the same theme. They were delighted with their success.
28. Learning support assistants are very effective in their support of teachers and pupils. They fulfil a range of functions and are well respected by the pupils who enjoy working with them. Excellent relationships between the learning support assistants and the children promote confidence in their learning. Communication between staff is very good and this helps their work to be consistently good. They use their specific skills to good effect in information and communication technology and art for example. They work well as a team with the teachers.
29. The few shortcomings in teaching are related to an unsystematic approach to the teaching and learning of strategies for reading and writing in Reception and Year 1. Too little time was spent on reinforcing the children's knowledge of letters. Sometimes activities for children in the reception year are not sufficiently structured and they are not guided enough about what tasks they need to undertake and what they can choose for themselves.
30. Teachers carefully assess pupils' learning and know what they need to learn next. There are examples of effective marking and in some books pupils comment on the marking noting how they will improve their work. Marking is more consistent, and has improved since the previous inspection. Homework is used effectively to support the pupils' learning in lessons. The school suffered from a period of instability when there were several changes of teacher, which compromised improvement. Currently, teaching is continually improving because teachers evaluate their strengths and weaknesses through the analysis of pupils work and discussion and targets set with the headteacher. The teaching team work effectively together maximising their wide ranging strengths and expertise to enable pupils to learn new things in imaginative ways.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS?
31. The school provides a good range of curricular and other learning opportunities and prepares the pupils well for the next stages of learning. This is because an appropriate curriculum is in place that is suitably broad and balanced. The statutory curriculum is in place including provision for a daily act of worship. All subjects of the National Curriculum and religious education are taught. This is a similar judgement to the judgement made at the previous inspection. There are now appropriate policies and schemes for all subjects and for the Foundation Stage curriculum for the children in the Reception. All the areas of learning in the Foundation Stage curriculum are covered and the school is working towards the
Early Learning Goals. However, some of the planning for activities do not always relate closely enough to the smaller steps to learning.
32. Suitable time is allocated to each subject area in keeping with the school's particular focus on improving pupils' literacy skills, especially writing. Planning is good. The strong emphasis on English and mathematics is helping pupils' to learn. The current two- and four-year programmes of topics provide an appropriate focus for teaching subjects and successful links between subjects in Years 1 to 6. The cycle is at its end and the curriculum is due for review and updating at the end of the school year.
33. The curriculum is appropriately broad. Teachers work very well together as a team to ensure effective continuity and progression in pupils' learning. Improved planning enables pupils to use and apply their literacy and numeracy skills in other subjects. More could be done to enable writing skills to be applied to work in science. Teachers share their expertise in subject areas, such as music and physical education and work very well as small teams, enhancing learning and the curriculum. The strategies for teaching literacy and numeracy are generally good, although the approach to teaching pupils about letters for reading and writing in Year 1 is not always as systematic as it could be. The use of information and communication technology, to support learning, is developing well because of the teachers enhanced subject knowledge. They make a concerted effort to include information and communication technology in English and mathematics and pupils use the Internet to research information for history and geography. There are limitations to this due to the inadequacies of the computers and other technological resources, which will be rectified as part of the current school improvement plan.
34. Considering the size of the school, the curriculum is very well supported by extra curricular activities. Sporting activities are a particular strength and very good use is made of grant funding to promote inclusion for all in a wide range of sports. Parents undertake football training. The school choir and guitar club are well attended and potential musicians can also avail themselves of tuition from a local music specialist. A thriving chess club meets regularly and the covered play area is well used for playground chess and draughts games. All pupils choose a book each term from the visiting mobile library encouraging good cooperation between home and school, encouraging pupils to read. Residential visits with other schools enhance the pupils' personal development and confidence being away from home. A very good range of visits are undertaken both locally and further a-field to support the pupils' learning. Very good use is made of visitors from the local community who share their expertise and experiences with the pupils. For example, pupils have interviewed villagers about the War and children that were evacuated from Plymouth and London. The chair of governors has shared his unique knowledge about wood glass with pupils. The school is proud of its links with the Coldstream Guards and pupils thoroughly enjoy meeting new and old soldiers
35. The school's involvement with other local schools is good. Joint events and visits enable the pupils to work with others in neighbouring schools. Sporting events are well supported and regular events enhance the pupils' learning. Teachers from the schools work together in joint training events. Children from the village pre-school group visit the school to help them prepare for their entry to school. Very good links are maintained when they join their teacher and return back to the pre-school group to share their experiences. These visits help pupils be confident and settle very well to their new school.
36. The development and use of the school grounds plays a significant part in enhancing the curriculum and learning opportunities. Playgrounds are well marked for a range of play activities suited to the age and stage of the pupils. Much thought and development has been put into the environmental area, which contributes to the pupils' learning in science, art, design and technology and physical education experiences. It also provides a basis for surveys, investigations, the collection and use of data and a range of literacy work. This work was given a national award.
37. All teaching and non-teaching staff work hard to make sure that all boys and girls have equal access to the curriculum. As a result, the provision for all groups of pupils is good and they achieve well. Careful planning ensures that whatever the pupils' attainment they are fully involved in all activities. High attaining pupils are appropriately challenged. Gifted mathematicians and pupils with significant skills in writing or music have opportunities to work with older pupils.
38. Overall, provision for pupils' personal, social and health education is very good. A governors' working party is contributing to the development of this programme of work. Regular group work called 'circle time' provides good opportunities for responding to personal issues as they arise. Suitable provision is made within the programme for sex education in keeping with the requirements of the Diocese. Appropriate attention is given to issues of the misuse of drugs and personal safety. Very good opportunities are provided for pupils to take on responsibilities as the progress through the school. A 'Playground Leaders' scheme effectively encourages pupils to take responsibility for organising play and the very good equipment provided. They are well trained and very serious about their responsibilities. The 'Eco School Council' significantly promotes pupil involvement and responsibility and contributes much to their developing citizenship. They are conscious of conservation and have a good understanding of how they can protect their local environment and the world resources.
39. The provision for pupils with special educational needs is unsatisfactory overall. Early identification, appropriate support from learning support assistants and setting initial individual education plans with suitable learning targets are clear strengths of the provision. Teachers plan lessons well with good consideration of pupils' individual needs through learning objectives that match pupils' targets. Good use is made of structured reading and numeracy support for small groups of pupils. There is good initial compliance to the Code of Practice for pupils with special educational needs. Termly reviews are well maintained and parents fully informed. Pupils with continuing needs are appropriately referred to external agencies for further assessment, for example by an educational psychologist. However, in the main this does not lead to additional support being provided or to further investigation of their particular learning difficulties. As a consequence, some pupils with special educational needs have been receiving School Action for several years. Despite having significantly low levels of attainment, they do not receive any additional specialist support or sufficient investigation into their special needs or particular learning difficulties.
40. Provision for pupils' spiritual, moral, social and cultural development is good and a strong feature of school life. These judgements are the same as those made at the previous inspection. The provision for spiritual development is very good. The strong Christian ethos permeates the school. Relationships are very good and result is pupils developing self awareness and respect and understanding of the needs of others. This is evident in the way pupils support and help each-other, work together and celebrate achievements, both at play and during lessons. The school's
environmental area is very well used and pupils have a sense of pride and ownership and value the opportunities to observe wildlife from the hide. They have very positive and caring attitudes to the environment, understand and respect living things, and have a keen interest in and appreciation of, the natural world. A sense of wonder is effectively nurtured through poetry. The poem 'The Highwayman' captured the imagination of pupils in Year 4, and inspired their use of language.
41. The school makes very good provision for moral development. Daily routines are well established, and the school operates in a clam, ordered environment with every child knowing what is expected of them. Pupils are successfully helped to know right from wrong, by the consistent way the very few rules are applied. Adults provide very good role-models in their relationships with pupils and each other. A strong sense of honesty and fair play is evident throughout the school. Good opportunities are taken to discuss issues of right and wrong, for example, during a study of life and times in ancient Egypt.
42. The provision for pupils' social development is also very good. It is enhanced by good involvement with pupils from other schools through the co-ordinated physical education programmes arranged as part of the Schools Sports Co-ordinator Scheme, which promotes inclusion and active playtimes. Very good links are in place to enable pupils to be confident at times of transition. The annual residential camp, provide good opportunities for pupils to extend their social circle. Many opportunities are planned for pupils to take responsibility, for example helping young children to read, helping at lunchtime and in the play ground. Collaboration between pupils in lessons across the range of subjects is effectively encouraged. This helps pupils to develop good skills in working together to solve problems or be part of a team.
43. The provision for cultural development is good. Good contributions to pupils' cultural development are evident in topics and in religious education when they learn about a range of religious festivals, foods and customs. For example, a topic on India involved clothes, food and customs and pupils learned dance routines to Indian music and performed to an audience of parents. The 'Artists in Residence' scheme enhances pupils' understanding and appreciation of art but there is insufficient attention to the work of famous artists. A wide range of music is used strategically to enable pupils to appreciate its different forms. The school works hard to broaden the pupils' experiences from this small rural area. Trips and visits to places of interest enhance their understanding of other places. In the Reception and Year 1 class pupils enjoyed finding out about India and the area where one child's father was working on an oil rig. The school has a clear policy to confront and combat racism, which promotes a respect for other cultures. However, more could be done to help pupils understanding about other cultures and traditions represented in other parts of Britain.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
44. The school cares well for its pupils and places particular emphasis on pupils' social and personal development. The good standards of care have been maintained since the previous inspection. The school forms a strong community, which does not just function through formal rules. Almost all parents state that their children are happy and enjoy school. They rightly believe that the school is effective in helping their children to become mature and responsible.
45. The school's procedures for child protection and for ensuring pupils' welfare are good. The school provides a caring and supportive environment in which pupils can feel safe and valued. All staff make considerable efforts to look after the welfare of individual pupils when they need it; both parents and pupils appreciate this. Responsibility for child protection lies with the headteacher who ensures that local procedures are followed. Adults in the school are reminded of their responsibilities. There is good provision within the programme for personal and social education to encourage pupils to take responsibility for their own safety. Support from the staff enables pupils to feel secure and valued and to concentrate on their learning, thus helping them to achieve well. The governors, headteacher and staff are active in ensuring that health and safety procedures are in place and followed. Assessments of risk are carried out. The school provides a safe environment.
46. All teachers are active in the pastoral care of their pupils. Throughout the school, teachers know their pupils well and successfully meet their individual needs. Children are introduced to the school very sensitively for the first time. They meet their teacher at home and in the pre-school group. Then they make weekly visits to the Reception and Year 1 class. This is very good and helps pupils be confident and secure. Teaching and non-teaching staff are effective in supporting pupils when they need it. The very good relationships mean that pupils have caring adults to whom they can turn if they are experiencing difficulties. The monitoring of pupils' personal development is good, although because of the size of the school, it is largely informal.
47. The school has good procedures for monitoring attendance and they encourage pupils to come to school regularly. There are systems in place to identify problems with attendance as they emerge, although the strong support for the school from parents means that these are not often needed. There is very rarely a need to involve the Educational Welfare Officer in problem cases.
48. The procedures for monitoring and promoting good behaviour are effective. The school has high expectations of pupils' behaviour and pupils know what is expected of them and conform. This expectation and ethos is strong and is established right from the early years; it permeates the school. There are clear boundaries of what behaviour is acceptable, although unusually, there are no specific school rules. Rather, there are two key principles expressed in the Behaviour & Discipline Policy, that the school expects children to treat others as they would wish to be treated, and that no child should disrupt the academic or social life of others. Clearly this works well but should the school ever be faced with a major problem, then this vagueness could make it hard, for example, to exclude a pupil. All staff, including teaching assistants and lunchtime supervisors, are constantly reinforcing the school's expectations. The standards of behaviour achieved owe much to the staff's relationships with pupils and their personal effectiveness. The policy against bullying is a rather vague. However, in practice the school's approach to eliminating oppressive behaviour is effective, based on establishing a climate for behaviour that emphasises positive relationships. Bullying is dealt with quickly and efficiently.
49. The school has satisfactory systems for assessing attainment and achievement. A common approach to assessment of progress is a current priority for development. Staff are reviewing pupils' work together and planning assessment opportunities in each subject through lesson plans. Good, clear learning objective are set for pupils of different levels of attainment. Teachers have their own methods to enable them to assess pupils' attainment and progress. For example, some use ongoing assessment by annotating lesson plans, others use an ongoing record against a list
of learning targets with coded marking to show pupils' level or degree of achievement. Both methods are used effectively in planning subsequent lessons in response to learning outcomes but a common agreed process is to be developed to aid continuity from class to class.
50. On-going assessments are appropriately used to maintain each pupil's record of progress in the National Curriculum at the end of modules of work. Pupils' progress is carefully tracked with in numeracy and literacy. Recent use of a computerised system is enabling data to be used to compare the attainment and progress of boys and girls and pupils of different levels of attainment. This data also helps identify strengths and weaknesses in the curriculum and teaching as well as monitoring the progress of individual pupils and enabling appropriate support as required. The results of the national tests are carefully analysed and the information used to set targets for improvement. Information from assessment is used well to develop the curriculum. However, assessment information is not supported by the use of tests such as standardised reading tests to provide more detailed information that could be used to monitor progress more closely. As a consequence, the school does not have sufficient diagnostic information on the learning needs of lower attaining pupils to help them develop individual teaching programmes that will meet their needs more effectively. This has a negative impact on the standards they can attain.
51. A good development in supporting pupils' progress is the active involvement of the pupils in self-assessment. Pupils are 'tutored' to compare what they can do now with their previous personal and educational achievements and reset new targets for themselves. They receive good recognition and motivation through the use of 'Reach for the Stars' certificates (Sharing Targets And Raising Standards) resulting in effective target setting and good monitoring and evaluation of progress.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
52. The school has established a very good partnership with parents and enjoys the respect of all groups within the community. This marks an improvement since the previous inspection. Almost all parents were very positive about all aspects of the school. Parents believe that their children like school, that the teaching is good and that their children work hard and make good progress. They endorse the standards of behaviour and think the school helps children to become mature and responsible. They think the school is well led and managed. Parents see themselves as part of the school community and they support it. Parents' views of the school are excellent and it clearly enjoys their confidence.
53. The overall quality of information for parents is very good. The school works hard to maintain contact with its parents, many of whom live a considerable distance in remote villages and farms. There is an excellent weekly newsletter, which provides information, news and comment to help bind the geographically spread parent community together. It provides the genuine flavour of the school. The prospectus and annual governors' report to parents both meet legal requirements, thus meeting a key issue raised at the time of the last inspection of the school.
54. The annual reports on progress for foundation stage children are good, with paragraphs on the six early learning goals that are personal to the child and which give parents a real picture of their child's progress. In Years 1 to 6, the reports to parents on their child's progress are satisfactory. Teachers' comments vary in quality. Information on specific subjects is often limited and occasionally unnecessarily confusing. Parents need a clear picture of how their children are performing and reports should be consistent in quality. However, the school
provides very good information in other ways. At the start of each term there is a meeting to brief parents on what will be taught, there are target-setting meetings, and there are two formal meetings a year when progress is discussed with parents. The school emphasises that teachers are available to talk to parents as any issues arise. Parents are regularly consulted before decisions are made, for example their views were being sought on the proposed extension of the school at the time of the inspection.
55. The contribution of parents to the school and their children's learning is good. Most support their children's homework. A number come into school to help in class. Others help in gardening working parties, for example. One parent has made a major contribution through the erection of a wonderful thatched shelter in the playground. Parents help on school trips, provide transport for sporting fixtures, and help supervise swimming sessions. The Friends of the Clinton School are active in organising social and fundraising events. Most parents have signed the Home School Agreement although because the relationship was so good already, its impact has been minimal. This strong relationship is encouraged right from the start, with the reception teacher carrying out home visits before children join the school so that she can meet them in their own environment. It continues into the reception class, where parents bringing their children to school in the morning are encouraged to remain for a few minutes to share a book with them.
HOW WELL IS THE SCHOOL LED AND MANAGED?
56. Overall leadership and management are good and have a positive impact on standards, the quality of teaching and school improvement. The good management identified by the previous inspection was compromised by the many challenges that the school faced related to changes of staff and temporary appointments, the impact of the Foot and Mouth epidemic, which caused significant distress in the community and the retirement of the headteacher. While policies were in place, systems were as well developed as they should have been and improvements to standards and teaching in Years 3 to 6 were compromised. Following the retirement of the headteacher and a successful period of acting headship, the new headteacher took over the substantive headship at the beginning of 2002. She quickly gained the confidence of the governors, parents, pupils, and the local authority. All teachers are new, with the exception of one full-time and one part-time teacher. The new teaching team is effective and the pace of change has become more rapid. The leadership now ensures a clear educational direction for school improvement and the problems of the past have been resolved. This is beginning to have an impact on pupils' attainment and achievement.
57. The leadership and management of the headteacher are very good. She provides clear and positive leadership. She is committed to raising standards and improving teaching and learning within a well-organised school. The strong emphasis on raising standards in English and mathematics has led to the successful implementation of the National Literacy and Numeracy Strategies. This is largely due to the support of the headteacher and the local education authority. In addition, the governors, headteacher and staff work effectively together for the good of the pupils. They know what has to be done to improve because the leadership inspires involvement and commitment and uses the skills and talents of all involved to the full. The governors and teachers are fully involved in decision making and evaluation.
58. There is a strong sense of teamwork. This small teaching team has a determined commitment to succeed and morale is high. This means that there is a strong and
positive ethos. The aims are strongly reflected in the life of the school. The contributions made by all groups of pupils whatever their gender, social background and level of attainment are valued and their achievements are celebrated. This has a significant impact on the very good standard of behaviour.
59. The governing body is effective and fulfils its responsibilities well. The chair is a regular and popular visitor to the school. The governors are very supportive and through a regular and more focussed pattern of visits, classroom observation and examination of pupils' work they gain insights into the organisation of the school. In addition, from discussion with subject co-ordinators, governors are beginning to know the challenges facing the school and its strengths and weaknesses well.
60. The management of special educational needs is satisfactory and ensures that pupils are well supported in lessons, on their own, and in withdrawal groups and that most of the requirements of the Code of Practice for special needs are met. There are several pupils being supported by the school that have wide-ranging and significant needs. The special educational needs co-ordinator carefully monitors the pupils' individual education plans with the headteacher, ensuring that work is appropriately matched to their individual needs. Pupils receive general and successful support which helps them achieve well, However, there are gaps in the diagnostic assessment procedures and the support the school obtains from outside agencies. No pupils are receiving school action plus support. This slows the achievement of a significant group of pupils in Years 4 to 6, who have very low attainment. The school does not receive additional specialist support to plan programmes of work that will enable these pupils to succeed. This is a weakness in the provision. The role of the special needs co-ordinator could be strengthened enabling her to seek guidance about diagnostic testing and assessment that could be used to make more specific judgements about the pupils' needs.
61. The small teaching team has a satisfactory range of responsibilities as they are settling into their new teaching roles. The headteacher is enabling teachers to use their specific strengths well. Each teacher has a new job description as a framework to their areas of responsibility. The development of several subjects is undertaken corporately, which is appropriate in a school of this size. Leadership and management are very good in English and mathematics, good in science, art and design, design and technology, information and communication technology, history, music and physical education and satisfactory in geography. However, the headteacher has too many key responsibilities, in addition to her management role. While she is beginning to delegate responsibilities to others, more could be delegated to individual or pairs of teachers.
62. Monitoring and evaluation of the school's performance is developing well and is building on the good practice identified by the previous inspection. Systems are now being rigorously used to analyse local and national data through joint evaluation of work in subjects from Reception to Year 6. The current priorities are, very appropriately, to raise standards in literacy, in particular writing, numeracy and information and communication technology. The information from the analysis of performance data is used to modify the curriculum and to set appropriately challenging targets for individual pupils, teachers and the school as a whole. A good example of this was the discovery of weak writing and the boys' lack of interest in reading. This has led to changes in the way writing is taught, a review of books and purchase of books specifically of interest to the boys. The whole staff group monitors planning and pupils' work. The headteacher monitors and evaluates teaching and learning through observation but this is at an early stage of development. Teachers do not have much time available to visit each other's classrooms. Information from evaluation successfully informs the well-constructed
school improvement plan. The current plan is an effective tool for development and change.
63. The school has an adequate number of well-trained teachers to meet the demands of the curriculum. The teachers' knowledge and understanding is used well and their individual skills and subject expertise enhance the pupils' achievement. The induction of teachers new to the school is good and they are well supported, enabling them to be effective right from the start. Good use of is made of relief teachers and a visiting specialist for art to provide and share additional subject specialism. Good arrangements are made for the continued professional development of teachers. Training is identified as part of performance management and by the priorities in the school improvement plan. It is undertaken within the school, and a group of local schools, covering a broad range of subjects. Support staff are well briefed by teachers and they work well in each class. Some are gaining significant expertise through effective training programmes, such as a Certificate of Higher Education, including special educational needs that enhance their skills.
64. Overall the accommodation is satisfactory but there are weaknesses. Classrooms are of suitable size and well-organized to create effective learning environments. However, the multi-purpose school hall is often used as an additional classroom to provide much needed space for teaching in Years 4 to 6. As a consequence, the school makes use of the adjacent village hall for indoor physical education sessions. This is a weakness. The staff room and office are small and cramped. There are no facilities for disabled people and limited access for wheelchair users. A feasibility study is currently being undertaken to investigate how the accommodation may be improved and extended. The library is small but well organised.
65. Resources for learning are adequate, and generally well managed and maintained. There is a suitable quantity and quality resources for most subject areas and resources for physical education, history, music and English are good. Resources for information and communication technology are satisfactory, and they are used appropriately for pupils to have access to a good range of computer software and the Internet. However, further investment is appropriately planned to update the provision, enabling the full range of elements to information and communication technology to be taught. The school grounds are excellent and have been developed very well. They provide a major resource that is being increasingly used to give pupils interesting and meaningful experiences in many curriculum areas.
66. The school is effective and efficient at using the budget to raise standards and enhance the learning of the pupils. Good use is made of strategic resources. Special grants are well used to boost achievement and improve the quality of education for the pupils. For example, special grants for enhancing the pupils' literacy and numeracy skills are effectively used, and enable the pupils to practise and enhance their learning. The governors supplement the grant for special educational needs to provide additional learning support to meet children's identified needs. Funds to improve teachers' skills are well used. For example, the small grant for training teachers in the use of information and communication technology and updating their subject knowledge has enhanced teachers' confidence to provide teaching materials as well as the pupils' achievements. This places the school in a strong position for further improvement in this area. Educational priorities are effectively supported through efficient financial planning carefully linked to school improvement.
67. Financial planning and budgetary controls have improved and are satisfactory. The recent local authority audit was complimentary. Appropriate systems are in place to enable the governors' finance committee to be well informed about spending, enabling future planning to be efficient. The current above average surplus is due to an unexpected increase in the number of pupils on roll, additional funding for special projects and unexpected savings made on the staffing budget including the change of headship. It is appropriately used to maintain staffing and ensure that the headteacher does not have a class. It will be significantly reduced over the next two years. New technology is used well to manage the budget, communicate with neighbouring schools and the local authority, and research information that teachers use in lessons. Further plans are appropriately in place to use technology to monitor results and assessments.
68. Effective systems are in place to ensure that the governors appropriately apply principles of management to ensure that they get best value. The headteacher and staff analyse results and track individual pupils' achievements in comparison with previous performance. Comparisons with similar schools are complex because of the small numbers in each year group, but the school is making comparisons with schools locally and nationally. Groups of parents and individuals are consulted formally and informally about issues related to school improvement and development. A good example of this the recent consultation about the possible improvements to the building. Parents' views were sought at a presentation meeting and informally when they look at the plans in the school. Parents were consulted about homework and school uniform and the home and school agreement is in place. The school council contains representatives from each year group who meet regularly, with an agenda and who take their role as representatives for the pupils very seriously. The pupils are consulted formally through the school council and informally within their classes. They have had a major impact on the design of the play area and the 'Eco' environment around the school. The governors are careful to seek best value with major and minor building works and developments or the appointment of staff.
69. Administrative procedures are efficient and minimise bureaucracy. The school administrator supports the headteacher well. The school is well organised to enable the teachers to concentrate their efforts on the pupils, and the headteacher to manage her complex role as teacher and manager. Standards are improving, and the quality of education is good. Pupils' enjoy school and their behaviour is very good. The school provides satisfactory value for money.
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
70. To improve the effectiveness of the school the governors, headteacher and staff should:
.
(1) Raise standards in English, particularly writing, and mathematics by:
i) implementing the planned improvements;
ii) ensuring that pupils learn the sounds of letters regularly and systematically in the Reception and Year 1 class;
iii) ensuring that handwriting and presentation improve in Years 1 and 2 and that pupils learn to join letters as early as possible.
iv) getting specialist help for the very low attaining pupils in mathematics.
(Paragraphs: 1-8, 20, 22, 29, 33, 40, 77-78, 85-93, 97-100 and 107)
(2) Raise standards in information and communication technology by:
i) implementing the planned improvements;
ii) ensuring that information and communication technology forms part of planning to support all subjects including science and design and technology;
iii) ensuring that pupils have equipment and resources to cover the full range of the information and communication technology curriculum as well as word processing.
(Paragraphs: 10, 24, 33, 66, 80, 107-108 and124-128)
(3) Improve the provision for pupils with special educational needs by
i) introducing diagnostic tests in addition to other assessment procedures;
ii) ensuring that the school gets special advice and support for pupils with very low attainment who have been receiving school action for a long time;
iii) strengthening the role of the special educational needs co-ordinator.
(Paragraphs: 5, 7, 23, 39-40, 51, 60, 93 and 97)
The following minor weaknesses should be considered for inclusion in the governors' action plan.
* Improve the structure of activities in the Reception Year (Paragraphs 71, 73 and 83-4);
* Extend assessment procedures to include diagnostic tests or assessments (Paragraphs 49-50 and 94 );
* Ensure consistency in reports to parents about pupils' progress (Paragraph 54 )
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed
Number of discussions with staff, governors, other adults and pupils
22
15
Summary of teaching observed during the inspection
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than one five percentage points.
Information about the school's pupils
FTE means full-time equivalent.
Attendance
Authorised absence
Unauthorised absence
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment at the end of Key Stage 1 (Year 2)
Percentages in brackets refer to the year before the latest reporting year.
Attainment at the end of Key Stage 2 (Year 6)
Percentages in brackets refer to the year before the latest reporting year.
Ethnic background of pupils
Exclusions in the last school year
The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded.
Teachers and classes
Financial information
Qualified teachers and classes: YR – Y6
Education support staff: YR – Y6
Qualified teachers and support staff: nursery
FTE means full-time equivalent.
Recruitment of teachers
FTE means full-time equivalent.
Results of the survey of parents and carers
Questionnaire return rate
Percentage of responses in each category
My child likes school.
My child is making good progress in school.
Behaviour in the school is good.
My child gets the right amount of work to do at home.
The teaching is good.
I am kept well informed about how my child is getting on.
I would feel comfortable about approaching the school with questions or a problem.
The school expects my child to work hard and achieve his or her best.
The school works closely with parents.
The school is well led and managed.
The school is helping my child become mature and responsible.
The school provides an interesting range of activities outside lessons.
Other issues raised by parents
The parents are very supportive of the new headteacher and the staff and feel that standards have improved in the last year. Their children are making good progress and lessons are more interesting.
PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE
71. The provision for children in the Reception Year is satisfactory overall, and there are strengths in the way children are introduced into the class from the local playgroup. Children are admitted to school in September and January, and join a Reception and Year 1 class. Initially the children attend part-time until they are confident to start full time. All the pupils in the Reception Year were full time at the time of the inspection but a small group had only started full time a few days previously. Improvement since the previous inspection is satisfactory. The curriculum is now based on the areas for learning of the curriculum for children in the Foundation Stage and planning is satisfactory. Significant improvements have been made to the outside play area and the range of wheeled toys available to the pupils. However, imaginative role play and other play activities sometimes lack structure. Children's achievement slows when activities are not sufficiently linked to the objectives set by the teacher or the Steps to Learning for the Early Learning Goals.
72. Overall, the attainment on entry is below average but there are wide variations. One or two pupils find it hard to sit and listen, while others show great interest, are learning quickly and their achievement is rapid. Attainment varies significantly from year to year because of the small intake. By the end of the Reception Year most children are achieving well and will exceed the Early Learning Goals in their personal, social and emotional development and their knowledge and understanding of the world. Nearly all will meet the goals in their mathematical development, and their creative and physical development. Children will not reach all the aspects of the goals for language, literacy and communication related to the sounds of letters and writing.
73. While teaching is satisfactory overall, there are strengths in the way the children's language and mathematical understanding is developed and in the range of innovative activities successfully developed to inspire children to talk, question and seek solutions to problems. Improvement to teaching has been satisfactory since the previous inspection. The teacher has a good understanding of how to teach these young children, and to help them be confident and settle happily into school. The area of personal, social and emotional development is very well established and teaching is good. However, there are times when activities in other areas of learning do not have a structure. Children are not always guided enough about what tasks they need to undertake and which they can choose for themselves. Important learning opportunities are sometimes lost when children play in one area for too long, without the intervention of an adult or have no purpose or structure to their play.
Personal, social and emotional development
74. The children in the Reception Year are confident and happy in school because effective teaching means that the classroom rules and organisation are clearly established from the start. The youngest four year olds have settled into the routines of school very confidently, quickly learning what is expected of them. Children work and play enthusiastically with each other and the older children in Year 1. They are happy to demonstrate their achievements. For example, after they had recorded nursery rhymes, they were keen to stand in front of the class and talk about what they had been doing. The teacher and the classroom assistant are careful to encourage children to talk about what they are doing and what they are feeling. They are sensitive to the children's needs, helping them to listen and take turns.
75. Children are constantly encouraged to be confident and share their successes with the rest of the class. Relationships are very good and children respond well to the teacher and the classroom assistant, who value the contributions they make. For example, after the children had made cakes as part of their mathematics work on weighing, they enjoyed icing the cakes. One child new to the reception class confidently offered to try a sample of the chocolate buttons before they were stuck on the cakes. Children are proud of their achievements and are happy to talk to visitors in the school. They take turns and share equipment and have a strong sense of what is fair. Children are generally interested in what they are doing, although sometimes their concentration waivers when they work for too long on their own.
76. Personal and social development is well promoted in all areas of learning, and planning is satisfactory. The teacher and the classroom assistant provide very good role models for the children, always treating them with respect. This is a strong feature of the class and older children in Year 1 are careful to support and encourage younger members of the class. This leads to trusting relationships and helps children develop an awareness of others. However, areas such as the shop and the painting area are often untidy and the children do not always take care to handle equipment carefully or tidy up when they have finished. Children have ample opportunity to choose activities for themselves and take responsibility for registering themselves when they arrive in the morning. They are encouraged to initiate their own ideas through play, although there are not always enough challenging role play activities to make them think and plan. There is a satisfactory range of resources and a good range of artefacts from other cultures such as India for example.
Communication, language and literacy
77. Children's achievement is satisfactory and their language and communication skills are developing well. Most talk freely about their experiences and the things that interest them. Teaching is satisfactory. Children enjoy listening to and using spoken language and are particularly enjoying the current work on nursery rhymes. They are keen to offer suggestions about the rhymes and most speak using phrases or sentences. For example, when one small group were playing with puppets one child said the nursery rhyme of 'Two Little Dickey Birds' but transposed the children's names instead of using Peter and Paul. Most children can recognise and write their names. At the end of the Reception Year the children know that print carries meaning and enjoy reading picture books in the morning. They are beginning to make recognisable letters and simple words. However, they do not have much recall of the sounds letters make and very little time was spent reinforcing their knowledge of letters during the inspection.
78. The teacher has appropriately adapted the National Literacy Strategy to meet the needs of the children but the sounds letters make are not as frequently reinforced through stories and rhymes as they could be. Children are provided with a good range of activities to develop their use of vocabulary but this does not always lead systematically to a language for reading or writing. Consequently, children will not meet all the aspects of the Early Learning Goals at the end of the Reception Year. The teacher knows the children well and planning is satisfactory but expectations of what children can achieve in reading and writing are sometimes not high enough.
Mathematical development
79. The children know some mathematical language such as 'heavier than' and 'lighter than', and 'bigger than' and 'smaller than'. In one session estimating which was heavier, a large box or a small box, the children were enthralled by the fact that the smaller box was heaviest. They could feel the weights in their hands and put them in order of heaviest to lightest. The youngest four year olds thoroughly enjoyed making cakes and weighing flour, butter and eggs. However, their recall of the previous mathematical events diminished, when they measured out the water to make icing sugar and counted out chocolate buttons to match the cakes they had made. Children can count the numbers in the class and are beginning to write their numbers. They can count the containers of sand they use to fill up a truck. Tasks are practical and capture the children's imagination.
Knowledge and understanding of the world
80. The children enter the Reception Year with a good general knowledge, particularly those who have attended the local pre-school group. The teacher builds effectively on their knowledge, helping them to learn more about the world. Achievement is good and they are on course to exceed the Early Learning Goals by the end of the year. The children have been studying the forces of push and pull in science. They thoroughly enjoy the interesting activities provided for them such as blowing marbles across the table and making wheeled vehicles to push and pull. The children have been studying life in India and sometimes make reference to the chapattis and poppadoms that a visitor cooked for them. Photographic evidence shows great concentration when children are using the power of the wind or looking through a magnifying glass at the daffodils in the classroom. They have also examined children's clothes from the past to note differences in their own clothes. Good teaching capitalises on the expertise of parents and children were clearly fascinated by identifying countries on a map, including where the oil rig was situated on which one child's father is working. Children are encouraged to write their names on the computer. However, while the computer is available, it is not used regularly to support what children are learning.
81. Planning is satisfactory, and covers a wide range of tasks. Teaching is good and there are strengths in the skilful questioning that helps the children to understand what they have learned. Visitors and visits enhance the curriculum and enable children to learn about the skills, ways of life and beliefs of others. Children are currently studying toys as part of the 'moving along' topic. The toy shop provides an appropriate focus for imaginative play. However, the area is unstructured and does not provide sufficient opportunity for children to be involved in imaginative role-play about the areas about which they are learning.
Physical development
82. Children's achievement is generally satisfactory and they are on course to meet the goals by the end of the year. They participate fully in physical education with years 1, 2 and 3. In one lesson observed the children's physical development was good. The task was challenging and the high expectations of the teachers sharing the lesson helped the children work very and imaginatively. They could run, jump and make jerky movements like toys. The children worked well with a partner. They movements to the music were rhythmic and expressive. Children can move wheeled toys around the new play area with reasonable control and enjoy the challenging toys available. The children's learning in this valuable space and the use of good quality equipment is sometimes reduced because it is not a planned aspect of the provision. Children handle scissors and paint brushes carefully. They can carefully use their fingers to hunt for treasure in the sand. Photographic evidence shows pupils using tools and constructing models, but during the inspection there was not enough opportunity for the children to construct models using small and large construction equipment even though it is available. The new play area is very popular and provides challenging opportunities for children to climb and balance and walk through netting. They were very disappointed that bitterly cold wind and ice meant that the equipment was not safe to use.
Creative development
83. The children enjoy their creative activities, and achievement is satisfactory. For example, the children enjoyed a music lesson where they were learning about rhythm in nursery rhymes. They enjoyed learning how to use the percussion instruments and clapping rhythms with the pupils from Year 1. They enjoyed listening to music from 'Coppelia' and skilful teaching helped them to imagine the doll dancing. The children thoroughly enjoy creating castles and shapes in the wet sand and rose to the challenge of creating 'Humpty-Dumpty' using modelling material. Too often however, the children's play was unstructured and they either moved quickly from activity to activity or played in the popular sand for a very long time. The imaginative play in the toy shop was enjoyable but became very robust as children bounced in and out of boxes leaving the toy shop very untidy. However, the structure to the play with puppets really challenged the children and resulted in clearly organised roles and imaginative language.
84. Examples of children's work showed that children can draw and paint using pencil and a good range of colours. The hand paintings undertaken as part of their study of India were shown off with pride. Children replicated the patterns on the shapes of their hands, carefully sticking sequins and jewels in lively imaginative patterns. They drew teddies of different sizes as part of a study on 'bigger and smaller than'. Sometimes drawings and paintings are rushed and untidy. Paint is thin and does not provide the right medium for exploration of colour. A lack of structure and direction from an adult does not enable children to explore different media imaginatively.
ENGLISH
85. Overall standards of attainment in English are below average. Standards are uneven in each year group because of the small numbers of pupils involved and because of a large group of pupils who have significant special needs related to low attainment, particularly in Year 4 and 6. Improvement since the previous inspection has been satisfactory in the issue related to the teaching of English in other subjects. However, the school has faced many challenges in a short time, which
compromised improvements in English and the impact of the implementation of the National Literacy Strategy.
86. There were too few pupils in Year 2 to make a reliable analysis of national test results or comparisons with similar schools. Results in the Year 2 were in the lowest five per cent of the country and in Year 6 tests results were well below the national average and the average of similar schools. There are several reasons for the low results, which include wide variations in the levels of attainment of individual pupils and also a decline in standards in the two previous years. Teaching programmes had not been well implemented because of the numbers of changes of teacher in the Year 4, 5 and 6 class. In addition, several pupils had been absent from school at a critical time because of the restrictions of the Foot and Mouth epidemic. Girls performed significantly better than boys in the Year 2 tests in reading and writing and the gap narrowed and results of boys and girls were similar in the tests for Year 6. These results indicate poor achievement from Year 2 to Year 6. However, several pupils joined the school in Years 5 and 6 so this analysis is unreliable. Because of the very small numbers in the majority of year groups variations in attainment between years do not paint a reliable picture about current standards in the school.
87. One of the main reasons for the differences between the results and the work is that in the last year rapid improvements have been made to teaching and learning in English with the introduction of new programmes of work. In addition, a new teaching team, that includes the new headteacher, is beginning to have a significant impact on standards in reading and writing. Work is targeted at specific aspects of English, such as improving levels of writing following systematic assessment and analysis of the test results. Additional literacy support has been provided, and work is now successfully planned to raise levels of attainment, particularly for the boys. Consequently, pupils are very well supported in lessons and this helps some of the low attaining pupils reach average standards. The achievement of pupils of all levels of attainment is good because teaching is very good particularly in Years 2 to 6. High attaining pupils are appropriately challenged, enabling them to read and write skilfully. However, while the school supports pupils with special educational needs well, some of the pupils in Years 4, 5 and 6 have significant difficulties with English and need additional specialist support.
88. Standards in speaking and listening are average at the end of Year 2 and above average at the end of Year 6. In Years 1 and 2 pupils are encouraged to engage in discussions about their work. Achievement is satisfactory. Skilful questioning from teachers encourages pupils to explain their ideas using a good range of vocabulary. They listen well to the each other and the adults who work with them. In Years 3 to 6, pupils are developing increasing skill in discussion. Drama is used very effectively as a tool for learning across the curriculum and this enables pupils to practise their developing spoken language. By Year 6, the majority are speaking in Standard English. They talk and listen confidently in a broad range of contexts. They adapt their talk to the purpose; for example when discussing their work, answering questions or presenting the strengths of the environmental area to visitors and relaxed conversation at lunchtimes.
89. Achievement in reading is satisfactory. Pupils attain average standards at the end of Year 2 and Year 6. Basic skills are taught appropriately in Year 1, but pupils' achievement is slow and standards are not high enough. The teaching of the sounds of letters is not systematic. Pupils could recall the initial sounds of the letter at the beginning of their names but were not as confident as they should be at
recognising the sounds at the beginning and ends of words. Although pupils enjoy books regularly, several felt that they could not read. Too many were not confident at tackling words or making up the story from pictures. In Year 2, pupils have a good knowledge of the sounds letters make individually and when they are joined together. They are proud of their reading skills and confident when reading out loud. This helps their spelling and writing across the curriculum. In Year 3, reading has improved significantly since the pupils took the test in Year 2. Good teaching and the regular practise of skills helps them read with expression and correct the mistakes they make quickly without losing the flow of the story. In Year 5, high attaining pupils enjoy complex books such as 'Lord of the Rings' by Tolkein and the 'Harry Potter' series by JK Rowling, even if they struggle for some time. By the end of Year 6, most pupils have a good knowledge of authors and can discuss the relevance of different characters to the plots. They are developing preferences of genre and can explain why a particular author such as Jacqueline Wilson, for example, captures their imagination. Low attaining pupils and those with special educational needs are still not confident in a range of strategies to help their reading. Some of the boys are beginning to see failure and the school is working very hard to promote an interest in books and reading. Pupils have opportunities to practise their reading, and while their attainment is sometimes well below average their achievement is good. New programmes of teaching are beginning to have an impact on standards reading, particularly in Year 5
90. Standards in writing are average at the end of Year 2 and below average at the end of Year 6. This is because of the different levels of attainment of the small year groups. The school has focussed successfully on raising levels of attainment in writing but the new programmes of work have not yet had time to boost the attainment of the low attaining pupils in Year 6. However, this marks an improvement since the previous inspection. In Year 2, pupils are beginning to use interesting vocabulary in their poetry. A good example of this was in a lesson studying the rhythm and structure of an African Poem 'You'. There were many examples of effective use of language and the pupils had great fun playing with words. One child wrote, 'You, your ears are like fumbly drums'. One child's poem, 'In my Pocket', showed high levels of imagination with, 'In July I dug deep and found the SUMMER HOLIDAYS!' Pupils are beginning to spell simple words correctly and use dictionaries appropriately.
91. While standards are below average overall by the end of Year 6 because of the wide range of ability in the year group, standards in Year 5 are average. High attaining pupils in Year 6 are beginning to use language very well, tackling complex poetry such as 'IF' by Rudyard Kipling. They demonstrate a good knowledge and understanding of the style and structure of different poetry because teaching is very good and challenges and motivates their thinking. Low attaining pupils and those with significant special educational needs still need support and cannot always apply their writing skills successfully. However, the achievement of all groups of pupils, including high and low attaining pupils and boys and girls is good. The work seen and the school's careful records of pupils' achievements show the clear gains they are making in their learning.
92. Achievement in handwriting and presentation is too slow in Years 1 and 2. Handwriting is weak and hinders pupils' progress. Too few pupils are joining letters, although the work from Year 2 shows a rapid improvement since the beginning of the school year. By the end of Year 6 standards in handwriting and presentation are average. Pupils are beginning to develop a fluent, joined style of handwriting and work carefully and neatly. Spelling is generally accurate and pupils use dictionaries
and charts of words to spell correctly. Standards have improved in Year 6 since the previous inspection but are similar in Year 2.
93. The quality of teaching is very good and pupils' work over the last year shows that it is having a very positive impact on pupils' learning and achievement. Consequently, standards are slowly improving. Teaching is particularly strong in Years 2 to 6, and helps pupils to learn new things as well as consolidate what they have already learned by applying their skills in other subjects. For example, pupils accurately label their models in design and technology, record events and other findings in history and they are beginning to record their findings from investigations in science, although more work needs to be done in science to consolidate pupils' writing. There are particular strengths in the way that teachers question pupils to motivate them, and maintain their interest, as well as elicit what they have learned. A good example of this was in a lesson based on the poem 'The Highwayman', where pupils, even eventually the less imaginative group of boys, fell under the spell of the teachers' language and presentation of the poem. Teachers make sure that at the beginning of lessons pupils are clear about what they are going to learn. Work is skilfully planned to enable pupils of all the wide ranging ability levels to learn and succeed. The National Literacy Strategy is successfully implemented and most lessons contain a good balance of the teaching of basic skills of spelling and reading and grammatical structure and investigation of text to enable pupils to complete challenging activities and poems. Planning is sound in Year 1 and good in Years 2 to 6. At times, lessons in Year 1 lack structure and pupils are not challenged enough to improve their reading and writing skills at an appropriate rate.
94. English is very well led by the headteacher who provides a very good role model for other teachers. Information and communication technology is used effectively to support pupils' learning in English. Pupils are confident in word processing their writing using different size and style of font. They thoroughly enjoy learning their spellings using the spelling program and are eager to beat the computer. The school is benefiting from very effective support from the local authority. Assessment is thorough, although should be more rigorous for pupils with special educational needs to alert teachers to the specific problems these pupils have in English. Teachers track pupils' achievement very carefully analysing what aspects of tests they get wrong. Writing has appropriately become a key priority for improvement. The current programme in Year 3 to 6 is already having an impact on the standard of pupils' writing. However, while assessment is good overall, the school does not use any tests for reading or spelling to help them be alert to the needs of pupils' whose achievement causes concern. Teaching is monitored effectively and feedback is provided to help teachers improve.
95. The setting arrangements in the shared Years 3 to 6 class are successful and mean that high and low attaining pupils are very well catered for within smaller teaching groups. However, there are not enough classrooms and the hall is used as a teaching area, limiting its use for a considerable amount of the day. This is a weakness in the accommodation and pupils have to walk to the village hall on the same site for physical education. The small library area is well resourced and pupils understand the number system for retrieving books. Very successful leadership promotes a shared capacity to succeed and this is reflected in the performance of the pupils. The school has a good capacity for further improvements.
MATHEMATICS
96. Standards vary considerably across the school from above to significantly below average. Standards are closer to average in Year 5 than in Year 6. Because of the low attainment of a significant number of pupils who are identified as needing individual support in their learning, overall standards are below average by the end of Year 6. Overall achievement is good, however, and pupils' work shows that all groups of pupils are making steady gains in their learning because of good teaching and improved and highly focussed programmes of work related to the National Numeracy Strategy. School records show that achievement has been rapid over the last year since the new teaching team has been in place. This marks a good improvement since the previous inspection.
97. The school's performance in the national tests for mathematics in 2002 was low and the results of pupils in Year 2 and Year 6 were in the bottom five per cent of all schools nationally. Teachers' assessments matched the test results and the school did not meet its very challenging target. Girls performed better than boys in the Year 2 tests but the gap narrowed and by Year 6 results were similar. There were too few pupils in Year 2 to make analysis of results reliable but the drop from previous years is related to the significant differences in the levels of attainment of pupils in the year group. The wide variations of results each year is also related to the attainment of each small year group and the proportion of pupils with low attainment and special educational needs. One pupil's results can amount to a significant percentage of the results. However, there was a decline in standards over the two previous years because of several changes of temporary teacher in Years 4, 5 and 6. Teaching programmes were not effectively implemented. In addition, the absence of pupils from school and the stress of the Foot and Mouth epidemic compromised standards and pupils' confidence. This led to gaps in pupils' learning and new programmes of work had not had time to have an impact on the mathematics in Year 6. The school's analysis of tests reveals that pupils struggled to apply what they had learned to the test questions. They lacked confidence to answer questions and several pupils did not attempt some aspects of the test.
98. The significant differences between the test results and current work in mathematics at the end of Year 2 and Year 6. This is because the good teaching throughout the school is having a significant impact on pupils' achievement. In lessons, pupils are well supported and given extra tuition in mathematics to consolidate what they have learned. Pupils' confidence is growing but standards remain stubbornly below average because low attaining pupils still find difficulty in applying what they have learned when they are working on their own. High attaining pupils respond very well to challenging work and this accelerates their achievement.
99. Pupils in Years 1 and 2 achieve well because teaching is good. For example, some are still working at coin recognition and understanding the value of coins, while others are confident with addition and subtraction of £ and p. By the end of Year 2, lower attaining pupils have a sound basic knowledge of numbers to 100 including even and odd numbers and number bonds to 10. They know the days of the week and use key vocabulary such as 'heavier or lighter' correctly. Most pupils understand place value and can identify the highest and lowest value made from three digits. They recognise and use addition and subtraction in simple numerical problems, multiply and divide by 2 and 10 and are learning multiplication tables. They are gaining confidence in using measures such as metres and centimetres, kilograms and grams, and tell the time to half and quarter hours. Higher attaining pupils are confident with numbers, set out their work correctly and record using the
range of basic mathematical symbols correctly. They understand and use correct notation for money and measures, know the basic geometric shapes and tell the time accurately.
100. Pupils continue to achieve well, but by the end of Year 6, there is a very wide range of attainment. Very good attention is given to pupils' understanding of mathematical language. They confidently use mathematical terms such ass 'factors, multiples, square roots, prime number, digits' correctly when describing a number. Several pupils with special educational needs need significant support to understand simple numerical problems, fractions, and estimation. Others can apply factors and multiples when calculating mentally. Despite every effort made by the school, their achievement slows because they are often insecure in their understanding of place value and correct notation, such as being unsure when adding centimetres to metres, and lack confidence in deciding the correct operation to use such as whether to add or multiply when solving a problem. Higher attaining able pupils have a clear grasp of long multiplication, inverse operations, equivalent fractions, use of brackets, coordinates and symmetry and negative numbers. They are taught very well and their achievement is good. For example, they confidently apply their knowledge and understanding effectively to solving problems involving more than one operation and make realistic estimates.
101. The quality of teaching is consistently good. Lessons are well planned and good use is made of resources. For example, in Year 1, good use is made of previous learning as pupils are introduced to size and weight with good development of key vocabulary such as 'heavy' or 'light' or 'balance'. Higher attaining pupils were inspired to use 'heavier and lighter' to describe their comparisons. Effective mental maths sessions, conducted at a brisk pace, developed pupils' knowledge and recall of number bonds between 10 and 100. A good range of learning objectives are set to match the wider range of pupils' mathematics skills and good use is made of well targeted questions to involve all pupils. Very good class management and lesson preparation leads to work being set at a suitably challenging level for each pupil so that best use is made of previous learning. Appropriate extension work is set for most-able pupils. For example, for lower attaining pupils in Year 3, opportunities to work with real coins to recognise, count and add money up to 20p enabled them to make steady progress, others were challenged to solve money problems by choosing and using addition or subtraction with coins available for checking, and higher attaining pupils were working to solve problems involving addition and subtraction of £ and p. Teachers use evaluation sessions at the end of lessons effectively to clarify pupils' understanding of what they had learned.
102. Mathematics is very well led and managed and pupils' work throughout the school shows rapid improvement over the year. Overall provision is good and most pupils are achieving well. The slow achievement of pupils with significant special educational needs is because the school needs specialist help with their needs. Since the last inspection, good attention has been given to staff development in the teaching of numeracy and to the development of the use of assessment, including pupils' self assessment, to ensure that work is well matched to pupils' needs. Effective opportunities are planned for pupils to practise their numeracy in other subjects such as science and design and technology, where pupils calculate and measure with confidence. Good use is made of information and communication technology for pupils to practice their mathematics skills and to monitor their progress. The school is now well placed to further improve standards in mathematics.
SCIENCE
103. Standards are broadly average by the end of Year 6, although there are considerable variations according to pupils' wide-ranging needs. Pupils' achievement is satisfactory overall. This is a similar judgement to the previous inspection. However, it does not reflect the teachers' assessment for pupils in Year 2 and the test results in Year 6. The results of the teachers' assessment in Year 2 were well below the national average and the average of similar schools. Results in Year 6 were in the bottom five per cent of all schools nationally and did not reflect the teacher's assessment of the year group. The variations in results from year to year is related to the proportion of pupils with low attainment and special educational needs who need support recording in writing and the small size of each year group. The school's analysis of results shows that pupils had problems understanding the questions and explaining their answers in writing. Girls performed better than boys and this reflects the number of boys who had special educational needs. The reasons for the low results include disruptions to the pupils' learning because of absence from school, a significant proportion of pupils who needed support with their learning.
104. Pupils reach higher levels in their current work than in the tests because all pupils, including low attaining pupils achieve well in practical tasks and they are well supported by good teaching and carefully planned tasks. By the end of Year 2 and Year 6 pupils are developing a sound knowledge and understanding of facts and skills in all elements of science. This is the result of consistently good teaching in each year group, and a suitable emphasis on providing good practical experiences through investigations and experiments.
105. By the end of Year 2, standards are average and achievement is satisfactory. During a well-planned and prepared lesson in Year 1, pupils discovered the effects of push and pull forces. They found that they could change the shape of play-dough, move toys and equipment such as wheeled vehicles, playground swings and roundabout. A good introduction to the lesson helped pupils recall what they had learned before. An effective question and answer session at the end of the lesson helped the pupils to use the words 'push' and 'pull' correctly to describe the force used, enabling the teacher to assess what pupils' had learned. By the end of Year 2, pupils know the affects of heating and cooling on a range of everyday materials. They know that force is needed to speed up or slow down a moving object and describe pushing, pulling, twisting, squashing and pinching forces appropriately. They record their investigations using drawings, prepared charts and writing short statements. They have a growing appreciation of the need for 'fair tests'.
106. Achievement is satisfactory and, by the end of Year 6, standards are average and pupils are keenly interested in science. Pupils work thoughtfully and carefully to carry out their investigation and know the importance of careful and accurate measurement and recording of data. They can calibrate effective spring-balances with string and elastic bands and demonstrate a secure knowledge of fair testing. In one lesson, they carefully measured and recorded the number of Newtons required to move their object along different surfaces. They understand that they need to repeat their tests using different ways to reduce friction. Pupils work well together in groups, choosing conditions, agreeing tasks and discussing outcomes. They understand the need for accurate measurement, use a range of measuring instruments and record and interpret findings effectively. They know the properties of solids, liquids and gasses, that heat can move by conduction and that different materials make good conductors or insulators. They know that substances can
sometimes be separated by filtration or evaporation and about solutions and suspensions. Most pupils have a good knowledge of the human body, the main organs and systems and the basics for good health, about gravity, the earth, moon and sun and the reasons for day and night, and the changing seasons.
107. Teaching is consistently good and based on effective specialist subject knowledge. This helps pupils to use scientific language to describe their work, as in the Year 5 and 6 lesson on the effects of friction on different surfaces. Activities are well planned and organised and of good quality to extend the pupils' learning. This motivates pupils to work hard and concentrate on what their investigations are revealing. Skilful use of challenging questions and discussion of findings enables the pupils to understand the scientific approach and how to analyse and interpret their findings. Pupils are managed very well and they handle materials and equipment carefully. Pupils are encouraged to record their science work in a variety of ways, including the use of charts and graphs. There are good links to pupils' work in mathematics. However, in Years 3 to 6, insufficient attention is given to developing pupils' skills in writing to record their work and explain their findings and conclusions logically. Little use is made of information and communication technology in science, other than the use of computers for some graphical representations of data from investigations.
108. Science is well led and managed. The effects of teaching on pupils' work are carefully monitored. Since the last inspection satisfactory progress has been made in the provision for science. A broad and effective science curriculum is in place and a good practical approach enables pupils to make good progress in understanding scientific investigation. More use needs to be made of information and communication technology to extend pupils' experience and pupils' skills in the written recording of their work needs to be further developed.
ART AND DESIGN
109. It was only possible to observe a specialist artist in residence teaching in art with a small group of pupils during the short time of the inspection. However, from samples of pupils' work on display, school documentation and discussion with pupils, the provision for art is satisfactory overall. Standards are average throughout the school and pupils' achievement is satisfactory. This indicates that the high standards identified by the previous inspection have not been maintained. The art curriculum is compromised by the necessary emphasis on improving English and mathematics. Because art and design tends to form part of topics and themes the progressive development of skills is not clearly evident in the pupils' work. Pupils benefit from the specialist expertise of visiting artists, such as the willow weaver and the current artist's work with ceramics. In these sessions standards are good and the quality of the pupils' final products is high, showing care and imagination.
110. By the end of Year 2, standards are average overall and achievement is satisfactory. However, good standards are attained in observational drawing and collage using natural materials such as shells. In Year 1, standards are average in drawing and printing but a limited range of medium used is evident. Their skills with paint are not well developed. Standards are average overall by the end of Year 6, Pupils use of watercolours and their work demonstrates a sound understanding of the media and effective use to represent flowers. In Years 4 to 6, skills in use of paint are developed well and there are examples of successful tie-dye using fabric. Pupils use artefacts and match materials confidently. For example, in one wellplanned and prepared lesson linked to their history topic, pupils in Years 4 and 5
designed and made stencils and used them effectively to create a repeating pattern. They created effective 'Egyptian' plaques decorated with a border by experimenting with colour and pattern as they made and used a printing stencil.
111. All pupils are well motivated and excited as they work with a visiting artist. These very good subject skills and knowledge are used effectively to enable pupils to develop good skills in the use of clay to produce commemorative tiles. Very good development of vocabulary linked to science enables pupils to discuss 'reversible and irreversible processes' in fixing and glazing their tiles. Pupils develop good modelling and impression techniques as they create a range of textured effects. The pupils work indicates that teaching is satisfactory. A lack of staff expertise in art is suitably supplemented by strategic use of 'specialist' supply teachers and local artists as part of the 'Artist in Residence' scheme. Through these experiences, staff are improving their skills in art and successfully broadening pupils' work in a wider range of art activity. Subject leadership is satisfactory. Sketch books are not yet established and the use of information and communication technology is satisfactory but at an early stage of supporting art and design.
DESIGN AND TECHNOLOGY
112. Standards are average by the end of Year 6 and achievement is good overall. The work seen shows that pupils achieve well in designing and making artefacts, using a good range of materials and processes. Pupils in Year 1 gain experience in constructing models such as houses and vehicles from the use of a range of construction kits and materials. They successfully investigate how mechanical toys work and move. Work is well linked with science investigations on forces. They gain good practical skills as they design and make Christmas cards and learn to use utensils when making cakes and choosing items such as coloured chocolate buttons to decorate them. By the end of Year 2, after researching Hebrew clothing and colours, pupils were able to design and create square printing blocks to a given specification using a variety of materials. They used these effectively to print a patchwork pattern on cloth to make 'Joseph's Technicolor Dream Coat.'
113. Achievement in Years 3 to 6 is good and pupils are developing a good range of skills for measuring, marking-out, and using saws, glue-gun, craft knives and sandpaper confidently to make and strengthen their 'cube' structures. By the end of Year 6, pupils demonstrate a good grasp of the design and make processes through a well planned sequence of activity from investigating the workings of commercial toys, choosing from a wide range of materials, including junk items, and solving mechanical problems.
114. Good teaching is evident through the well-established good rapport with pupils who respond very well to the challenge to design and make moving vehicles or toys involving the use of cams and battery power. Lessons are well planned and prepared and very good attention is paid to safety when using tools and equipment such as saws and sawing boards, craft knives and the glue-gun. Very good use is made of the school environment to provide pupils with many opportunities to develop good skills in using a wide variety of tools. Pupils are proud of their contributions in developing the school garden and grounds as being Eco-friendly. They research ideas and benefit from involvement in construction and maintenance of the raised gardens, the recycling of degradable materials in the compost bins, the 'puddling' of clay for making a pond, the weaving of willow for animal sculptures and tunnel to the observation hide. They learn about rural crafts such as thatching
through working with a skilled local specialist to make the playground shelters. Through these valued activities pupils achieve good practical skills and knowledge.
115. Design and technology is well led and managed and good use is made of the coordinator's specialist skills. Good progress has been made in developing the provision. Since the previous inspection, a suitable curriculum plan provides for a broad, balanced and progressive experience. However, there is a lack of resources for, and pupils have insufficient opportunities to develop their skills in, food technology, particularly in Years 3 to 6. Insufficient use is made of information and communication technology to support pupils' learning.
GEOGRAPHY
116. No lessons in geography were planned to take place during the inspection because the current focus of the curriculum is history. However from looking at pupils' work in books and on display and talking to them about what they know and understand standards remain average at the end of Year 2 and Year 6. Progress since the previous inspection is satisfactory. Teaching is at least satisfactory and all aspects of the geography curriculum are taught.
117. The pupils' achievement is satisfactory, and by the end of Year 2 pupils can draw simple maps of the school and the village. They can note features of the village and compare it with one in a different location by the sea in Devon. They enjoyed their study of India and can describe the way of life of children in an Indian village. The teacher in Year 2 has successfully linked a geographical study of Egypt as part of the history topic on Ancient Egypt. The pupils know that the river Nile provides fertile areas on the edge of the desert.
118. The achievement of all groups of pupils, including high and low attaining pupils, is satisfactory across Year 3 to 6 and by the end of Year 6 pupils have a good understanding of their local area and are able to make comparisons with the county city of Exeter. On a recent visit to the city, pupils felt it was busy and they understood the importance of the river Exe to the life of the city. They have a good understanding of why village and towns are built in specific places and that nomadic people in Africa need to move their families and animals about for food. They have a strong commitment to their school as an 'Eco' school. They are sorting rubbish for re-cycling and using the very well organised grounds to preserve wild life such as birds and insects. They have grown organic vegetables using compost and their own fertiliser from recycling their apple cores and other remains of fruit for the wormery. As children of farming backgrounds they have a good knowledge of how the land changes. They have a good understanding of how people can damage and improve the environment.
119. The geography curriculum is broad and has a positive impact on the pupils' social and cultural development. The policy and schemes of work are in need of review and form part of the current improvement plan. The co-ordinator is enthusiastic and, although new to the school, has laid appropriate plans to enhance the provision. Good use of visits and visitors enhance the curriculum and extend the pupils' learning and understanding of the wider world in Devon and further a field. The use of information and communication technology is satisfactory and pupils word process some of their work and search the Internet for information about the topics they are studying. The use of E-mail to communicate with different groups of people across the world is under-developed.
HISTORY
120. Standards are average at the end of Year 2, and often above average at the end of Year 6 because of very good teaching and a well-planned curriculum. Only two lessons were observed in the short time available. From a broad range of pupils' work and talking to them about what they know and understand, achievement is good and there is a clear enthusiasm for learning in history. Improvement since the previous inspection is satisfactory.
121. By the end of Year 2, the pupils are developing a good understanding of the past. Their motivation is fired by the current topic on Ancient Egypt. This means that they learn quickly and have already gained significant knowledge about life in Ancient times and differences with the lives of the people of Egypt today. Pupils know that archaeologists study the past and were fascinated when they could play the role of archaeologists and began to dig out pictures and artefacts from the sand. In this lesson, teaching was very good because it was very well organised to enable the pupils practise historical skills of careful observation, interpretation of what they found, historical enquiry and careful recording. There was a buzz in the room as they recognised some of the artefacts. The teacher skilfully maintained their interests and concentration for a long time. Their enthusiasm was infectious when the teacher unwrapped some real Egyptian relics and they handled them with great care.
122. Although no teaching was planned to take place in Year 6, the pupils' achievement is good because lessons carefully build upon each other. The quality of teaching observed was very good and challenged the pupils' historical thinking. The work seen on the Second World War showed that pupils made successful links between the lives of local people today and evacuees from London and Plymouth. Pupils are beginning to start to organise their work and to see that events can be interpreted in different ways. In the lesson for pupils in Year 4, their study through drama of the structure of society in Egyptian times challenged their ideas about the lives of the different characters they had studied. The task was innovative and the teacher very skilfully planned the work to enable all groups of pupils to be fully involved in the study.
123. The subject is well managed and work is effectively evaluated. There is a clear and appropriate plan for improvement that will take place when the current curriculum plan is reviewed. Information and communication technology is used effectively for research and pupils know how to investigate using the CD Rom and the Internet. The good range and quality of resources is complemented by the local authority loan service. Visits to local historical sites and the shared expertise of visitors enhance the history curriculum.
INFORMATION AND COMMUNICATION TECHNOLOGY
124. Standards are average at the end of Year 2 and below average at the end of Year 6. This is because the new curriculum plan has not yet completed a full cycle, and the pupils in Year 6 have not had time to learn the new broader range of skills required by the revised National Curriculum. In addition, the computer systems have had to be replaced because they were unreliable. This has happened recently and consequently pupils have only just begun to have access to CD ROMs and reliable links to the internet. Achievement is satisfactory throughout the school and good in the areas of word processing. Information and communication technology is used increasingly to support the pupils' learning in other subjects. No direct teaching was
observed during the short period of the inspection and judgements are made from examination of groups of pupils working on computers, talking to them about their knowledge and understanding and analysing samples of current and past work.
125. The pupils' continue to be confident using computers. By the end of Year 2, pupils can organise information and record and share their ideas. Pupils are confident changing the size and colour of fonts when writing their name and they are able to use an art program to explore colour and shape. By the end of Year 6, pupils' skills in word processing are good. They insert lively text in a range of colours from Power Point into their writing and import pictures from the Internet and a CD Rom. Computers are used very well to support pupils' spelling, punctuation and grammar. They understand how computers help us in everyday life. The children from farming families share their expertise about how computers can be used to keep and update records and help to increase crop and milk yields. The pupils' work hard at learning their spellings and beating the computer. They can add to, amend, and combine text and picture. However, pupils lack experience of framing questions when interrogating information, using sensors and data presentation using spreadsheets and line graphs. They have used the Internet to find out information about World War 2 and the Ancient Egyptians. Evidence of the use of e-mail is very limited. Pupils are currently not yet communicating electronically with other schools or educational institutions. However, there are plans to create links with the local group of schools in the area.
126. Teaching is at least satisfactory and teachers are working hard to improve their own skills. Information and communication technology is used effectively to support English, mathematics, history and geography. For example, the pupils collect and interrogate data in Years 5 and 6 in mathematics and produce graphs to show their findings. However, there is very little evidence that computers are used to support learning in science, physical education and design and technology.
127. Information and communication technology is the school's current focus for training and development. Sensibly the teachers are re-establishing the curriculum in stages that match their growing competence. All the teachers have had training and are now beginning to be confident using computers as an aid to teaching. Progress since the previous inspection is satisfactory. Changes to the demands of the subject and the need for further resources were delayed because of the changes to the teaching staff. This slowed progress. However, the school is now on track. A new information and communication technology work station situated in the hall provides a helpful area for groups of pupils to be taught and to practise their skills. The governors are investing appropriately in up grading computers and extending the provision to include laptops for the pupils, sensors, and a screen that works with the computer.
128. The subject is well managed by the headteacher. The school is working hard to raise the pupils' levels of competence and achievement. Progress is carefully monitored. Additional support from an experienced learning support assistant is used successfully to develop specific skills. The curriculum is broad and balanced but as yet, limited because of the range of resources. The use of the hall as a work station has limitations and there is very little space in the school for such a resource. The plan for improving the provision and raising standards is appropriate. The school is well placed for further improvements.
MUSIC
129. From the limited evidence available, standards are broadly average by the end of Year 2 and Year 6 and pupils' achievement is satisfactory. Pupils develop good skills in listening and performing both vocally and in using tuned and un-tuned instruments and have a good repertoire of songs. Their skills in composition are less well developed. It is not possible to make a secure judgement about teaching overall. However, the very few lessons observed and pupils' achievement indicate that teaching and learning are good.
130. By the end of Year 2, good strategies are used to motivate and interest younger pupils in music. For example, four hand puppets are thoughtfully named and used to provide a range of name rhythms for pupils to follow or make sounds for them to locate. Pupils quickly clap in time to name rhythms using one to four syllable patterns. Teachers make good use is made of a wide variety of percussion instruments and pupils explain that the sound of a chime can be stopped by the touch of a finger. Their listening and control skills are developed well through challenging group work as groups combine different rhythm patterns. They become increasingly competent in maintaining simple rhythms and respond well to start and stop signals as they take turns at being the 'conductor'. They are introduced to a good range of music and are increasingly able to explain their feelings and mood when listening. For example, when pupils were listening to the 'Mazurka' from Coppelia with closed eyes, they began to smile and move as they imagined the toys dancing.
131. It is not possible to make a secure judgement about standards in music in Year 6 but younger pupils in Years 3 to 5 were effectively involved in appraising the compositions of older pupils. They made appreciative comments on the way the older pupils had used their own symbols to chart their group's playing of their chosen instruments as they had attempted to capture a mood such as 'joy' or 'hope'. Through very good, challenging teaching, the pupils quickly grasped the basic principles of composing. Their use of non-standard notation was very well taught and the pupils responded with very good concentration, imagination and effort as they discussed and recorded their compositions. Pupils listen critically to music and make thoughtful comments on the images they create such as 'horses galloping' or 'strong winds'. They suggest that the 'beat' and the 'instruments' would be the first things the composer would have established when creating the music.
132. Pupils acquire a good repertoire of songs and many gain good skills through their involvement in the school choir. They enjoy listening to a suitable range of recorded music which is a regular feature of school and class assemblies. Most able pupils are enabled to become competent at playing instruments by receiving weekly tuition from a visiting specialist tutor. The school enables a talented flutist to have extra tuition and achieve well.
133. Music has not been a feature for school development in the recent past but some good aspects have been maintained since the previous despite the several changes of staff. Subject leadership is satisfactory. It is not possible to make a judgement about the use of information and communication technology to support pupils' learning. In the present situation the school is well placed to address the shortfall in composing as well as further develop overall provision.
PHYSICAL EDUCATION
134. Good progress has been made in provision for pupils' physical education since the last inspection. Standards are above average at the end of Year 2 and Year 6
across the range of activities required. Teaching in the one lesson observed was very good and the records of pupils' achievements in swimming and sporting events indicate that teaching is good.
135. Pupils in Years 1 to 3 achieve well in dance activities as a result of very good teaching. They move imaginatively in response to suggested actions such as being a 'weight lifter' by strong slow movements or moving like a jack-in-a-box by bouncing, springing or leaping. They interpret music imaginatively and confidently demonstrate to others their ideas of how they can move like a steam-train. They learn quickly by observing and copying the moves of others and through group activities where they share their ideas and combine their movements into a routine. Lessons are well structured and conducted at a lively pace. Teachers' have very good class management and organization and pupils respond quickly to instructions and commands and with good concentration and effort to achieve the challenges set for them. They enjoy the increasing level of physical activity through stretching and moving warm-up routines and pay good attention to the focus on the different parts of the body. Teachers build effectively on pupils' experience of previous lessons and the good assessments made are used well to extend the performances of individuals. Music is well chosen to challenge pupils to develop and extend their movements in keeping with mood and pace. Very good strategies are used to develop pupils' observation and evaluation of each other's movements and for them to work collaboratively to devise and agree group movement routines to express their ideas such as a train gathering speed and slowing to a stop.
136. Although no teaching was observed in Years 4 to 6, pupils' notable success in sporting activities indicate that standards are above average. A well-planned programme of activities throughout the school year ensures a well-balanced and broad curriculum for physical education, including gymnastics, games, athletics and outdoor and adventurous activities. Most pupils become competent swimmers at twenty-five metres by the end of Year 6, and achieve good standards in a range of games and athletic activities. Pupils benefit significantly from the regular and well-organised extra-curricular sports opportunities available through the involvement of parents, which are trained, and very good liaison with staff from the other schools in the local 'cluster' group. The sporting festivals and competitions that complete the blocks of activity generate a lot of enthusiasm and challenge for the pupils.
137. Physical education is well led and the co-ordinator is knowledgeable and enthusiastic. Pupils' achievements are effectively assessed and monitored. The school playgrounds are well marked out for play according to the age of the pupils and there is a very well equipped adventure playground. Additionally, older pupils are trained as 'Playground Leaders' and take responsibility for supervising the allocation of games equipment that has been provided for use at break-times. Together these facilities and their strategic use make a good contribution to pupils' overall good standards in physical education. | <urn:uuid:87252f75-f3dd-4559-9b59-4b3caf48113b> | CC-MAIN-2021-49 | https://files.ofsted.gov.uk/v1/file/783109 | 2021-12-06T08:34:38+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00304.warc.gz | 321,780,814 | 27,008 | eng_Latn | eng_Latn | 0.990439 | eng_Latn | 0.999299 | [
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Read PDF Rapid Automatized Naming Ran And Reading Fluency
Rapid Automatized Naming Ran And Reading Fluency
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Rapid Automatized Naming Chart Arkansas Rapid Automatic Naming Screening (SET 4) Rapid Automatized Naming 4-Syllable Words (SET 6) Rapid Automatized Naming 4-Syllable Words
(Set 3) 5 Syllable Words Rapid Automatised Naming (RAN)(SET 2) Rapid Automatized Naming 5-Syllable Words (Set 6) Rapid Automatised Naming (RAN) 2-Syllable Words The True Gifts of a Dyslexic Mind | Dean Bragonier | TEDxMarthasVineyard What is dyslexia? - Kelli Sandman-Hurley Inside a Dyslexia Evaluation Reading \u0026 Spelling For Kids With Dyslexia | Tutorial 1 What Causes Dyslexia? 5 English Words You Are Probably Pronouncing Incorrectly - Common Mistakes|Accurate English
Rapid Automatic Naming and Multisensory Methods with Dr. Michael Hart and Dr. Erica Warren(SET 7) Rapid Automatized Naming 3-Syllable Words Dyslexia screening with Rapid
Dyslexia From a Student's PerspectiveHow Do Dyslexic Brains Work?
Articulation: 4-syllable word practiceDyslexia simulator (Set 6) 5 Syllable Words Rapid Automatised Naming (RAN) RAN:RAS Test Evaluation Rapid Naming Capital Letters (Set 1) Rapid Automatised Naming (RAN) 3-Syllable Words Test of the Double Deficit Hypothesis of dyslexia: Comparison in two Japanese writing systems Dyslexia | What Every Educator Should Know (Set 3) Rapid Automatised Naming (RAN) 3-Syllable Words (All Sets) Rapid Automatised Naming (RAN) 2-Syllable Words Rapid Automatized Naming Ran And Rapid Automatized Naming (also known as Rapid Automatic Naming or RAN) is the ability to name letters, symbols, words, or objects in a quick and automatic manner. This is your ability to easily retrieve information, rapidly and automatically without effort. When you have strong rapid automatic naming skills, it is so easy to bring up information that it is like you didn't even have to think about it.
What is Rapid Automatized Naming? How does it relate to ...
Rapid automatized naming (RAN) is the ability to quickly name aloud a series of familiar items. There are a number of published RAN tests; they're similar to one another. RAN test scores can predict future reading skills. If your child is being tested for reading,
Rapid Automatized Naming Tests: What You Need to Know
Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read , and is independent from other predictors such as phonological awareness , verbal IQ , and existing reading skills. [1]
Read PDF Rapid Automatized Naming Ran And Reading Fluency
Rapid automatized naming - Wikipedia
Rapid automatized naming (RAN) tasks provide insight into this system, acting as a microcosm of the processes involved in reading. In this review, we examine both RAN and reading fluency and how...
(PDF) Rapid Automatized Naming (RAN) and Reading Fluency ...
The tests consist of rapid automatised naming tests (i.e., Letters, Numbers, Objects, Colours) and two rapid alternating stimulus tests (i.e., 2-Set Letters and Numbers; 3-Set Letters, Numbers, and Colours).
RAN/RAS - Automatized Naming and Rapid Alternating ...
Curious about Naming Speed? Increasing reading fluency is a common area of interest and challenge. As the former director for the Tufts' Center for Reading and Language Research, I fielded many questions about fluency support, especially for students with weaknesses in Rapid Automatized Naming or RAN scores. What is RAN?
Curious About RAN or Rapid Automatized Naming? - The ...
Rapid Automatized Naming and Fluency "Sometimes referred to as rapid naming, RAN (Rapid Automatized Naming) refers to the skill of quickly accessing presumably rote information (numbers, letters, colors, or objects.) Students slower than average with RAN typically struggle with word-level reading."
Rapid Automatized Naming and Fluency | Orton Gillingham ...
Word retrieval and rapid automatic naming can be improved through high interest tasks. Moreover, students who learn meta-cognitive skills will be more apt to self-cue and carryover new skills. An individualized approach that takes the student's learning preferences into consideration will help him or her to automatically navigate in the high-speed world of words that we live in. Success starts here!
Word Retrieval and Rapid Automatic Naming (RAN) | Dyslexia ...
Rapid Automatic Naming: One of the main causes of reading disorder is a disturbance of an individual's phonological processing of speech sounds. Clearly, the importance of phonological awareness in predicting reading success or failure is well known.
Rapid Automatic Naming - Speech-Language Resources
Rapid automatic naming (RAN), which can be one of the factors in reading disorder, similarly requires one to access words (letters or sounds) in storage. We test RAN by having the individual name pictured objects, letters, or numbers as quickly (and as accurately) as they can.
Word Retrieval vs. Rapid Automatized Naming | Dyslexia ...
Rapid Automatized Naming (RAN) is a task that involves quickly and accurately naming repeated sets of familiar items. RAN measures are Page 2/4
Read PDF Rapid Automatized Naming Ran And Reading Fluency
brief, individually administered assessments that are used in kindergarten and first grade. Why Use Acadience RAN? Acadience RAN is an optional measure that can be used along with Acadience Reading K–6.
Acadience RAN (Rapid Automatized Naming) | Acadience Learning
Rapid automatized naming (RAN) for objects and pictures involves the assessment of speed in which a person can correctly identify pictures of objects, letters, symbols, etc. RAN has become an important aspect of contemporary reading research in that deficits of RAN have been found to reliably distinguish children with specific reading disabilities.
Rapid Automatic Naming | SpringerLink
The Arkansas Rapid Automatized Naming Screener (AR-RAN) is an informal measure created as a resource for Arkansas Public School teachers. It is a recommended assessment to supplement the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for the Universal Screening of all kindergarten through grade two (K-2) students.
Arkansas Rapid Naming Screener
An important component of any diagnostic assessment of oral and written language The tests consist of rapid automatized naming tests (i.e., letters, numbers, objects, colors) and two rapid alternating stimulus tests (i.e., two-set letters and numbers; three-set letters, numbers, and colors).
Rapid Automatized Naming & Alternating Stimulus Tests | PAR
Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention.
Phonological Awareness and Rapid Automatized Naming Are ...
Quick and accurate naming with Acadience Rapid Automatized Naming (RAN) Educators in states that require measures of Rapid Automatized Naming as part of screening students for reading difficulties, such as dyslexia, will find Acadience RAN to be a valuable tool for quick and accurate assessment and naming of repeated sets of familiar items.
Acadience Reading Rapid Automatized Naming (RAN) | Voyager ...
Neural systems underlying Rapid Automatized Naming (RAN) in skilled readers: An fMRI investigation. Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading.
Maryanne Wolf | Eliot-Pearson Department of Child Study ...
Rapid Automatized Naming Children were administered a Portuguese version of the RAN test developed by Wolf and Denckla (2005) that Page 3/4
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Read PDF Rapid Automatized Naming Ran And Reading Fluency
requires children to sequentially name a list of items as fast as possible.
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Conducting a Mock Recall of Produce in a School Nutrition Operation
Introduction
A food recall occurs when there is reason to believe that a food may cause consumers to become ill. A food manufacturer or distributor initiates the recall to take foods off the market. In some situations, food recalls are requested by government agencies (USDA or FDA). Some reasons for recalling food include:
*
Discovery of an organism in a product which may make consumers sick.
Discovery of a potential allergen in a product.
*
* Physical hazards found in the project, such as plastic, glass, metal, etc.
* Mislabeling or misbranding of food.
Food recalls are classified in three classes. The following table describes the three classes of food recalls:
From 2005 to 2009, there was an average of more than 600 food recalls per year in the U.S. food system. This estimate includes both domestic and imported products. Fresh fruits and vegetables, and prepared salad mixes made up 15 % of recalls during this time period (Congressional Research Service, 2010). Food recalls may affect foods used in school meal programs that are distributed by USDA, or a purchased from a commercial source.
School nutrition program staff are responsible for maintaining the safety and security of foods once they are received and stored. Maintaining the chain of custody also is an important responsibility of school nutrition program operators because it allows food products to be traced one step back to the vendor and one step forward to the consumer. In the event of a recall, a food product must be traced to its current location, and schools are to follow the recall procedures outlined in the manufacturer's instructions, or sent by USDA. To respond to recalls of commercially purchased foods, you can by proactive and expedite the process by signing up to receive food recall notifications from the federal government at www.foodsafety. gov/recalls.
If a recall affects a USDA Food, you also can sign up for free email notifications through the Commodity Alert System at www.envoyprofiles.com/USDA-ALERTS.
This mock recall resource provides instruction on how to practice conducting a school district-wide recall of fresh produce. Many other produce safety training materials have been developed by USDA and the National Food Service Management Institute. These materials may be found at www.nfsmi.org/producesafety. The goal for this activity is to encourage school nutrition program directors to conduct a district-wide mock recall of a fresh produce item that includes the participation of all school site kitchens and fresh produce distributors. Select a fresh produce item, or fresh-cut produce item for this exercise. You can adapt this resource to conduct a mock recall of other types of food, including canned and frozen produce, or any other food.
Conducting an Effective Mock Recall
Through a mock food recall, a school nutrition program can test its response time and identify any weaknesses in the program's ability to respond to food recalls. Iowa State University Leopold Center for Sustainable Agriculture recommends that growers conduct a timed mock recall annually. The National Restaurant Association Educational Foundation's ServSafe® training program recommends that restaurant operators test their crisis manage ment plans at least annually. School nutrition program directors should test, on an annual basis, their ability to respond to food recalls and identify areas that need improvement.
A mock recall is a simulated recall exercise with a designated time limit (Grower's Manual: A template for grower cooperatives, 2011). The amount of time that would be realistic and appropriate varies from school district to school district. School nutrition program directors and/or supervisors should be responsible for setting a realistic target for the amount of time to conduct the mock recall exercise in their district. Examples of factors that might affect response time include district size, amount of produce involved, and type of notification system used.
The following steps outline how to conduct a mock recall of a fresh produce item in a school nutrition operation:
Review Applicable Standard Operating Procedures (SOPs) Step
* Review all SOPs that pertain to food recalls. These may address procedures for handling a recall, receiving deliveries, or transporting food between sites.
1
* Update SOPs, if necessary.
* Conduct this step at least one month prior to the planned exercise.
* Communicate updated SOPs to school nutrition staff, if necessary.
Review Emergency Notification Contact List Step
* Create or update the school district's and school nutrition department's emergency notification lists to be used in the event of a recall. The lists should include phone numbers and email addresses where staff can be reached both during and after regular work hours.
2
* Distribute the updated emergency notification contact list to school nutrition program staff at the beginning of the school year, or at any time that staff or contact information changes. In an effort to conduct an unannounced mock recall, distribute the revised emergency contact list at least one month prior to exercise.
Planning the Mock Recall Step
All communications should begin with "This is a test." Begin all phone calls, emails, or anything else in print with "This is a test." 3
* Conduct a review during training at the start of the school year, or at least one month prior to the mock recall exercise. During this review, discuss SOPs that address food recalls with all school nutrition staff at the district and school levels and warehouse personnel, if applicable. Any school personnel who have a role during a food recall should be included in the review.
* Determine which produce item will be used in the recall simulation. You may want to include your vendor when making this decision. For fresh produce mock recalls, select a fruit or vegetable that is typically ordered weekly by the school district for use at all school sites, such as salad greens. If seasonal produce is selected, choose a product that will be shipped to all or a majority of schools.
* Identify the date and time that the mock recall will take place within the school district. Although it may be more convenient to conduct a mock recall at certain times because of staff and production schedules, remember that an actual recall could take place at any time of day. By conducting the exercise at unannounced and unpredictable times, you will be able to determine more accurately how long the response might take during an actual recall.
* Set a goal for the amount of time that it should take to identify the locations of all recalled product. Again, the time may vary depending on factors such as district size, day and time of recall, amount of produce affected, and type of communication used in notification.
* Inform school district administrators, including the district's communications officer and emergency manager, that a mock recall of produce will be con ducted. Provide administrators with information on the date(s), time(s), and location(s) of the mock recall exercise. Communicate that the mock recall is only a drill to test the district's response time and recall procedures, and that produce served to students during the drill is safe to eat.
Conduct the Mock Recall* Step
* Identify the date and time of the mock recall. Performing the exercise at unannounced, unpredictable times will result in a more accurate test of the school nutrition program's recall response capability.
4
* Place the produce order as usual. Be sure that the vendor knows that "this is a test."
* Get produce tracking information from the produce vendor including:
* Produce identification numbers (product code, Lot/Batch number, or GTIN, if available) and where they are located on product packaging.
* Produce name/description.
* Produce date(s) (examples: ship date, best if used by, or expiration date).
* Photograph of labeling containing identification numbers and dates, if possible
* Quantities shipped to each school.
* Record the start time of the mock recall.
* Communicate the produce recall to all necessary personnel at each school site. Follow the SOPs. Be sure to convey that "this is a test."
* Identify the amount of the produce found at each site. Be sure to record the amounts found in inventory, food production, and served to children from all feeding sites. The attached worksheet is a sample form that may be used to record information.
* For each school, compare the amount of produce that was received to the amounts in inventory, in production that day, and produce already served, as reported by the site staff.
* If the total amount of produce reported does not match the amount received, contact the school to find out why too much or too little product was identi fied. Reasons might include the following:
* The school also had the same item on hand from another source (such as a local farm) that was counted in recall.
* More or less produce was received than ordered.
* Leftovers from the previous week were counted in recall.
* Production records were not accurate.
* Once produce has been accounted for at each school, record the ending time and calculate the total amount of time it took to conduct the mock recall exercise.
*Conduct this mock recall according to your SOP. If the SOP states that the vendor or warehouse will communicate recall information and provide product identification directly to school sites, work with your vendor or warehouse to establish mock recall procedures and documentation.
Mock Recall Debrief Step
* Determine who should participate in the mock recall debrief. Suggested attendees include: School nutrition director, central office supervisory or training staff, manager(s), and administrative assistant(s).
5
* Determine whether the mock recall was completed within the timeframe iden tified in advance of the exercise.
* Identify weaknesses or problem areas in your mock recall exercise.
* Produce was delivered in untraceable packages or containers.
* Weaknesses might include:
* Produce was commingled with other product.
* Unable to contact school personnel.
* Produce was taken out of original packages or containers and labeling information was lost.
* School personnel were slow in responding or not responsive to requests for recalled produce information.
* The amount of produce received by sites did not match the amount of produce found in inventory, production, or already served.
* School personnel were unsure of how to identify produce tracking information on packaging.
* Identify corrective action(s) needed to improve recall procedures. Develop a plan to implement corrective action(s), including person(s) responsible and a timeframe. An example is provided in the case study.
* If necessary, revise SOPs or conduct staff training related to food recalls based on the outcomes of your mock recall.
Mock Recall Effectiveness
The effectiveness of the mock recall exercise can be measured by using a simple formula. Upon completion of the recall, calculate the effectiveness to determine if corrective action is needed.
Recall effectiveness formula:
A Amount delivered ____________
B Amount in inventory ____________
C Amount in food production ____________
D Amount served or consumed ____________
% Mock Recall Effectiveness = (B+C+D) x 100 =
A
Example:
A Amount delivered 42 cases
B Amount in inventory 35 cases
C Amount in food production 4 cases
D Amount served or consumed 1 case
Formula: 35 + 4 + 1 = 40 cases divided by 42 cases x 100 = 95%
Effectiveness should be calculated first by site, then by district. If the mock recall is less than or greater than 100% effective, identify what caused the discrepancy and determine appropriate corrective actions. When all of the produce is not identified, the recall effectiveness will be less than 100% effective. In a real recall situation, the unaccounted for produce may already have been served or potentially could be served in the future, resulting in increased risk and possible harm. If more produce is identified than was delivered, the recall effectiveness will be greater than 100%. Operators may think it is not a problem to identify more produce that what was recalled, but the inability to trace the actual recalled produce shows that the system is not working properly. Both outcomes result in a loss of traceability and increased risk of serving, or consuming, recalled food in the event of an actual emergency.
Conclusion and Next Steps:
Upon completion of the mock recall, the school nutrition program director, supervisors, if applicable, and other necessary staff should discuss and identify corrective action steps. After this mock recall another exercise should be planned, even if the effectiveness was 100%. Consider using different products; choose a different day of the week and a different time of day.
While this resource provides information needed to conduct a mock recall of produce received from a distributor, consider all of your produce sources, including local farms, fresh-cut processors, produce cooperatives, and school gardens. Consider conducting a mock recall of produce from each of your produce sources.
Conducting a Mock Recall of Fresh Produce: A Case Study October 14
ABC School District's school nutrition program is planning a district-wide mock recall of a fresh produce item. The school district operates 18 sites with approximately 15,000 students. Seventeen schools have on-site kitchens, and one school has only storing, reheating, holding, and serving capabilities. ABC School District's high school kitchen prepares approximately 300 meals per day, using bulk service, for the school site without on-site preparation capacity. The produce distributor delivers weekly to the 17 on-site kitchens. Each site manager places his or her produce order every Wednesday for delivery on the following Tuesday.
During the previous summer, the school nutrition director reviewed and updated the following SOPs: • Handling a Food Recall
*
* Receiving Deliveries
*
Storing Foods
Transporting Food to Remote Sites
The director also updated the emergency notification contact list based on information requested in end-of-year documents in June. There were no personnel changes over the summer.
At the annual "Back-to-School" workshop for site-level managers held in August, the school nutrition director handed out and discussed the updated SOPs. In addition, managers were given the emergency contact list and asked to review, update, and send the revisions to the central office within one week. The final emergency contact list was emailed to all site-level managers by the first day of school.
One month later, the school nutrition director contacted Star Produce Company, the district's produce vendor, to discuss conducting a mock recall of fresh produce. Pre-cut salad mix was selected as the item to be used in the exercise because the majority of schools purchased this item weekly. The vendor confirmed that the company would be able to provide tracking information using product code numbers, including lot number, best if used by date, ship date, and quantity shipped to each site.
The school nutrition director and central office staff met and identified Thursday, October 13th at 11:00 as the date and time for the mock recall. All site-level staff were unaware of the mock recall. The school nutrition director and central office staff chose this date and time to test recall procedures because it would be inconvenient for site-level staff who were participating in National School Lunch Week, where most of the schools promote increased participation in school lunch and encourage health and wellness. The time was selected because the majority of sites serve lunch at 11:00 am. The goal for completing the recall exercise was set at three hours, or by 2:00 pm (the end of the work day).
The school nutrition director contacted school officials, including the communication's officer and emergency manager to inform them of the upcoming mock recall of produce and to assure them that the produce would be safe. The school nutrition director emphasized that the scheduled recall would only be a drill to determine how quickly staff at the schools could locate the product and evaluate the effectiveness of existing procedures.
On the day produce was delivered, the distributor provided the school nutrition director with the tracking information via fax as requested in advance of the exercise. The school nutrition director made a copy for the school nutrition administrative assistant, as well as a copy of the recall worksheet. The school nutrition administrative assistant emailed all school nutrition site managers and notified them of the pre-cut salad mix recall as outlined in the Handling a Food Recall SOP and reminded them that "this is a test." At noon, the administrative assistant called all managers who had not yet responded. Voice mail messages were left for the seven managers who had not responded either via email or phone. Three of the seven responded by 12:30 pm. The administrative assistant emailed the remaining four managers at 1:00 pm. By close of day, 2:00 pm, all but one manager had responded to the recall notification. The central office did not get the recall information from the last school, George Washington Elementary, until the following morning.
The school nutrition director learned that the response from George Washington Elementary was delayed because the manager was out and did not report his absence to the central of fice. No one at the site had access to the manager's email or phone messages. The central of fice had not included contact information outside of the work day on the emergency contact list.
10
The following day, the school nutrition director calculated the mock recall efficiency at 88%. One site did not respond at all, and three sites could not locate some of the product. These three sites had difficulty because the salad mix had been commingled, and the boxes with the tracking information were discarded. Also, product transported to the satellite site was not recorded and could not be traced.
```
A Amount delivered 42 cases B Amount in inventory 32 cases C Amount in food production 4 cases D Amount served or consumed 1 case (B+C+D) x 100 = % Mock Recall Effectiveness
```
```
A 32 + 4 + 1 = 40 cases divided by 42 cases x 100 = 88%
```
During the debriefing, the school nutrition director and central office staff identified several corrective actions that would improve their crisis management of a food recall. Staff mem bers were assigned responsibilities with clear timelines to complete these next steps.
* Review Handling a Food Recall SOP at upcoming manager's meeting, including timely response.
* Update the emergency contact list to include how to reach staff outside of school.
* Review manager absence notification procedures at upcoming manager's meeting.
* Create a school district email address for key personnel at each site.
* Identify a key person at each site who is responsible for checking phone messages in the event of a manager's absence.
*
* Plan a future mock recall of fresh produce within three months to retest the system.
Review Storing Foods SOP at upcoming manager's meeting, including maintaining tracking information and preventing commingling of product in storage.
11
12
Glossary
Commingling: Combining different sources (i.e. lots or batches) of produce into one container. Traceability may be impaired.
Global Trade Item Numbers (GTIN): The GS1 Identification Key used to identify products such as a specific brand and product. The key is comprised of a GS1 or U.P.C. company prefix and an item identification number.
Lot: The batch or lot number associates an item with information the manufacturer considers relevant for traceability e.g., the time and date it was manufactured.
Recall: A process used to remove products from the marketplace when there is reason to believe the products may be contaminated, misbranded, or cause health problems.
Standard Operating Procedure (SOP): Detailed written instructions for a process that must be followed to ensure a desired outcome.
Traceability: The ability to trace the origin, movement, or location of a product.
Trace or track back: The ability to determine the path a product took through the supply chain before it reached the end customer.
Trace or track forward: The ability to determine the path a product takes through the supply chain on its way to the end customer.
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5B
Inhale-Exhale
10B Inhale-Exhale
Chair Yoga
1.
Chair Mountain Pose
Chair Tadasana
Start in Mountain pose - check alignment (feet are hip distance apart, knees and ankles in-line, roll shoulders back and down the spine).
2. Chair Neck Rolls B
From seated mountain pose, inhale and move your neck / ear toward right shoulder and exhale; then on an inhale come back to center, exhale and pause before switching sides. X5 each side.
3. Chair Seated Shoulder Circles
FOCUS:
- Rotate full circles.
- Rotate for 10 times clockwise and 10 times anticlockwise.
- Focus on keeping the chest and shoulder strong.
- Keep the spine straight.
- Feel the stretch around the neck, shoulder, chest, elbows and upper arm.
BENEFIT:
- Reduces stiffness around the elbows, arms, shoulders and neck.
- Reduces the blocks allowing smooth flow of prana.
- Improves flexibility around the shoulders.
- Helps to breath deep around the chest and diaphragm.
- Helps to reduce shoulder hunch.
4. Arms To Side Rotations Chair Parsva Hasta Paryayakrama Chair
After completing the shoulder rolls, take your arms out to each side and circle your them 10 times clockwise and 10 times counterclockwise.
Chair Yoga
gaze behind you.
Stay here for about 6 breaths
With each INHALE, lengthen
With each EXHALE, gently twist a little more.
Chair Yoga
5. Hand Clenches Chair
FOCUS:
- Feel the fingers open wide, and feel the stretch between the fingers.
- Feel the expansion and contractions of the finger along with the breath.
- Feel the sensation at the tips of the fingers.
BENEFIT:
- Improves the flexibility of the fingers.
- Reduces energy blockages at the joints of the fingers.
- Reduces aches and pains for those with arthritis of the finger joints.
- Helps with improved blood circulation.
6. Chair Flexing Foot Pose
Inhale and lift your leg extending it in front of you parallel to the floor.
Do not lock your knee.
Exhale, flexing the foot.
Inhale point the toes.
Lift left one leg, flex and point the toes - 5 *
Draw circles in the air with the toes - 5 *
7. Chair Seated Side Stretch Pose
Inhale lift left arm up, (right hand on chair seat) and exhale lean to the right.
No issues with neck the turn and look up at hand.
. Take 5 deep breaths here. Repeat opposite side.
8. Chair Seated Twists
Place LEFT hand behind you on chair and RIGHT hand on LEFT thigh.
INHALE and lengthen at the spine
EXHALE and slowly twist upper body to the RIGHT, keep head in line with spine and gaze behind you.
Stay here for about 6 breaths
With each INHALE, lengthen
With each EXHALE, gently twist a little more.
Place RIGHT hand behind you on chair and LEFT hand on RIGHT thigh.
INHALE and lengthen at the spine
EXHALE and slowly twist upper body to the RIGHT, keep head in line with spine and
9. Seated Forward Fold Pose on Chair
** Do not lower head below heart if you have low blood pressure **
From mountain pose open feet slightly wider apart.
INHALE - sit tall
EXHALE - fold forward at hip resting the forearms onto thigh, shins of floor.
Hold here for 10 deep breaths.
10. Seated Cactus Arms Flow Chair
Legs are hip width apart and feet are grounded on the floor, spine straight
Bring your arms out into a cactus shape, upper arms parallel with the floor, fingers spread and pointing up.
Exhale, bring the forearms together in front of your face.
Inhale, draw the arms back out to cactus. (5X)
11. Goddess Pose On Chair Arms Down Utkata Konasana On Chair Hasta Down Hipwalk forward on chair (only sit-bones on edge).
Open legs wide, keeping knees and toes in same direction, knee is over the ankle. Ground through all four corners of feet
12. Chair Cat Cow Pose Chair Marjaryasana Bitilasana
A. Release and come back to sit in Mountain Pose, relaxing and connecting to the breathing process.
B. Inhale, expand the chest and take the head and the chin a bit back.
C. Exhale, curl your chest and shoulders, locking the chin down.
D. Move dynamically here in Chair Cat Cow Pose. As you do this smile and breath with positivity.
E. Practice this 8 times coordinating with the breathing process. A great way to open the back, shoulders, chest, psoas major and the abdominal muscles.
F. Curving the back inwards and outwards while coordinating the breathing process will help to release the tensions of the entire back.
Chair Yoga
Chair Yoga
13. Goddess Pose Chair Side Stretch Utkata Konasana Chair Side Stretch
Open the legs wide, feet pointed out and firm on the ground. Rest right elbow on the right thigh (palm facing up). On inhale, sweep the left arm up, look up if you can, gaze at the hand. Breathe deeply here for 3 breaths. Repeat on other side.
14. Chair Mountain Pose Chair Tadasana
Finish in Mountain pose - check alignment (feet are hip distance apart, knees and ankles in-line, roll shoulders back and down the spine).
Five lovely deep breaths to finish the practice, then taking the focus to the thumbs, returning to a normal breath and resting for 1-2 minutes. | <urn:uuid:b0c4fbf1-d0f8-4189-8864-380b6e574ed1> | CC-MAIN-2021-49 | https://amalateesside.com/wp-content/uploads/2021/10/AMALAwellness-Chair-Yoga-with-ques-by-Aimee-Bell.pdf | 2021-12-06T07:50:53+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00307.warc.gz | 174,639,975 | 1,216 | eng_Latn | eng_Latn | 0.995947 | eng_Latn | 0.996684 | [
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "What is Danny doing? By looking at his face, can you tell how Danny is feeling? Where do you think Abby is?"
Danny Looks for Abby
Level E / 120 words / fiction
High frequency words:
come, could, did, find, her, one, saw, she, there, with
* Literal comprehension: The answers are in the text. Ask, "Where were some of the places Danny looked for Abby? How did Danny feel when he couldn't find Abby? Where was Abby?" Have students read the pages that support their answers.
Look through all the pictures
* Using the language in the story, discuss each photograph in the book. Notice details in the pictures and use that information to better understand the text.
* Help the children find any tricky words in the text: because, behind, gone, and garbage. Discuss meaning, word structure, and sounds you expect to hear in those words. Have children clap and count the syllables.
Reading the text
* Have the children read the text independently. While they're reading, listen to each student and prompt them to use meaning, structure, and visual information to monitor and self-correct reading.
* Children should be able to read without using their finger to track words, except at point of difficulty.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
FUN FACT
* Inferential comprehension: The answers are in your head. Ask, "Where would you have looked for Abby? How do you feel when you've lost something that is important to you?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Find and discuss the words with the /ar/ phoneme: yard, barked, and garbage. Using magnetic letters, make other words with the same sound and pattern (art, farm, jar, card).
* Help the students find the words with the sh digraph: bushes, shed, and she.
Rereading for fluency
* Have the child(ren) read the story again aloud, listening for phrased, fluent oral reading that includes appropriate pausing and intonation.
* Reread to solve words or think about ideas, then resume a good rate of reading.
Writing activity
Not only is hide-and-seek a fun children's game, it also can teach important life skills such as how to track, mindful observation, and the ability to stay silent.
* Have each student copy the following sentence: "I could not find Abby because she was at my gate." Then have the students draw a picture that corresponds to what they have written.
Teaching Points: Introducing new words; Finding and clapping multisyllabic words; Practicing the /ar/ phoneme; Practicing words with the sh digraph. | <urn:uuid:3b890668-b576-4708-ac4f-14cd5fa3e18d> | CC-MAIN-2021-49 | https://www.maryruthbooks.com/wp-content/uploads/2016/08/Danny-Looks-for-Abby-LP-091718.pdf | 2021-12-06T07:45:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00307.warc.gz | 968,125,410 | 594 | eng_Latn | eng_Latn | 0.999042 | eng_Latn | 0.999042 | [
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To an unknown mathematician!
Benoît Rittaud Lecturer in Mathematics, University of Paris 13
It is said in the New Testament that the apostle Paul, when addressing the Athenians, complimented them for having inscribed "To an unknown god" onto one of their altars. Reading the Babylonian tablet YBC 7289 (Yale Babylonian Collection), one might well be tempted to erect another altar to this unknown mathematician who, nearly four thousand years ago, engraved into clay what is for us one of the most extraordinary mathematical documents that exists. The YBC 7289 tablet was written between 1900 and 1600 BCE. Its round shape and size (about 8 cm in diameter) make it easy to handle, which indicates that it is probably the work of an apprentice.
An object which, in its time, was perhaps a mere "student's copy" has thus for us become a major testimony to how the Babylonians perceived mathematics. As no treaty on this subject has apparently survived from the period, it is difficult, if not impossible, to recreate the context in which mathematical study took place.
Among the mathematical clay tablets we possess, many are of an educational nature, setting out the terms of a problem followed by its solution. Rare are tablets such as the YBC 7289, which, in such a disproportionately small space, provide so much food for thought on how the Babylonians envisaged the abstract notion of number.
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In modern terminology, the YBC 7289 tablet makes a connection between a geometric object (a square and its diagonals) and an algebraic object, which is the square root of 2, expressed as √2, the positive number which, when multiplied by itself, comes to 2.
The tablet does not set out a mathematical problem. All in all it displays a square, its two diagonals, and a few markings, usually described as "wedges" or "chevrons". These markings correspond to values written in the Babylonian number system (see boxed text).
Babylonian calculation
The number system used in the YBC 7289 contains only two symbols: wedges and chevrons. To write the numbers 1 to 9, the number of wedges corresponds to the given value:
1
The value 10 is indicated by a chevron. To write twenty, thirty, forty or fifty, either two, three, four or five chevrons are aligned side by side:
To write a number such as 43, all that is needed is to align the corresponding number of chevrons and wedges, as below:
To write 60, another single wedge is used. Two wedges thus signify 120 (= 2 x 60), three wedges 180 (= 3 x 60), and so on up to 9 wedges for 540 (= 9 x 60). To write the value 600, again another single wedge is used, and so on. 1 For example, in the Babylonian number system, the number 2597 [= (4 x 600) + (3 x 60) + (1 x 10) + 7 = 43 x 60 + 17] is written as follows:
The Babylonian system does not use zero or the decimal point. Context is therefore needed to determine the value of a given marking: a single wedge may very well have a value of 1, 60, or 3600 (= 60 2 ), etc., or, equally, a value of 1/60, 1/3600, etc. In particular, the three wedges in the top left of the YBC 7289 tablet can in theory either designate 30 or 1/2 (=30/60), 1800 (=30 x 60), etc. Nowadays the most common interpretation is that these three chevrons have a value of 30 (even if Eleanor Robson and David Fowler have pointed out that the correct value may possibly be ½). The number at the very bottom has a value of 42.426389… 2 (the transition from root sixty to root ten makes it impossible to give an exact decimal number), and the middle number a value of 1.4142129… 3 (ditto).
A simple calculation shows that the product of 30 by 1.4142129… is equal to 42.426389…. The value 1.4142129… corresponds to what we express as √2, the square root of 2.
The tablet may give the answer to the following problem: "Calculate the length of the diagonals of a square with sides of a length of 30." The student has sketched a solution, copying the problem's only datum and multiplying it by 1.4142129… to obtain 42.426389…, the answer to the exercise.
1. Given that up to nine wedges and five chevrons may be aligned in succession, the transitions occur at 10 (one chevron), 60 (one wedge), 600 (one chevron), 3600 (one wedge), 36 000 (one chevron), 216 000 (one wedge), etc. The addition of wedges thus occurs at 1, 60, 3600 (i.e. 60 2 ), 216 000 (i.e. 60 3 ), etc. The system is sexagesimal (base 60, to be compared with the decimal system, base 10, where the addition of a new column in the number occurs at 1, 10, 10 2 , 10 3 ), and uses two symbols, the wedge (up to but not including ten) and the chevron (up to but not including six).
3. The representation of 1 24 51 10 can in effect be interpreted as 1 + 24/60 2 + 51/60 3 + 10/60 3 i.e. 30 547/21 600 = 1.41421296 (root of 2 to the nearest 0.5 x 10 -6 ).
2. The representation of 42 25 35 can in effect be interpreted as 42 + 25/60 + 35/60 2 , i.e. 42.42638888…
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It is the presence of this value 1.4142129…, for us the square root of 2, which makes this tablet so remarkable. Its status is very different from that of the other values written down by the scribe, which were probably chosen to assign simple data. To write the value of 1.4142129…, the scribe had to know that this was the value by which to multiply the length of the side to obtain the length of the diagonal, regardless of the length chosen for the side of the square. In other words, he had to know that the square root of 2 is a fundamental constant of geometry, in the same way as the number Π (which gives the relation of the circumference of a circle to its diameter 4 ). While remaining cautious of statements of this kind, we may conclude that in YBC 7289 the square root of 2 should not be taken as the result of a measurement or calculation, but as an object of such a highly abstract nature that the tablet contains arguably the first example of "number" in the fullest and most theoretical sense that mathematicians now attribute to the term.
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The tablet provides an elementary geometrical demonstration of the fact that the diagonal and the side of the square equal the modern square root of 2, as can be seen in the following figure:
If we suppose that the ABCD square is 1, its area is equal to 1. The BDEF square contains four triangles, i.e. twice more than ABCD (which contains only two). BDEF's area is thus 2, and its BD side thus measures √2. It therefore follows that the relationship between BD/AB – that of the diagonal to the side of the ABCD square – is √2.
4. It should be noted that we possess little evidence with which to speculate about the Babylonians' knowledge of the number .
We do not know which methods the Babylonians used to come to the conclusion that, in a square, the diagonal is √2 longer than the side. To make an approximate calculation of the square root of 2, and of all square roots for that matter, it seems they were aware of what we now know as Heron's method (or at least a variant of it). To make an approximate calculation of the square root of a number a, this method involves positing an initial approximation a0 (for example, the closest integer to √a) and, then, for every integer n ≥ 1, to calculate the values a1, a2, a3, etc., obtained by the formula
Taking the value 1 as an initial approximation of √2, the method produces successively the values 3/2, 17/12, 577/408, then 665857/470832. The value written on YBC 7289 is precise to the nearest millionth; its degree of precision is intermediate between that of 577/408 and 665857/470832. Written in the Babylonian number system, the approximation of √2 that we find on the YBC 7289 is the most accurate possible for a calculation precise to three sexagesimal rows in its fractional part – in base 60, the equivalent of three figures after the decimal point.
Calculating a square root using the method of Heron of Alexandria (first century AD)
Even today, this is still the most effective known method for calculating the square root of a number a. Starting from an initial value ao (which we can take as equal to a), the method consists in calculating the terms a1, a2,… defined by the formula:
To demonstrate that the an do indeed converge with √a, the idea is to establish that (an)n is a decreasing and lower-bound – and therefore converging – series, and that its only possible limit is √a.
The fact that (an)n is decreasing manifests itself at two stages. First, we establish that each n from 1 on is greater than √a. This result is the consequence of the following equality:
The second stage consists in calculating the difference between two consecutive terms of the series:
Since we know that an > √a, the expression a–an 2 is a negative number, so an+1 is indeed lower than an, in other words, the (an)n series is decreasing. As the series is lower bound (by 0), it is convergent, and its limit L must verify the equality of 1 a L L 2 L , that is L 2 = a, and
therefore L = √a (since L > 0).
The rate of convergence of the an towards √a is known as "quadratic": in short, the number of exact decimals doubles at each new term in the series. This can be seen in the relationship obtained above:
When n is a large number, an approaches √a. This gives the following approximate relationship:
Note dn, the difference between an and √a (that is, the difference an– √a. The previous relationship indicates that dn+1 is proportional to the square of dn, hence the expression "quadratic convergence". For example, if the degree of precision attained by an in approximating √a is precise to a thousandth (i.e. dn to the order of 10 -3 , then that attained by an+1 is precise to a millionth (dn+1 to the order of dn 2, that is (10 -3 ) 2 = 10 -6 ).
@@@@@@@
It is difficult to assess the possible developments subsequently undertaken by the Babylonians in this area. While many hypotheses can be advanced, ranging from the search for the ultimate decimal point of √2 (which, as we now know, does not exist) to questions about the fundamental nature of the square root of 2 (the fact that it is an irrational number that does result from the division of one integer by another), to the most advanced study of the connections between geometry and algebra, most of these hypotheses are hampered by a lack of evidence from the period.
From the sixth and fifth centuries BC onwards, it was the Greeks who would explore these questions further and lay down the geometrical foundations of the
theory of numbers. Playing their part in this story are philosophers like Plato and Aristotle, and before them Euclid, Theodorus and Archytas – all of them true mathematicians who would inject such momentum into geometry and the theory of numbers that, even today, we still acknowledge them as our forebears. The YBC 7282 tablet nevertheless demonstrates that, well before this, the Babylonians already had a highly detailed understanding of some of the connections between algebra and geometry, an understanding that cannot be reduced to a simple matter of calculation techniques, however sophisticated they may have been.
Looked at in a (necessarily) cautious light, the author of the YBC 7289 – or his teacher – is perhaps our oldest authentic mathematician colleague of whom a record survives.
(November 2008)
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INDIAN CONTROL OF INDIAN EDUCATION
Policy Paper
PRESENTED TO THE
Minister of Indian Affairs and Northern Development
BY THE
National Indian Brotherhood/ Assembly of First Nations
i
©1972 by National Indian Brotherhood/ Assembly of First Nations
ALL RIGHTS RESERVED. THIS BOOK OR ANY PART THEREOF MAY NOT BE REPRODUCED WITHOUT THE WRITTEN PREMISSION OF THE ASSEMBLY OF FIRST NATIONS
First Printing 1973 Second Printing 1976 Third Printing 2001
Additional copies of this book are available from:
ASSEMBLY OF FIRST NATIONS 1 NICHOLAS STREET, SUITE 1002 OTTAWA, ONTARIO K1N 7B7
613-241-6789 (Telephone)
website: www.afn.ca
PREFACE
This statement on Education has been prepared for the Working Committee of the Negotiating Committee of the National Indian Brotherhood to be used as a basis for future common action in the area of education.
The issues which have been considered were designated by the Special Committee of the Executive Council of the National Indian Brotherhood, at Yellowknife, N.W.T., May 17, 1972. This statement has been compiled from provincial and territorial associations' papers or statements on education, and from discussions of representatives of the associations at the Education Workshop, June, 1972.
It is a statement of the:
philosophy, goals, principles, and directions which must form the foundation of any school program for Indian children.
In August, 1972, the General Assembly of the National Indian Brotherhood accepted the policy in principle, subject to certain additions. The final draft was approved by the Executive Council, November, 1972. It was presented to the Minister of Indian Affairs and Northern Development on December 21,1972. In a letter to the President of the National Indian Brotherhood, dated February 2,1973, the Minister gave official recognition to INDIAN CONTROL OF INDIAN EDUCATION, approving its proposals and committing the Department of Indian Affairs and Northern Development to implementing them.
ACKNOWLEDGEMENTS
This paper is based on the many statements prepared on behalf of, the Chiefs and Band Councils by the Education Directors of the provincial and territorial Indian organizations over the past years. Acknowledgement is made of the important contribution which the Education Directors have made to this jo int policy statement.
Thanks are also due to the National Indian Brotherhood's Education Committee which worked to find the common denominators in all of the provincial statements. Members of this Committee are:
John Knockwood and Peter Christmas UNION OF NOVA SCOTIA INDIANS
Barry Nicholas
UNION OF NEW BRUNSWICK INDIANS
Larry Bisonette, representing
INDIANS OF QUEBEC ASSOCIATION
Louis
Debassige and Roland
Chrisjohn
UNION OF ONTARIO INDIANS
Verna Kirkness
MANITOBA INDIAN BROTHERHOOD
Rodney Soonias
FEDERATION OF SASKATCHEWAN INDIANS
Clive Linklater
INDIAN ASSOCIATION OFALBERTA
Teddy Joe and William Mussell UNION OF BRITISH COLUMBIA INDIAN CHIEFS
David Joe
YUKON NATIVE BROTHERHOOD
James Wah-shee INDIAN BROTHERHOOD OF THE NORTHWEST TERRITORIES
Dr. Jacqueline Weitz NATIONAL INDIAN BROTHERHOOD
A special word of thanks is offered to them for their persistence and patience in correcting the several draft copies which preceded this final approved paper. On behalf of all, I wish to extend particular thanks to Dr. Weitz for her excellent co-ordination of the work, meetings and editing of this history-making document.
And finally, the initiative of the Executive Council in launching this endeavor deserves public recognition.
George Manuel, President National Indian Brotherhood.
Ottawa, Ontario
December, 1972
v
TABLE OF CONTENTS
TEACHERS
………………………………………………… 18
STATEMENT OF THE INDIAN PHILOSOPHY OF EDUCATION
In Indian tradition each adult is personally responsible for each child, to see that he learns all he needs to know in order to live a good life. As our fathers had a clear idea of what made a good man and a good life in their society, so we modern Indians, want our children to learn that happiness and satisfaction come from:
— pride in one's self,
— understanding one's fellowmen, and,
— living in harmony with nature.
These are lessons which are necessary for survival in this twentieth century.
— Pride encourages us to recognize and use our talents, as well as to master the skills needed to make a living.
— Understanding our fellowmen will enable us to meet other Canadians on an equal footing, respecting cultural differences while pooling resources for the common good.
— Living in harmony with nature will insure preservation of the balance between man and his environment which is necessary for the future of our planet, as well as for fostering the climate in which Indian Wisdom has always flourished.
We want education to give our children the knowledge to understand and be proud of themselves and the knowledge to understand the world around them.
STATEMENT OF VALUES
We want education to provide the setting in which our children can develop the fundamental attitudes and values which have an honored place in Indian tradition and culture. The values which we want to pass on to our children, values which make our people a great race, are not written in any book. They are found in our history, in our legends and in the culture. We believe that if an Indian child is fully aware of the important Indian values he will have reason to be proud of our race and of himself as an Indian.
We want the behavior of our children to be shaped by those values which are most esteemed in our culture. When our children come to school they have already developed certain attitudes and habits which are based on experiences in the family. School programs which are influenced by these values respect cultural priority and are an extension of the education which parents give children from their first years. These early lessons emphasize attitudes of:
- self-reliance,
- respect for persona freedom,
- generosity,
- respect for nature,
- wisdom.
All of these have a special place in the Indian way of life. While these values can be understood and interpreted in different ways by different cultures, it is very important that Indian children have a chance to develop a value system which is compatible with Indian culture.
The gap between our people and those who have chosen, often gladly, to join us as residents of this beautiful and bountiful country, is vast when it comes to mutual understanding and appreciation of differences. To overcome this, it is essential that Canadian children of every racial origin have the opportunity during their school days to learn about the history, customs and culture of this country's original inhabitants and first citizens. We propose that education authorities, especially those in Ministries of Education, should provide for this in the curricula and texts which are chosen for use in Canadian schools.
THE ROLE OF PARENTS IN SETTING GOALS
If we are to avoid the conflict of values which in the past has led to withdrawal and failure, Indian parents must have control of education with the responsibility of setting goals. What we want for our children can be summarized very briefly:
- to reinforce their Indian identity,
- to provide the training necessary for making a good living in modern society.
We are the best judges of the kind of school programs which can contribute to these goals without causing damage to the child.
We must, therefore, reclaim our right to direct the education of our children. Based on two education principles recognized in Canadian society: Parental Responsibility and Local Control of Education, Indian parents seek participation and partnership with the Federal Government, whose legal responsibility for Indian education is set by the treaties and the Indian Act. While we assert that only Indian people can develop a suitable philosophy of education based on Indian values adapted to modern living, we also strongly maintain that it is the financial responsibility of the Federal Government to provide education of all types and all levels to all status Indian people, whether living on or off reserves. It will be essential to the realization of this objective that representatives of the Indian people, in close cooperation with officials of the Department of Indian Affairs, establish the needs and priorities of local communities in relation to the funds which may be available through government sources.
The time has come for a radical change in Indian education. Our aim is to make education relevant to the philosophy and needs of the Indian people. We want education to give our children a strong sense of identity, with confidence in their personal worth and ability. We believe in education:
- as a preparation for total living,
- as a means of free choice of where to live and work,
- as a means of enabling us to participate fully in our own social, economic, political and educational advancement.
We do not regard the educational process as an "either-or" operation. We must have the freedom to choose among many options and alternatives. Decisions on specific issues can be made only in the context of local control of education. We uphold the right of the Indian Bands to make these specific decisions and to exercise their full responsibility in providing the best possible education for our children.
Our concern for education is directed to four areas which require attention and improvement: i.e., responsibility, programs, teachers and facilities. The following pages will offer in an objective way, the general principles and guidelines which can be applied to specific problems in these areas.
RESPONSIBILITY
JURISDICTIONAL QUESTION OF RESPONSIBILITY FOR INDIAN EDUCATION
The Federal Government has legal responsibility for Indian education as defined by the treaties and the Indian Act. Any transfer of jurisdiction for Indian education can only be from the Federal Government to Indian Bands. Whatever responsibility belongs to the Provinces or Territories is derived from the contracts for educational services negotiated between Band Councils, provincial or territorial school jurisdictions, and the Federal Government.
Parties in future joint agreements will be:
(1) Indian Bands,
(3) the Federal Government.
(2) Provincial/territorial school jurisdictions,
These contracts must recognize the right of Indians to a free education, funded by the Government of Canada.
The Indian people concerned, together with officials of the Department of Indian Affairs, must review all existing agreements for the purpose of making specific recommendations for their revision, termination or continuance.
In addition to the usual school services provided under joint agreements, attention must be given to local needs for teacher orientation, day nurseries, remedial courses, tutoring, Indian guidance counsellors, etc.
Where Bands want to form a school district under the Federal system, necessary provision should be made in order that it has the recognition of provincial/territorial education authorities.
Master agreements between federal and provincial/territorial governments violate the principle of Local Control and Parental Responsibility if these agreements are made without consulting and involving the Indian parents whose children are affected. Since these children are often from many widely separated bands, it may be necessary to provide for Indian participation through the
provincial/territorial Indian associations. In every case, however, parental responsibility must be respected and the local Band will maintain the right to review and approve the conditions of the agreement.
LOCAL CONTROL
The past practice of using the school committee as an advisory body with l imited influence, in restricted areas of the school program, must give way to an education authority with the control of funds and consequent authority which are necessary for an effective decision-making body. The Federal Government must take the required steps to transfer to local Bands the authority and the funds which are allotted for Indian education.
The Band itself will determine the relationship which should exist between the Band Council and the School Committee: or more properly, the Band Education Authority. The respective roles of the Band Council and the Education Authority will have to be clearly defined by the Band, with terms of reference to ensure the closest co-operation so that local control will become a reality.
The local Education Authority would be responsible for:
- budgeting, spending and establishing priorities
- determining the types of school facilities required to meet local needs: e.g. day school, residence, group home, nursery, kindergarten, high school;
- directing staff hiring and curriculum development with special concern for Indian languages and culture;
- administering the physical plant;
- developing adult education and upgrading courses;
- negotiating agreements with provincial/territorial or separate school jurisdictions for the kind of services necessary for local requirements;
- co-operation and evaluation of education programs both on and off the reserve;
- providing counselling services.
Training must be made available to those reserves desiring local control of education. This training must include every aspect of educational administration. It is important that Bands moving towards local control have the opportunity to prepare themselves for the move. Once the parents have control of a local school, continuing guidance during the operational phase is equally important and necessary.
REPRESENTATION ON PROVINCIAL/TERRITORIAL SCHOOL BOARDS
There must be adequate Indian representation on school boards which have Indian pupils attending schools in their district or division. If integration for Indians is to have any positive meaning, it must be related to the opportunity for parental participation in the educational decision-making process.
Recalling that over 60% of Indian children are enrolled in provincial/ territorial schools, there is urgent need to provide for proper representation on all school boards. Since this issue must be resolved by legislation, all Provinces/Territories should pass effective laws which will insure Indian representation on all school boards in proportion to the number of children attending provincial/territorial schools, with provision for at least one Indian representative in places where the enrollment is minimal. Laws already on the books are not always effective and should be reexamined. Neither is permissive legislation enough, nor legislation which has conditions attached.
A Band Education Authority which is recognized as the responsible bargaining agent with financial control of education funds, will be in a strong position to negotiate for proper representation on a school board which is providing educational services to the Indian community.
There is an urgent need for laws which will make possible RESPONSIBLE REPRESENTATION AND FULL PARTICIPATION by all parents of children attending provincial/territorial schools.
Indian organizations and the Federal Government should do whatever is necessary to conduct an effective public relations program for the purpose of explaining their role and that of the local Band Education Authorities to Ministers of Education, to Department of Education officials and to school board members.
PROGRAMS
CURRICULUM AND INDIAN VALUES
Unless a child learns about the forces which shape him: the history of his people, their values and customs, their language, he will never really know himself or his potential as a human being. Indian culture and values have a unique place in the history of mankind. The Indian child who learns about his heritage will be proud of it. The lessons he learns in school, his whole school experience, should reinforce and contribute to the image he has of himself as an Indian.
The present school system is culturally alien to native students. Where the Indian contribution is not entirely ignored, it is often cast in an unfavorable light. School curricula in federal and provincial/territorial schools should recognize Indian culture, values, customs, languages and the Indian contribution to Canadian development. Courses in Indian history and culture should promote pride in the Indian child, and respect in the non-Indian student.
A curriculum is not an archaic, inert vehicle for transmitting knowledge. It is a precise instrument which can and should be shaped to exact specifications for a particular purpose. It can be changed and it can be improved. Using curriculum as a means to achieve their educational goals, Indian parents want to develop a program which will maintain balance and relevancy between academic/skill subjects and Indian cultural subjects.
To develop an Indian oriented curriculum for schools which enroll native children, there must be full scale co-operation between federal, provincial/territorial and Indian education people:
(1) In the federal Indian school system, funds must be made available for Indian people to work with professional curriculum planners. Together they will work out and test ideas for a relevant curriculum, utilizing the best from both cultures.
(2) In the provincial/territorial school system, this same kind of curriculum development must be pursued by the Department of Education with the involvement of the Indian people and the support of federal and provincial/ territorial funding.
Some other measures for improving the quality of instruction for all students, both Indian and non-Indian, are recommended to provincial/ territorial and private school systems:
(a) appointment of native people to the curriculum staff for the purpose of supervising the production and distribution of Indian oriented curriculum materials for provincial/territorial schools, complete with the man-power and other resources to accomplish this task;
(b) removal of textbooks or other teaching materials which are negative, biased or inaccurate in what concerns Indian history and culture;
(c) augmenting Indian content in curriculum to include Indian contributions to Canadian life through supplementary courses in: economics, science, medicine, agriculture, geography, etc., as well as special courses in Indian culture, music, art, dance, handicraft, language;
(d) co-operating with Indian people in developing Indian studies programs at all levels;
(e) eliminating the use of I.Q. and standardized tests for Indian children. It has been shown that these tests do not truly reflect the intelligence of children belonging to minority, ethnic or other cultural backgrounds.
Textbooks are needed which emphasize the importance of the Indian's role in Canadian history. Material for reading classes must be developed: material which is relevant to the experience of the Indian child living in isolated or northern areas. Federal and provincial/ territorial governments must be ready to respond to the native people and support their legitimate wishes for improved texts. Indian people should be commissioned to work with historians and educators for the development of proper textbook material.
All Indian people, young and old alike, must be given a wide variety of educational opportunities. Specific problems in many Indian communities must be met by improved education. Much needed
programs include: nursery and kindergarten education, junior and senior high school opportunity, vocational training, adult education, post-secondary education, and alcohol and drug abuse education.
Nursery Schools and Kindergartens
Financial support for nursery schools and kindergartens should be the special concern of governments. These programs should be designated as priority programs in every respect.
Many communities will view this pre-school experience as an opportunity for the children to learn the second language in which school subjects will be taught. Other communities will emphasize cultural content, for the purpose of reinforcing the child's image of himself as an Indian. This is the decision of the local parents and they alone are responsible for decisions on location, operation, curriculum and teacher hiring.
Junior and Senior High Schools
In places where junior and senior high school classes once operated, the children have been transferred to provincial/territorial schools. Alarmed by the increasing number of teenagers who are dropping out of school, Indian parents are looking for alternatives to the high school education which their children are now receiving in provincial/ territorial schools. If Indian parents had control of high school education, they could combat conditions which cause failures by:
- adopting clearly defined educational objectives compatible with Indian values;
- providing a relevant educational program;
- making education a total experience: recognizing Indian language, life and customs, inviting the participation of Indian parents in shaping the program;
- providing more counselling by Indians for Indians.
The needs of children and the desire of parents would indicate that in some areas high schools and/or vocational schools should be established on certain reserves to serve students of surrounding
communities. These schools would be operated and maintained by a representative Education Authority.
Serious planning must be directed to developing flexible, realistic and relevant high school programs to meet the specific needs of Indian students who have dropped out and desire to resume their high school studies.
Vocational Training
A new approach to qualifications for many jobs is needed, as well as a change in academic/vocational courses to meet new requirements. In many cases where these jobs are within the Indian community, job specifications should be set by the Indian people, and the training itself should be supervised by the local Education Authority, which is established and/or recognized by the Band or Bands involved.
Some of these positions might include teachers, counselors, social workers, probation officers, parole officers, community development workers. On a wider scale, responsible efforts must be made to encourage business and industry to open up jobs for Indian people. Job training should correspond to job opportunity and the economic reality.
The local Band Education Authority should be in a position to deal directly with Canada Manpower and other training institutions. When necessary, several Education Authorities might join together to plan programs for a particular region.
Adult Education
Adult education programs, properly conducted can be a means for many Indians to find economic security and self-fulfillment.
If the native language is spoken in the community, then native instructors should be trained and employed to teach these adult courses. Grade advancement classes should be offered on and off the reserves, as well as basic literacy courses for those desiring to speak, read and write English. Basic oral English programs are also needed. Other adult programs which should be provided as the need demands, might include: business management, consumereducation, leadership training, administration, human relations, family education, health, budgeting, cooking, sewing, crafts, Indian art and culture, etc.
These programs should be carried out under the control and direction of the Band Education Authority, on a short term or continuing basis, according to the local needs.
Post-Secondary Education
Considering the great need there is for professional people in Indian communities, every effort should be made to encourage and assist Indian students to succeed in post-secondary studies.
Encouragement should take the form of recruiting programs directed to providing information to students desiring to enter professions such as: nursing, teaching, counseling, law, medicine, engineering, etc. Entrance requirements, pre-university programs, counselling and tutoring services, course requirements, are some factors which influence how far a student can progress. He would be further encouraged if the Indian language is recognized for the second language requirement and a native studies program has a respected place in the curriculum.
Considering the tremendous educational disadvantages of Indian people, present rigid entrance requirements to universities, colleges, etc., must be adjusted to allow for entrance on the basis of ability, aptitude, intelligence, diligence and maturity.
Assistance should take the form of generous federal financial support eliminating the difficulty and uncertainty which now accompanies a student's decision to continue on for higher education. Indian students should be able to attend any recognized educational institution of their choice. Those who have the motivation and talent to do post-graduate studies, should receive total financial assistance. Since it will be many years before the number of candidates for professional training exceeds the demand for trained professionals, each request for financial assistance to do post-secondary or post-graduate studies should be judged on its own merits, and not by general administrative directives.
Indian people should seek representation on the governing bodies of institutions of higher learning. This includes university senates and
boards of governors, as well as the governing councils of colleges, community colleges and technical schools.
Alcohol and Drug Education
There is immediate need for educational programs of a preventative and rehabilitative nature, designed and operated by Indians to meet the threat of alcohol and drug addiction which plagues both young and old alike. Whatever funds and means are necessary to operate these programs should be made available at the earliest possible date.
Some recommendations proposed by Indian provincial/territorial organizations for implementing these programs are:
a) Training native people as social animators to initiate programs of group dynamics at the community level. In this way there would be community participation in decision-making which affects the community. Through the acquisition of knowledge about problems and services, combined with reality-oriented group discussions leading to community action, the solution of the socio-medical ills can be placed in the context of the community.
b) Governments, federal and provincial/territorial, should encourage special seminars and study groups for teachers, parents and students, as well as make available the best audio-visual aids, in order to bring those concerned up to date on all that can be done to combat addiction.
c) These programs should be directed not only to the victims of addiction but also to the communities, professions and institutions that necessarily become involved in the circle of human relationships which are affected by addiction.
LANGUAGE OF INSTRUCTION
Language is the outward expression of an accumulation of learning and experience shared by a group of people over centuries of development. It is not simply a vocal symbol; it is a dynamic force which shapes the way a man looks at the world, his thinking about
the world and his philosophy of life. Knowing his maternal language helps a man to know himself; being proud of his language helps a man to be proud of himself.
The Indian people are expressing growing concern that the native languages are being lost; that the younger generations can no longer speak or understand their mother tongue. If the Indian identity is to be preserved, steps must be taken to reverse this trend.
While much can be done by parents in the home and by the community on the reserve to foster facility in speaking and understanding, there is a great need for formal instruction in the language. There are two aspects to this language instruction:
(1) teaching in the native language, and
(2) teaching the native language.
It is generally accepted that pre-school and primary school classes should be taught in the language of the community. Transition to English or French as a second language should be introduced only after the child has a strong grasp of his own language. The time schedule for this language program has been determined to be from four to five years duration. Following this time span, adjustment and adaptation to other languages and unfamiliar cultural milieu are greatly enhanced.
The need for teachers who are fluent in the local language is dramatically underlined by this concern for the preservation of Indian identity through language instruction. Realization of this goal can be achieved in several ways:
- have teacher-aides specialize in Indian languages,
- have local language-resource aides to assist professional teachers,
- waive rigid teaching requirements to enable Indian people who are fluent in Indian languages, to become full-fledged teachers.
Funds and personnel are needed to develop language programs which will identify the structures of the language: i.e., syntax, grammar, morphology, vocabulary. This is essential, not only to preserve the language, but to encourage its use in literary expression.
Serious studies are needed to adapt traditional oral languages to written forms for instructional and literary purposes.
In places where it is not feasible to have full instruction in the native language, school authorities should provide that Indian children and others wishing it, will have formal instruction in the local native language as part of the curriculum and with full academic credit.
While governments are reluctant to invest in any but the two official languages, funds given for studies in native languages and for the development of teaching tools and instructional materials will have both short and long term benefits.
CULTURAL EDUCATION CENTRES
The purpose of a Cultural Education Center is to provide for the personal development necessary for social and economic achievement in today's society. This personal development is achieved when an individual knows himself fully: his personal identity, dignity and potential. The Cultural Education Center will promote this through studies of Indian history, culture, language and values.
By learning ways to apply traditional beliefs, values and skills to survival .in modern society, and by learning modern skills and behaviors needed to participate in the benefits of economic and social development, the Indian will gain self-confidence and independence. The Cultural Education Center will be designed to meet these needs and to make up for deficiencies in other educational programs.
Considering the vital role that these Centers could play in cultural, social and economic development, it is imperative that all decisions concerning their evolution (goals, structure, location, operation, etc.) be the sole prerogative of the Indian people.
Funds for these Centers should be available with a minimum of regulations. These latter should be the result of discussion and agreement between the Government and the Indian people.
The Indian people will welcome the participation of other Departments of Government, of provincial/territorial or local governments, of business or industry, of churches or foundations in securing sufficient and continuing funds for the Cultural Education Centers.
These Centers must be Indian controlled and operated, in view of the fact that they are established for Indian purposes and use.
TEACHERS
TRAINING PROGRAMS FOR TEACHERS AND COUNSELLORS
If progress is going to be made in improving educational opportunity for native children, it is basic that teacher and counsellor training programs be redesigned to meet the needs. The need for native teachers and counselors is critical and urgent; the need for specially trained non-Indian teachers and counselors is also very great.
Native Teachers and Counselors
It is evident that the Federal Government must take the initiative in providing opportunities for Indian people to train as teachers and counsellors. Efforts in this direction require experimental approaches and flexible structures to accommodate the native person who has talent and interest, but lacks minimum academic qualifications. Provincial/territorial involvement is also needed in this venture to introduce special teacher and counselor training programs which will allow native people to advance their academic standing at the same time as they are receiving professional training. Because of the importance to the Indian community, these training programs must be developed in collaboration with the Indian people and their representatives in the national and provincial/territorial organizations. The organizations have a major role to play in evolving and implementing the training programs and in encouraging native young people to enter the education field.
Native teachers and counselors who have an intimate understanding of Indian traditions, psychology, way of life and language, are best able to create the learning environment suited to the habits and interests of the Indian child.
There is urgent need for more Indian counselors to work with students both on and off the reserves. If the need is to be met, many more training centers must be opened immediately. The few which are now operating can never supply enough trained counsellors for the job that has to be done.
Non-Indian Teachers and Counselors
The training of non-Indian teachers for teaching native children, either in federal or provincial/territorial schools, is a matter of grave concern to the Indian people. The role which teachers play in determining the success or failure of many young Indians is a force to be reckoned with. In most cases, the teacher is simply not prepared to understand or cope with cultural differences. Both the child and the teacher are forced into intolerable positions.
The training of non-Indian counselors who work with Indian children in either the federal or provincial/territorial systems, is also of grave concern to Indian parents. Counselors must have a thorough understanding of the values and cultural relevancies which shape the young Indian's self-identity. In order to cope with another cultural group the self-image of the child must be enhanced and not allowed to disintegrate. It is generally agreed that present counseling services are not only ineffective for students living away from home, but often are a contributing factor to their failure in school. It is the opinion of parents that counselling services should be the responsibility of the Band Education Authority.
Federal and provincial/territorial authorities are urged to use the strongest measures necessary to improve the qualifications of teachers and counselors of Indian children. During initial training programs there should be compulsory courses in inter-cultural education, native languages (oral facility and comparative analysis), and teaching English as a second language. Orientation courses and in-service training are needed in all regions. Assistance should be available for teachers in adapting curriculum and teaching techniques to the needs of local children. Teachers and counsellors should be given the opportunity to improve themselves through specialized summer courses in acculturation problems, anthropology, Indian history, language and culture.
Primary teachers in federal or provincial/territorial schools should have some knowledge of the maternal language of the children they teach.
Until such time as Bands assume total responsibility for schools, there must be full consultation with the Band Education Authority
regarding the appointment of teachers and counselors. As part of its involvement, the community should also take the initiative in helping the teachers and counselors to learn the culture, language and history of the local community.
INDIAN PARA-PROFESSIONALS
More Indian teacher-aides and more Indian aides-aides are urgently needed throughout the school systems where Indian children are taught. These para-professionals can play an important role in helping the young child or the adolescent to adjust to unfamiliar and often overwhelming situations during their school experience.
Job requirements and the personal qualities needed by paraprofessionals working with Indian children will be set by the Education Authority of the Band. Instead of operating on the fringe at some clerical or irrelevant task, Indian para-professionals will be delegated by the parents to work with the children at the level of greatest need. The importance of this work warrants that the paraprofessional receive proper training and be given responsibilities in line with the position. These positions should serve as a training ground for professional advancement.
Performance and effectiveness rather than degrees and certificates should be the criteria used in hiring and in establishing salaries and benefits. For the protection of those who are qualified by experience rather than by academic standing, it is essential that the status of para-professionals be determined by their responsibility and function. On this basis they will be assured of parity in salaries and benefits with professionals doing the same job.
It should be the aim of the para-professional program to encourage young people to continue their commitment to Indian education.
To operate a good school, many types of jobs must be filled. There should be adequate funding to insure that Indian schools are adequately staffed, not only with professionals, but with well-trained para-professionals, including recreation assistants and specialistaides.
FACILITIES AND SERVICES
SUB-STANDARD EDUCATIONAL FACILITIES
All unsafe or obsolete school buildings, equipment and teacherages on reserves should be replaced with modern, functional units. Where Indian communities wish to maintain educational services on their reserves, the reserve school facilities must be brought up to the same standards as those in the outside communities. To provide for all the improvements necessary, Band Councils must make long-term plans for building construction. If the Department of Indian Affairs cannot handle the financing under its usual annual budgeting scheme, other alternatives must be considered.
NEW EDUCATIONAL FACILITIES
It shall be within the power of the Band Education Authority to plan for and provide the school facilities needed for community educational programs: e.g., education of children, parental involvement in education, adult education, cultural activities, training sessions, etc.
EDUCATIONAL INSTITUTIONS
There is no single type of educational institution which will meet all of the needs of Indian children. Facilities and services must be many and varied to suit particular kinds of circumstances.
Residences
No general statement can be made on residences because of varying needs across the country. In many places the need still exists for this type of accommodation. However, many parents object to sending their children long distances and want accommodations provided at the village level. In all cases, the Federal Government is advised to
consult all parents with children in residences, in order to determine their wishes on keeping or closing residences, and to examine alternative accommodations.
Admission criteria for student residences will be formulated by the people concerned: parents, Band Councils and administrators. The latter will reflect fiscal considerations.
Indian Bands wishing to take over administrative responsibility and financial control of student residences should be given full assistance to do so. This will require changes in present Department procedures for the operation of residences, as well as training Indian candidates for administrative positions.
Where a residence is in operation, there should be an active parents' council, representative of the student enrollment. This council will act with the responsible residence authority on matters of policy and program.
Programs must be implemented for bettering the qualifications of present staff members and assisting unqualified persons to meet job requirements. Residences should be staffed as far as possible by Indian personnel. Where conditions warrant the closing of a residence, the land and buildings should revert to the use of the Band or Bands, with a preference for educational purposes.
Day Schools
The need for good schools in Indian communities is becoming more urgent. These schools should have two goals: (a) providing adequate and appropriate educational opportunity, where skills to cope effectively with the challenge of modern life can be acquired, and (b) creating the environment where Indian identity and culture will flourish.
In working toward these goals, the reserve school would be a major factor in eliminating the conditions which lead to dropouts: negative parental attitudes and student alienation.
To provide these facilities an increased financial and human investment must be made in the Indian community. Complete modern buildings, classrooms, equipment, gymnasiums and staff quarters are needed.
These reserve schools will be the vehicle by which Indian parents gain knowledge, experience and confidence in fulfilling their obligation and responsibility in the education of their children. All school facilities should be available to the community for adult education, cultural activities and training sessions.
To facilitate the transition of students from reserve schools to others, it is essential that Ministries of Education recognize Indian day schools as accredited educational centres. This presupposes that academic quality will improve, that federal Indian schools will become "models of excellence", recognized and imitated by provincial/territorial schools. If an Indian oriented curriculum differs from that of the provincial/territorial system, steps should be taken by the proper authorities to develop appropriate criteria for grading and accrediting purposes.
Group Homes — Hostels
There is a need among students living off the reserve for familiar, homelike accommodations. These could be provided in the small hostel or group home setting. When administered and staffed by Indian people, these homes could give the young person the security and comfort of an Indian family while he or she is adjusting to a new way of life.
In northern communities there is a great need for this kind of home to replace the very large and often far distant residence. Located centrally in every village and operated by an Indian couple, the group home would provide long and short term care, i.e., food, shelter, recreation and companionship for all in the village who need it. This would include children whose parents were absent for hunting and trapping, and old people who might be left alone for the same reasons. The concept of this kind of home is derived directly from Indian culture, and if allowed to take form would contribute to a healthy Indian community.
Denominational Schools
As in all other areas of education, the parents have the right to determine the religious status of the local school. In as far as
possible, there should be an attempt to satisfy the preference of everyone.
STAFF
Where there are Indian people in attendance at a school, the number of Indian staff hired, including professional, para-professional, clerical and janitorial, should be based on a minimum ratio of one Indian staff person to every 20 Indian students. This procedure should be observed in residences, reserve day schools and integrated schools.
Professionals, para-professionals and community resource people are all needed to operate a good reserve school. In addition to teachers and teacher-aides, reserve schools must have good counsellors and counsellor-aides. Consultants with knowledge of curriculum development and curriculum adaptation are necessary. A recreation director has a special role to play. Where it is not economically possible to have a recreation director on the school staff, the community recreational program must be designed to include the requirements of the school curriculum.
Whenever possible these positions should be filled by native people. Consultants and specialists in Indian language, history, crafts, customs, dances, legends will be drawn from the local community.
RESEARCH
There is increasing need for factual and scientific information on which to base planning and decisions. The Indian people advocate that research be under the direction and control of Indian people. Monies labeled for research shall be channeled to research programs identified by Band Councils and Indian organizations in relation to their priorities and programs. Academics who are engaged to conduct research projects will be responsible to the Indian community, local or regional.
It is equally important that the Indian people have the direction and control of experimental programs conducted in their name by universities, academic centres or research bodies.
PROBLEMS OF INTEGRATION
Integration in the past twenty years has simply meant the closing down of Indian schools and transferring Indian students to schools away from their Reserves, often against the wishes of the Indian parents. The acceleration with which this program has developed has not taken into account the fact that neither Indian parents and children, nor the white community: parents, children and schools, were prepared for integration, or able to cope with the many problems which were created.
Integration is a broad concept of human development which provides for growth through mingling the best elements of a wide range of human differences. Integrated educational programs must respect the reality of racial and cultural differences by providing a curriculum which blends the best from the Indian and the non-Indian traditions.
Integration viewed as a one-way process is not integration, and will fail. In the past, it has been the Indian student who was asked to integrate: to give up his identity, to adopt new values and a new way of life. This restricted interpretation of integration must be radically altered if future education programs are to benefit Indian children.
The success of integration hinges on these factors: parents, teachers, pupils (both Indian and white) and curriculum.
On the side of the Indian people, much more preparation and orientation is needed to enable parents to make informed decisions and to assist their children to adjust and to succeed. Indian parents must have the opportunity through full representation to participate responsibly in the education of their children.
The Indian child also needs preparation and orientation before being thrust into a new and strange environment. In handling the conflict of values, he will need the continuing support of his parents and Indian counsellors. Inferiority, alienation, rejection, hostility, depression, frustration, are some of the personal adjustment problems which characterize the Indian child's experience with integration. These are also factors in the academic failure of Indian children in integrated schools.
Indian children will continue to be strangers in Canadian classrooms until the curriculum recognizes Indian customs and values, Indian languages, and the contributions which the Indian people have made to Canadian history. Steps can be taken to remedy this situation by providing in provincial/territorial schools special auxiliary services in cultural development, curriculum development, vocational guidance, counseling, in-service training of teachers, tutoring and recreation. Evidently many of these services can be provided under the regular school program. However, if services are introduced especially for the Indian children, the school board should have financial support from the Federal Government.
The success of integration is not the responsibility of Indians alone. Non-Indians must be ready to recognize the value of another way of life; to learn about Indian history, customs and language; and to modify, if necessary, some of their own ideas and practices.
SUMMARY OF THE INDIAN POSITION ON EDUCATION
Indian parents must have FULL RESPONSIBILITY AND CONTROL OF EDUCATION. The Federal Government must adjust its policy and practices to make possible the full participation and partnership of Indian people in all decisions and activities connected with the education of Indian children. This requires determined and enlightened action on the part of the Federal Government and immediate reform, especially in the following areas of concern: responsibility, programs, teachers, facilities.
RESPONSIBILITY
Local Control.
Until now, decisions on the education of Indian children have been made by anyone and everyone, except Indian parents. This must stop. Band Councils should be given total or partial authority for education on reserves, depending on local circumstances, and always with provisions for eventual complete autonomy, analogous to that of a provincial school board vis-à-vis a provincial Department of Education.
School Board Representation.
It is imperative that Indian children have representation on provincial/territorial school boards. Indian associations and the Federal Government must pressure the Provinces/Territories to make laws which will effectively provide that Indian people have responsible representation and full participation on school boards.
Transfer of Jurisdiction.
Transfer of educational jurisdiction from the Federal Government to provincial or territorial governments, without consultation and approval by Indian people is unacceptable. There must be an end to these two party agreements between the federal and provincial/ territorial governments. Future negotiations with Education Departments for educational services must include representatives of the Indian people acting as the first party. The Federal Government
has the responsibility of funding education of all types and at all levels for all Indian people.
Indian Control.
Those educators who have had authority in all that pertained to Indian education have, over the years, tried various ways of providing education for Indian people. The answer to providing a successful educational experience has not been found. There is one alternative which has not been tried before: in the future, let Indian people control Indian education.
PROGRAMS
Kinds.
A wide range of programs is needed in the Indian community. The local Education Authority must take the initiative in identifying the needs for adult education, vocational training, remedial classes, kindergarten, alcohol and drug education, etc., etc. The local Education Authority must also have the authority to implement these programs, either on a temporary or long-term basis.
Language and Culture.
Indian children must have the opportunity to learn their language, history and culture in the classroom. Curricula will have to be revised in federal and provincial/territorial schools to recognize the contributions which the Indian people have made to Canadian history and life.
Cultural Education Centres.
Cultural Education Centres are desperately needed. Considering the vital role that these Centres play in cultural, social, and economic development, it is imperative that all decisions concerning their evolution, i.e., goals, structure, location, operation, etc., be the sole prerogative of the Indian peoplel The Minister is urged to recognize the rights of the Indian people in this matter.
He must insure:
a) that the Indian people will have representatives on any committees which will decide policy and control funds for the Cultural Education Centers;
b) that enough funds are made available for capital expenditure and program operation.
TEACHERS
Native Teachers and Counsellors.
The Federal Government must take the initiative in providing opportunities in every part of the country for Indian people to train as teachers. The need for native teachers is critical. Indian parents are equally concerned about the training of counsellors who work so closely with the young people.
Non-Indian Teachers and Counsellors.
Federal and provincial/territorial authorities are urged to use the strongest measures necessary to improve the qualifications of teachers and counsellors of Indian children. This will include required courses in Indian history and culture.
Language.
As far as possible, primary teachers in federal or provincial/ territorial schools should have some knowledge of the maternal language of the children they teach.
Qualification.
It should be the accepted practice that only the best qualified teachers are hired for Indian schools, and always in consultation with the local Education Authority.
Para-Professionals.
More Indian teacher-aides and more Indian counsellor-aides are urgently needed throughout the school systems where Indian children are taught. The importance of this work requires that the candidates receive proper training and be allowed to operate at their fullest potential.
FACILITIES
Kinds.
Education facilities must be provided which adequately meet the needs of the local population. These will vary from place to place. For this reason, there cannot be an "either-or" policy, which would limit the choices which Indian parents are able to make. In certain localities, several types of educational facilities may be needed: e.g., residence, day school, integrated school. These must be made available according to the wishes of the parents.
Substandard.
Substandard school facilities must be replaced and new buildings and equipment provided in order to bring reserve schools up to standard. Financing of such building and development programs must be dealt with realistically by the Federal Government.
INTEGRATION
Responsibility for integration belongs to the people involved. It cannot be legislated or promoted without the full consent and participation of the Indians and non-Indians concerned.
CONCLUSION
There is difficulty and danger in taking a position on Indian education because of the great diversity of problems encountered across the country. The National Indian Brotherhood is confident that it expresses the will of the people it represents when it adopts a policy based on two fundamental principles of education in a democratic country, i.e.:
— parental responsibility, and
— local control.
If this policy is recognized and implemented by officials responsible for Indian education, then eventually the Indian people themselves will work out the existing problems and develop an appropriate education program for their children.
CONCLUDING STATEMENT
This policy paper is subject to periodic review by the Executive Council of the National Indian Brotherhood. Additions or amendments may be initiated by a provincial/territorial Indian organization as the need arises.
BIBLIOGRAPHY
BASIC REFERENCES
Union of British Columbia Indian Chiefs
"Education Workshop", notes covering the workshop, March 17, 1972.
Union of British Columbia Indian Chiefs
"Minutes of Chiefs' Council
Meeting", August, 1972.
ADDITIONAL REFERENCES
Bruner, Jerome S. The Process of Education, Random House, New York, 1960.
Bryde, John. Modern Indian Psychology, University of South Dakota, Vermillion, S.D., 1969.
Chretien, Honourable Jean, "A Continuing Dialogue", address by the Minister of Indian Affairs and Northern Development to the General Assembly of the National Indian Brotherhood, Edmonton, Alberta, August 8, 1972.
Chretien, Honourable Jean, "Minister's Address to the Council of Ministers of Education", Regina, Saskatchewan, June 23, 1972.
Craig, G. William, "Progress Report by the Director", Native North American Studies Institute, Montreal, P.Q., April 15, 1972.
Federation of Saskatchewan Indians, "Proposal for a TeacherTraining Program for People of Indian Ancestry", presented to the Department of Education, Board of Teacher Certification, Province of Saskatchewan, March, 1972.
Federation of Saskatchewan Indians, "Response to the House Standing Committee's Recommendations for Indian Education" (Watson Report), Saskatoon, Saskatchewan, October 11, 1972.
Indian Association of Alberta, Citizens Plus, Edmonton, Alberta, June, 1970.
Indian Association of Alberta, "Controversies Arising from the Administration of the Federal Indian School Construction Program in Alberta", presentation to the Minister of Indian Affairs and Northern Development, Ottawa, September 22, 1971.
Kirkness, V.J., "Education for and About Children of Native Ancestry", report prepared for the Manitoba Indian Brotherhood, Winnipeg, July 1971.
Levaque, Y. omi, "The Future of Indian Education", in Indians of Maine, Augusta, Maine, 1969.
Linklater, Clive, "Position paper on Education", presented to the Provincial and Territorial Organizations' Education Workshop, for the Indian Association of Alberta, Ottawa, June 7, 1972.
National Indian Brotherhood, "Basic Rights Regarding Education: An Overview", paper prepared for the Research Directors' Meeting, London, Ontario, November 1971.
Rogers, Carl R., Freedom to Learn, Charles Merrill Publishing, Columbus, Ohio, 1969.
Soonias, Rodney, "Research Findings and Recommendations on Indian Education in Saskatchewan", presented to the National Indian Brotherhood General Assembly, for the Federation of Saskatchewan Indians, Edmonton, Alberta, August 9, 1972.
Tyler, Ralph, Basic Principles of Curriculum and Instruction University of Chicago Press, Chicago, 1969.
,
Watson, Ian, M.P. Chairman, "Fifth Report of the Standing Committee on Indian Affairs and Northern Development", Issue No. 27, Queen's Printer, Ottawa, June 22, 1971.
Wetiz, Jacqueline, "Cultural Change and Field Dependence in Two Native Canadian Linguistic Families", unpublished doctoral thesis, University of Ottawa, 1971.
INDEX OF SUBJECTS
Adult education, 6, 12 and native language, 12
and programs, 12
Agreements
Federal-provincial, 6, 27
joint, 5-6 master, 5
parties to, 5, 27-28
review of, 5
Alcohol abuse education,
Preventative, 14
Programs, 14
Rehabilitative, 14
Approval for education policy,
Indian, iii
Ministerial, iii
Band Council, iv
and local control, 6 and research, 24
role, 6
and School Committee, 6
Band Education Authority
and band council, 6
and control, 6
and counselling, 19 and high schools, 12
and para-professionals, 20
and programs, 13
responsibility, 6, 12, 28
role, 6
and school boards, 7 and school facilities, 21
and teacher appointment, 20, 29
Building
Reserve facilities, 21, 23, 30
Choice, 3, 4
Counsellors
non-indian, 19, 29 training, 18-19, 29
Culture, 6
in curriculum, 10, 28
gap, 2
study of, 16, 25-26
Cultural-Education Centres, 16-17, 28
Curriculum, 9-11
Adapting, 19
Development of, 9, 26
Indian content in, 2, 26
Indian values, 9-11, 25 in integrated schools, 2, 26
responsibility for, 6
Day School, 6, 22-23
Decision-making, 6
and integration, 25
Denominational schools, 23
Department of Indian Affairs, iii, 3, 21
Drop-outs
academic failure, 11-12, 19, 22, 25-26
Drug abuse
preventative, 14 programs, 11, 14 rehabilitative, 14
Education
foundation of, iii in the family, 2
Indian, 3, 27-31 intercultural, 2, 26 opportunity for, 28
purpose of, 3
Facilities, 21-24, 30
Organizations, Indian and education, iii
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Forms of Contamination
Activity: The Allergen Story
Activity Description: Learners identify common food allergens by listening to a story about them.
Activity Profile
s s Active
t t Passive
s s Somatic
t t Auditory
t t Visual
s s Intellectual
s s Individual
s s Partners/teams
t t Whole class
t t Instructor-led
s s Learner-led
Class time5 minutes
Materials The Allergen Story, instrumental music, flip chart or white board, markers
During Class
1 Tell learners that you are going to tell them a story that will help them learn or remember the Big Eight food allergens. Tell them that they will be able to recall these allergens after this activity.
2 Tell learners to focus on the places that they will go in the story, imagining what the places will look and smell like. It is also important to focus on the products that they will be dropping off.
3 Ask the class to relax, close their eyes if they wish, and get ready for the story they are about to hear. If possible, play some relaxing instrumental music in the background.
4 Read the story to the class in a calm and soothing voice. Exaggerate where possible to make the story come to life. Place special emphasis on the bolded words in the story.
5 Have the class pair up, discuss the story, and identify the common allergens.
6 Ask the class to identify the common allergens, which you then write on a flip chart. Redirect wrong answers.
Answers Big Eight Allergens:
* • Milk
* • Eggs
* • Soy
* • Fish, such as bass, flounder, and cod
* • Tree nuts, such as almonds, walnuts, and pecans
* • Peanuts
* • Crustacean shellfish, such as crab, lobster, and shrimp
* • Wheat
Imagine you are Charlie, a delivery driver for Daydreams Foodservice. Your company's motto is, "You Need It? We Got It!" It is a great place to work because you deliver anything and everything that a restaurant could need. On this particular day, you have six stops to make. But in this job, it's not the food but the destinations that are the fun.
Your first stop is Shake It, home of the best shakes in town. At Shake It, the shakes are so thick you can hardly get them through the straw. Only once you get a sip, it's heaven on earth. You drop off a ton of milk, and on your way out you buy yourself the Milk Monster, your favorite, 32-ounce vanilla milk shake. Considering it's such a hot day, that milk shake sure hits the spot.
Your next stop is Sunny Side Up, a breakfast diner. No one in the area goes anywhere else for eggs. They make your eggs, eggsactly the way you want them—over easy, scrambled, poached, fried; and if you feel like Rocky Balboa that day, they'll even serve them to you raw. You drop off several cases of eggs. Because the owner believes that there is no eggscuse for going away hungry, he asks you to try his new egg salad sandwich on the way out.
Your next stop is Here Fishy, Fishy, Fishy; a fish and shellfish joint. Even though the name of the place sounds a little fishy, this is one of the hippest and most popular restaurants in town. You are bringing them fish and shellfish that have been flown in by Daydreams Foodservice just this morning. Before you leave, you make reservations for two, because your significant other loves mussels.
Your next stop is part of your family's tradition, Wheat's Bakery. Wheat's has supplied your family with cakes, breads, and pastries for the last 50 years. Your birthday cakes and your mother's birthday cakes have all been made by Wheat's. Today, Old Man Wheat is milling around the bakery, still going strong. Mr. Wheat swears that the wheat in the flour you deliver is the secret to his success. As you leave, you catch a whiff of some wheat bread just coming out of the oven. Hey, where's the butter?
The next stop on your route is Tofu's, an up-and-coming vegan bistro. Their motto is "Everything is soy good!" Being a steak-and-potatoes person, you never knew that so many tasty dishes could be made out of soy and soy products. You drop off six cases of tofu, grab a take-out menu for later, and then you're on your way!
Your last stop of the day is The Nut House, and I don't mean the psychiatric ward, but a specialty house that makes every possible edible product out of nuts. Today's load is heavy—you've got 75 pounds of peanuts, 50 pounds of pecans, and 25 pounds of walnuts. That's enough nuts to feed all the elephants in the circus! You buy a slice of pecan pie on the way out, and it's soooooo good!
Now on your way back to the warehouse, you think back on your day; the Milk Monster, the egg salad sandwich, how happy your significant other will be when he or she gets the mussels at Here, Fishy, Fishy, Fishy, the aroma of bread at Wheat's bakery, the soy you delivered to Tofu's, and the peanuts and tree nuts you left at The Nut House. What a great day! But just as you pull into the warehouse driveway, you notice several bumpy, red patches of hives appearing on your arms. You hope it's not something you ate! | <urn:uuid:7cd03846-fc0b-4eae-a4da-25433746231c> | CC-MAIN-2021-49 | https://cms9staging.servsafe.com/ServSafe/media/ServSafe/Documents/Activity_Allergen_16HR.pdf | 2021-12-06T09:38:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00306.warc.gz | 265,522,221 | 1,175 | eng_Latn | eng_Latn | 0.995437 | eng_Latn | 0.997725 | [
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "A botanist is a scientist who studies plants. What do you know about plants? Can you name a few different types of plants? How can plants be useful to people?"
Look through all the pictures
* Using the language in the story, discuss each photograph in the book. Notice details in the pictures and use that information to better understand the text.
* Help the children find any tricky words in the text: botanist, scientist, flowers, and poison. Discuss meaning, word structure, and sounds you expect to hear in those words. Have children clap and count the syllables.
Reading the text
* Have the children read the text independently. While they're reading, listen to each student and prompt them to use meaning, structure, and visual information to monitor and self-correct reading.
* Children should be able to read without using their finger to track words, except at point of difficulty.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
* Literal comprehension: The answers are in the text. Ask, "What does Danny do to the first plant he finds? What plant does Danny find next? What is the third plant Danny finds?" Have students read the pages that support their answers.
Botanist Danny
Level E / 59 words / fiction
High frequency words:
am, are, at, but, do, going, here, is, it, like, look, not, too
* Inferential comprehension: The answers are in your head. Read the poison ivy poem in the book. Ask, "What do you think this poem means? What could happen if you touched poison ivy?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Find the rhyming words in the poison ivy warning, "Leaves of three, leave them be." The words leaves (more than one leaf) and leaves (to go away) are homophones, two words that sound the same, but mean two different things.
Rereading for fluency
* Have the child(ren) read the story again aloud, listening for phrased, fluent oral reading that includes appropriate pausing and intonation.
* Reread to solve words or think about ideas, then resume a good rate of reading.
Writing activity
* Write: "Leaves of three will not touch ________!" on the board. Ask the students to write and complete the new poison ivy warning rhyme. Then have them draw a picture that corresponds to what they have written.
FUN FACT
Plants make life on Earth possible. They help regulate the water cycle, provide oxygen to breathe, and are the basis of the food chain that keeps all life on Earth supported. Hooray for plants!
Teaching Points: Introducing new words; Practicing rhyming words; Finding and clapping multisyllabic words; Introducing homophones; Sequencing. | <urn:uuid:7e44efb1-fece-4a36-be2f-c9b01509a60a> | CC-MAIN-2021-49 | https://www.maryruthbooks.com/wp-content/uploads/2016/08/Botanist-Danny-LP-071919.pdf | 2021-12-06T08:31:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00307.warc.gz | 967,986,303 | 625 | eng_Latn | eng_Latn | 0.999079 | eng_Latn | 0.999079 | [
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Sudden Arrhythmia Death Syndromes (SADS) Foundation
Fax: 801-531-0945
508 E. South Temple, Suite 20 Salt Lake City, Utah 84102 800 STOP SAD or 801-531-0937
www.sads.org
SUDDEN LOSS OF CONSCIOUSNESS (SYNCOPE) AND SUDDEN DEATH IN CHILDREN:
G. Michael Vincent, M.D., President & Medical Director of the SADS Foundation Professor & Chairman, Department of Internal Medicine at the University of Utah
The Emerging Importance of the Long QT Syndrome
INTRODUCTION
Sudden and unexpected cardiac death in young persons is being recognized with increasing frequency. The sudden death of a young athlete during a sports competition is the most obvious and reported example, but death during non-competitive physical activity, during emotional upsets, or even during sleep are being recognized with progressively greater frequency. These events are usually due to a disturbance of the heart's electrical system, causing an abnormality of the heart beating or rhythm, called an arrhythmia. Fortunately, many of these deaths are preventable if the underlying conditions correctly recognized and properly treated. Unfortunately, many times the condition is unsuspected and, therefore, not treated, with a tragic sudden death the outcome. Particularly, a condition known as the long QT syndrome is being recognized as a common cause of the loss of consciousness and sudden death episodes, it is often not recognized prior to a sudden death.
WHAT CAUSES SUDDEN LOSS OF CONSCIOUSNESS?
The arrhythmias cause loss of consciousness by interfering with the blood pumping function of the heart with the consequence that the blood flow to the vital organs, particularly the brain, is diminished or absent. When the brain is deprived of blood flow for more than a few seconds, loss of consciousness occurs. This form of loss of consciousness is referred to as syncope. Syncope can also occur when the blood pressure falls dramatically, again resulting in lack of blood flow to the brain. The common faint, known medically as a vasovagal event, is primarily due to a fall in blood pressure usually accompanied by a slowing of the heart rate. Another common cause of loss of consciousness is a seizure. In seizure disorders, the blood flow to the brain and other organs is normal, but loss of consciousness occurs because of abnormal electrical discharges in the brain.
WHAT ARE THE COMMON CAUSES OF ARRHYTHMIAS AND CARDIAC SYNCOPE IN CHILDREN?
Almost any heart disease can cause arrhythmias and/or syncope. Anatomical (structural) heart disease such as congenital (present at birth) disorders, like a narrowed or leaking heart valve, a hole in the heart (septal defects), or more severe malformations, or rheumatic heart disease which affects the heart valves and muscle, are well known examples. Most of the time these conditions are not manifest by sudden loss of consciousness, but by shortness of breath or fatigue, or by physical exam findings detected by the physician.
Of more concern are inherited diseases, which principally affect the heart's electrical system, such as the long QT syndrome, and the heart muscle, such as hypertrophic cardiomyopathy. The long QT syndrome is particularly of concern because there are no physical abnormalities to detect, only a subtle electrical disturbance which is easily, and therefore, often overlooked.
WHEN SHOULD A LIFE THREATENING CARDIAC PROBLEM BE SUSPECTED?
Vasovagal episodes and seizures must be separated from cardiac arrhythmias, for while they are important they do not commonly lead to sudden cardiac death. A vasovagal event is most often precipitated by obvious factors such as pain, nausea, seeing blood, or other unpleasant stimuli. The individual becomes dizzy, warm and sweaty, has blurred vision, and usually has time to sit or lie down, which might lessen the symptoms or prevent the loss of consciousness. If a loss of consciousness does occur, it is very brief, and the person regains consciousness within a few seconds, being alert and oriented immediately. Seizures, on the other hand, usually have no obvious precipitating factors, have no preceding symptoms other than occasionally a strange feeling of various types and are associated with movement of the extremities such as stiffening of the muscles and/or body and then
shaking, and often with tongue biting and loss of urine or bowel control. The event may last around a few seconds to a minute or more. Following the event, the individual is often confused, disoriented and often lethargic for some time.
In contrast, the syncope of life threatening cardiac arrhythmia disorders is sudden, usually without warning, often occurs during or immediately following exercise, and is accompanied by gasping or absence of breathing, absence of a pulse, and in some cases by cyanosis or turning blue. Usually the loss of consciousness lasts from one of several minutes and in some cases requires resuscitation. These differences in presentation usually allow the conditions to be correctly separated, although some cases are confusing. Confusion often exists when a superficial rather than a comprehensive history of the event is obtained.
FAMILY HISTORY
Because these cardiac conditions are often inherited, a family history of syncope or unexplained sudden cardiac death in young persons may be present, and should be inquired about. The absence of a family history of these events, however, does not exclude these diseases.
DIAGNOSIS OF LONG QT SYNDROME
When a cardiac condition is suspected, medical evaluation is of utmost importance to prevent sudden cardiac death. A careful history and physical examination will eliminate many of other causes of syncope. The principle test required is the electrocardiogram (ECG, EKG), and specific observations for a prolonged QT interval and certain T-wave abnormalities. Please note, 10-40% of long QT syndrome patients have a normal QT interval on initial evaluation, so a normal QT interval does not exclude the condition. Diagnosis can be further clarified by an exercised EKG (stress test) and often by examining electrocardiograms on parents and siblings. In most cases, one parent is a gene carrier, therefore 50% of siblings would be at risk of inheriting the condition. Once an individual is diagnosed with long QT syndrome, it is extremely important that all members of the extended family be screened by EKG and medical histories gathered to identify others who are at risk of sudden cardiac death.
TREATMENT
Most of the cardiac conditions associated with unexpected sudden cardiac death are treatable, and events can be prevented or diminished. This is particularly true for long QT syndrome, as treatment is very effective in most instances by administration of daily medications.
HOW CAN YOU HELP?
If you observe children who have loss of consciousness, particularly during physical activity or emotional stress, discuss the situation with their parents or other responsible parties such as a school nurse who could then contact parents or other individuals responsible for the child. A medical examination and careful evaluation may save the life of the child at risk!
A child should be seen by a doctor if she/he has:
* Fainting (syncope) or seizure during exercise, excitement or startle
* Family history of unexpected, unexplained sudden death in a young person
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Flash Cards Numbers 1 100
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Flash Cards with numbers from 1-100 Aligns with Common Core K.CC.A.1 Each printable page has four numbers. PDF contains both color version and a black line version of each card. These flash cards are a great resource to help small children learn to count to 100 and to help reinforce what each
Flashcards 1-100 Worksheets & Teaching Resources | TpT
Numbers 1 to 100 Flash Cards. Numbers 1 to 20. Numbers 21 to 40. Numbers 41 to 60. Numbers 61 to 80. Numbers 81 to 100. Nicholas Academy needs your help! If you are enjoying the site and would like to show your support, there are several ways for you to do that: You can donate to us through our Paypal link .
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Read Book Flash Cards Numbers 1 100
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Single-Sided Number Recognition Flash Cards to 100 • Numbers 1-100. • Single-sided flash cards. • About 10 minutes to print and cut. • Requires 25 sheets of 8.5 x 11 paper to print flash cards. • Black and white cards. Double-Sided Number Recognition Flash Cards to 100 • Numbers 1-100. • Double-sided flash cards. • About 11 minutes to print and cut.
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Orchidaceae is one of the two largest families of flowering plants. The current accepted theory is that Orchidaceae arose in the Mid-Cretaceous Period, about 112 million years ago (MYA). This means that orchids were alive with the dinosaurs. After the CretaceousPaleogene extinction event, which occurred 65 MYA, Orchidaceae expanded rapidly into the vacated niches.
Today, there are over 880 different genera and almost 28,000 different species. The Vanilla genus is one of the oldest orchid genera still surviving and is thought have arisen about 80 MYA. The Vanilla planifolia is a vine found in Central America and Mexico. Its seed pods are used to produce the majority of vanilla extract sold today. The reason pure vanilla extract is so expensive is because the Vanilla planifolia flower only opens for one day. Workers must hand fertilize each flower as they open.
Orchids are perennial herbs, which means they grow for more than one year and have no woody structures. Orchids can be classified by where they grow. Terrestrial orchids grow in the ground and epiphytic or lithophytic orchids grow in the air attached to trees or rocks. This last type of orchid does not need soil around its roots. It produces aerial roots, which grow out into the air to absorb moisture.
Orchids can also be classified by how they grow. Monopodial (meaning "one foot") orchids grow upwards from one stem. New growth appears at the top. The Vanilla planifolia is classified as a monopodial vine. Sympodial orchids grow outward. New shoots appear from a horizontal stem, called a rhizome.
Vanilla planifolia
Three major evolutionary adaptations occurred that allowed orchids to grow the way they do. First, most orchid genera grow very slowly to conserve water and nutrient usage. The exceptions to this are the native orchids of the temperate, or colder, climates. These orchids are all terrestrial, and like the other flora of those climates, need to grow rapidly when their growth season arrives. Second, orchids can absorb water and nutrients through their leaves, as well as their roots, to take up as much of these resources as possible when they become available. Water and nutrients are then stored in the leaves and roots of monopodial orchids and in the pseudobulbs, or storage structures, and roots of the sympodial orchids. Finally, orchids have velamen, a sponge-like substance, around their roots to store the water and nutrients until needed and to help prevent water loss. The actual orchid root is about the thickness of fishing line and runs down the center of the velamen.
Orchidaceae Word Puzzle
Sponge-like root coating
A root growing in the air
Grows more than one year
Stores water and nutrients
Grows in the ground
A horizontal stem
Grows on a rock
Has more than one stem
A non-woody plant
Grows in the air attached to trees
Has a single stem
One of the two largest families of flowering plants.
aerial root epiphytic herb
lithophytic monopodial perennial
pseudobulb rhizome sympodial
terrestrial velamen
1. Use the clues on the right to unscramble the words on the left. Put one letter in each square. Use the word bank at the bottom
2. Copy the letters in the numbered squares to the correct cell at the bottom.
www.basorchidcare.com
There are about 60 species of Phalaenopsis orchids. These orchids are native to the topical and subtropical areas of southeastern Asia, China, Taiwan and down into northern Australia. The great majority of Phalaenopsis orchids are epiphytic plants living attached to trees in the shade under the canopy. A few species are also lithophytic.
Phalaenopsis orchids are thought to have gotten their name because they resembled the obsolete genus of large moths called Phalaena. This is why they are known as the "moth orchid". Phalaenopsis orchids have become a very popular houseplant for several reasons. First, they are very adaptable to the growth conditions found in most homes. Second, their blooms can last from one to four months. Third, they have been hybridized to produce a myriad of colors and patterns.
Phalaenopsis orchids have a monopodial growth habit. They often produce a long, flowing inflorescence (bud spike and flowers). The bud spikes emerge from nodes on the stem between the leaves. Nodes are areas of undifferentiated cells that can become leaves, roots or bud spikes.
Phalaenopsis Care Instructions
Light: Provide bright light, but not direct sunlight. An east or west facing window is best. Shaded south facing windows can also be used. The leaves should be a medium green. If the leaves become darker, it needs more light. If the leaves turn yellow or develop white patches, it's getting too much sun.
Temperature: The ideal temperature range is 75 o F to 85 o F, although most of these orchids grow very well in normal household temperatures of 70 o F to 75 o F. They like cooler nighttime temperatures as low as 60 o F. Nighttime temperatures down to 55 o F in the fall are what cues this orchid to begin budding.
Water: Because these orchids have no real water storage structure, the plant should never completely dry out. However, because their roots are covered in the sponge-like velamen, they don't like sitting in water either. Too much water will rot the roots. Thoroughly water the plant every 5 to 7 days when the media is just about completely dry. Make sure the water can drain from the pot.
Humidity: These orchids prefer a humidity of 50% to 70%, but can tolerate a normal household humidity of about 40%.
Fertilize: Fertilize twice a month with a good orchid fertilizer (19-4-23).
Fill In The Blanks
Glossary
Aerial Roots – roots that grow out into the air.
Bloom – all orchid flowers have 3 sepals, or outer petals, and 3 petals. One of the petals is modified into a labellum or lip. Sometimes these sepals and petals may be fused together.
Bud Spike – a long stem the produces flower buds, possibly with branching.
Inflorescence – the combination of a bud spike and the flowers.
Leaf – leaves on monopodial orchids are usually larger and thicker to store water and nutrients for the orchid
Monopodial Growth – a vertical growth pattern with a single stem. New growth appears at the top.
Node – an area of undifferentiated cells that can develop into leaves, roots or bud spikes
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The Rhythms of My Community Program Connections to North Carolina Standard Course of Study
First Grade
Dance
* Create dance movement using elements of movement (body, time, space, energy).
* Construct dance phrases which illustrate beginning, middle, and ending.
* Create movement that expresses words, ideas, experiences, and feelings.
* Illustrate directions, levels, and pathways in general space.
* Recognize how dance is used in customs and traditions of various cultures.
Music
* Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to music.
* Recognize how music is used in customs and traditions of various cultures.
Health Education
* Use effective communication to express and cope with emotions.
* Explain the importance of demonstrating respect for the personal space and boundaries of others.
* Recognize the benefits of physical activity.
* Recall fitness and recreation activities that can be used during out of school hours.
Second Grade
English Language Arts
* Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
* Describe how characters in a story respond to major events and challenges.
* Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
* Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
* Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
* Write informative /explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
o With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
* Participate in shared research and writing projects.
* Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
* Determine and/or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: context clues, word parts, word relationships, and reference materials.
Social Studies
* Recognize absolute and relative location of various settlements, territories, and states in the development of the American nation.
Dance
* Understand how to be respectful of self and others in a dance setting.
* Use concentration and focus during dance explorations.
* Use teacher and peer feedback to improve dance.
* Recognize examples of simple rhythms and patterns in movement.
* Exemplify a variety of directions, levels, and pathways in general space.
* Exemplify dance representing the heritage, customs, and traditions of various cultures.
* Understand connections between dance and concepts in other curricular areas.
Music
* Create extended rhythmic patterns over a steady beat.
* Exemplify music representing the heritage, customs, and traditions of various cultures.
Healthful Living
* Identify appropriate standards for behavior.
* Summarize behaviors that help to avoid risks.
* Explain the influence on self-concept on performance and vice versa.
* Summarize the potential negative effects of stress on the body and mind.
* Exemplify how to communicate with others with kindness and respect.
* Contrast a physically active and inactive lifestyle.
* Plan family physical activities that are fun and contribute to fitness.
Third Grade
English Language Arts
* Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
* Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
* Describe characters in a story and explain how their actions contribute to the sequence of events.
* Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
* Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story.
* Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area.
* Create readable documents with legible handwriting (manuscript and cursive).
* With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
* Conduct short research projects that build knowledge about a topic.
* Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
* Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
* Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
* Determine and/or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Social Studies
* Explain how entrepreneurship develops local communities.
* Explain how the absolute and relative location of places impacts the development of communities.
* Explain how climate and physical characteristics affect the ways in which people live in a place or region.
Dance
* Use safe and respectful movement practices in the dance setting.
* Understand how use of concentration enhances performance.
* Use teacher and peer feedback to refine performance quality in dance.
* Recognize beginning principles of dance technique, including rotation, elevation, and landing in dance movement.
Music
* Identify the sounds of a variety of instruments and voices, including many orchestral instruments, instruments from various cultures, children's voices, and male and female adult voices.
* Exemplify how music is used by various groups for artistic expression within the local community.
Healthful Living
* Explain how self-control is a valuable tool in avoiding health risks.
* Classify stress as preventable or manageable.
* Classify behaviors in terms of whether they do or do not contribute to healthy living. | <urn:uuid:e80f9e6f-ae3b-4173-8760-e383afa7f472> | CC-MAIN-2021-49 | https://www.commotionnc.org/wp-content/uploads/2021/11/Connections-to-NC-Standard-Course-of-Study-Grades-1-3.pdf | 2021-12-06T07:41:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00308.warc.gz | 791,292,559 | 1,251 | eng_Latn | eng_Latn | 0.993203 | eng_Latn | 0.994119 | [
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Law Day 2013 Women's Suffrage
The First Women's Rights Convention was held in Seneca Falls, NY in July 1848. Although the convention was supposed to be for women only, men were not turned away. Ultimately, 42 men
suf•frage [sŭf'rĭj]
noun
were part of the 300-member assembly. James Mott, an advocate for women's rights and the husband of one of the day's speakers, Lucretia Mott, even chaired the event. w M
1. the right to vote esp in public elections; franchise
2. casting a vote
On the fi rst day, in addition to Lucretia Mott's speech, Elizabeth Cady Stanton read her Declaration of Sentiments, symbolically modeled after the Declaration of Independence and included these words: C m w
"We hold these truths to be selfevident: that all men and women are created equal; that they are endowed e c by their Creator with certain inalienable rights..."
The convention was just the beginning of the fi ght for the right to vote. There were rallies and parades that included large numbers of supporters and individual acts to challenge the status quo. One
such act was when Susan B. Anthony attempted to vote for Ulysses S. Grant in the presidential election of 1872. She was arrested and brought to trial in Rochester, found
Newspaper Activity:
Protests and their Effects
The struggle for American women to gain the right the vote was a lifelong fi ght which eventually led to the ratifi cation of the 19th Amendment. Look for news about current protests. What happened as a result? What do you think could be the long-term effects of protests going on today?
guilty and fi ned $100 for breaking the law. She never paid the fi ne and never served jail time.
Women's Suffrage Parade, New York City 1913
In 1915, a referendum was held in New York State on the suffrage issue. Despite rallies, parades, speeches, and broadsides, the amendment was defeated. However, in 1917 New York State granted women the right to vote – one of the fi rst states to do so. It came three years before the ratifi cation of the 19th Amendment to the Constitution giving women the vote in national elections. The 1917 result followed nearly 50 years of marching,
Student Assessment:
What one new thing did you learn from this activity?
fund-raising and rallies. The triumph was achieved despite fears of antisuffragists that when a woman received the right to vote, "... political gossip would cause her to neglect the home, forget to mend our clothes and burn the biscuits.''
Next installment: Equal Opportunity | <urn:uuid:04762710-cfe1-40a2-8074-c4408bfd0ccb> | CC-MAIN-2021-49 | https://nynpa.com/docs/nie/nielawday/WomensSuffrage.pdf | 2021-12-06T08:19:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00308.warc.gz | 491,967,607 | 587 | eng_Latn | eng_Latn | 0.999199 | eng_Latn | 0.999199 | [
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Cephalopod
* Cephalopod fossils resemble a mummy's finger.
* Cephalopods wore a cone-shaped shell, which was either straight or coiled.
* Cephalopods are the ancestors of today's squid and octopus.
* Fun Fact: Cave of the Mounds has a six -foot-long cephalopod fossil.
Crinoid
* Crinoid fossils resemble a screw, or stack of small disks.
* Crinoids are commonly known as sea lilies, though they are animals, not plants.
* Crinoids are closely related to today's sea stars, sea urchins, and brittle stars.
* Fun Fact: the longest crinoid stem fossil ever found was 130 feet long.
Gastropod
* Gastropod fossils resemble a cinnamon bun.
* "Gastropod" means "stomach-foot" as this creature moved around on its stomach.
* Gastropods are one of the few species that live in the ocean, freshwater and land.
* Fun Fact: Many species of Gastropods, such as the snail, are still living today.
Brachiopod
* Brachiopod fossils resemble a clam shell.
* Brachiopods may look like clams, but they are actually distinct creatures that were very common millions of years ago.
* Fun Fact: Today, Brachipods can be found deep in the water of the polar regions.
Goniatite
* Goniatite fossils resemble a small squished spiral.
* This creature belonged to the ammonoid family, and was closely related to the cephalopods and gastropods.
* Fun Fact: Scientists believe that they were not great swimmers.
Shark Teeth
* Shark teeth fossils resembles brown/tan/black teeth.
* Shark teeth become buried in the sea floor, then sediments filled in the pore spaces turning them into fossils.
* Fun Fact: Sharks shed thousands of teeth in their lifetime.
Petrified Wood
* Petrified wood fossils resemble bark, trees, and firewood.
* When plant material is protected from decaying, over time minerals replace the organic matter, turning it to stone.
* Fun Fact: Oak and Pine trees are common petrified wood fossils.
Did you find something in your collection that is not on this chart? What a great opportunity for you to become a paleontologist! Ask your teachers for some resources they recommend to help solve the mystery.
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WATERTOWN PARKS AND RECREATION
SOCCER PROGRAM
PROGRAM PHILOSOPHY FOR YOUTH SOCCER
1. The game of soccer belongs to the players.
2. The game of soccer is the teacher.
3. The game of soccer is to be fun.
4. The game of soccer is to be player fairly.
GUIDEBOOK FOR COACHERS
OF
7V7 MOD SOCCER TEAMS
7v7 Coaching Manual
Portrait of a Player
For parents and coaches of Watertown Parks and Rec Micro Soccer Program players
"Introducing the Role of the Goalkeeper"
A brief Portrait of the 3 rd /4 th Gr. Soccer Player: In general, a third or fourth grader is gradually becoming more influenced by his or her teacher. The schoolyard is a quite common play area, and visits to a friend's home and yard are frequent. A fourth grader often plays with a group of friends. A size 4 soccer ball is ideal for practice at home. A soccer field set up at the schoolyard will get a lot of enthusiastic use.
With these general premises in mind, the fourth grade soccer player will benefit from a soccer program that has medium sized teams, parent coaches, trained referees, short games and brief practices.
Practice seasons that make use of groups or mini-teams are especially valuable and are easily organized when teams are properly sized. Skills such as dribbling, passing and controlling, and shooting should be advancing quite rapidly. Heading the ball as a skill should be progressing. The coach will also introduce games designed to increase speed. Stretching before and after workouts will improve the players' flexibility. In the Saturday games, most teams will begin to use the principles of attacking and defending quite well if they have developed progressively in micro soccer. Fourth graders have fully entered the "golden age" of soccer development. Their enjoyment of a fun activity may soon grow into a desire to consciously develop into a competitive soccer player.
Our mod. soccer program for third and fourth graders will move up to a 7v7 game with the role of "goalkeeper" added to the field of play.
The soccer playing field will be fully lined with a penalty area and a goal area so that the keeper's special playing is clearly marked.
Goals with a cross bar will also be available to fully define the goal scoring area.
Goalkeeping is a specialized skill that can make a huge difference for the team with a well-trained keeper. Too often, goal keepers have to develop of their own without knowledgeable coaching advice or adequate practice time with the team. Our soccer program was developed with the idea of many players sharing sweeper/keeper duties throughout their micro soccer days, and then when the players moved up to mod. Soccer, a smaller group of players would be trained for goalkeeper. Hopefully, this is a group of players who want to advance in their goalkeeping skills and again, hopefully, their coaches will advance their own knowledge through clinics and study. Our micro coaches and coaches of older age divisions will be encouraged to set aside specific amounts of time at each practice to help their keepers' skill development.
In addition to the role of the goalkeeper, 7V7 mod soccer also is the point at which the offside rule becomes part of the game. There is a section in this guidebook devoted to this rule as well as other rules related to penalty kicks, and goalkeeper restrictions.
OUR PHILOSOPHY REGARDING YOUTH SOCCER
1. The game of soccer belongs to the players.
2. The game of soccer is the teacher.
3. The game of soccer is to be fun.
4. The game of soccer is to be played fairly.
5. Skill development over winning.
So…You're the Coach
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
OKAY, SO YOU'RE THE COACH!
Thanks for volunteering your time and energies.
have concerns addressed, and get questions answered.
You'll be glad that you did, and so will your child.
Here's what we expect of our 7v7 micro soccer coaches:
1. Attend the coaches meeting.
2. Call all the players on your roster and invite them to the first practice session. One nice benefit of being the coach: You get to choose the practice time! Everyone else has to adjust to the times you are available. We've included a calendar planner for September and October. After settling on your times and dates, make copies for distribution to your team.
3. Throughout the season, try to hold one or two 50 minute practice sessions per week. Schedule an hour block of time, but plan out only a 50 minute practice session. The extra 10 minutes can be used to set up your practice area, talk to players and parents, etc. Be sure to call Watertown Parks and Rec. each week to reserve a practice site. The Parks and Rec. Phone number is 262-8080.
4. Your team will have a game each Saturday during the season, unless there is a bye scheduled. Make copies of the game schedule to give to your players. Ask your team to arrive 15-20 minutes before the schedules starting time of your game.
5. If you have time, try to attend an additional coaching clinic which may be held during the soccer season. You can talk to other coaches,
6. Ask the families what is the best way to contact them, email or text, when practices and games are canceled.
THE GOALS OF OUR PROGRAM
1. Teach youngsters the skills of soccer. (We'll help you learn the skills at our clinics.)
2. Help kids have fun and enjoy playing soccer. Smiles, laughs and good feelings are important for our soccer children.
3. Teach teamwork and cooperation on and off the field.
4. Develop positive attitudes about fair play. Players learn to respect their teammates, opponents, officials and themselves.
5. Stress the skill: Development over winning.
COACHING DEVELOPMENT INFO
Some micro soccer coaches may have an interest in gaining additional knowledge about coaching, especially if they anticipate their child playing in the Watertown Soccer Club or at the high school level.
The Watertown Public Library has a growing collection of books and videos to help coaches add to their knowledge.
Go to www.wysa.or or www.maysa.org to find information about times and dates of coaching clinics.
The Team Parent
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Player
THE ROLE OF THE TEAM PARENT
OTHER WAYS TO HELP
The team parent is a very welcome help for the coach of a micro soccer team. Your volunteer help will spread out some of the jobs that go with a youth soccer team. Here are some ideas of what a team parent can do to help:
1. Make a list of the players with their addresses and phone numbers to hand out to the parents on your team. This will help to arrange carpools when needed.
2. Call the team members when practices are canceled or when special events are coming up soon, such as preseason meetings or end-of-season parties. A great way to end the season is to have a picnic and a parent-child game of soccer.
3. Coordinate the bringing of snacks and drinks for the end of each game. This is often the highlight of the game day for the players. Experience has shown that nutritious and not-too-sugary items are better.
4. Announce a team picture day and arrange for someone to grind a camera.
5. Help out at practice by keeping one group busy while the coach is with another player or group of players.
6. Bring your tennis shoes and play in the scrimmage at practice. It's fun and the players can benefit from adults who keep things organized. You will also find out that some parts of soccer are not as easy as they look. Don't worry if you catch the soccer fever. It's supposed to be contagious in all age groups and is very good for your health!
7. Parents must sit on opposite side of the players.
A team parent can also help in other ways such as modeling behaviors at games that are sporting and helpful to players.
For instance, suppose a well-meaning parent from your child's team is yelling out onto the field. It might go something like this…
"Sarah, pass the ball to Michele now!"
Or
"Sidney, get back by the goal!"
Or
"C'mon, ref, call it both ways!"
Each of these instances involves a behavior that is discouraged by the soccer community. Calling players by name to get them to do something sets the players up for failure.
In the first instance, Sarah will be too late with her pass by the time she hears her parent yell the instructions. If she passes anyway, the other team will probably get the ball.
In the second instance, the coach may have been encouraging the players to move away from the goal so that more attacking play can develop at midfield.
In the third instance, players may decide to show dissent to the referee if the parents are leading the way with unsporting comments.
As a team parent, you can help the coach by talking in a "neighborly" way with the offending parent. You can also model correct behaviors such as cheering the players without instructing them or praising them for sporting behavior when shaking hands with the other team at the end of the game.
Simplified Soccer Rules
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
Mod Soccer Rules for 7v7 Games
Law 1 – The Field
The 7v7 mod soccer field is 70 yards x 50 yards. We use lines, cones and flags to mark the field.
Law 2 – The Ball
Players use a size 4 ball for 7v7 games.
Law 3 – The Number of Players
Each team shall have no more than 14 players on the roster. The maximum number of players on the field for each team shall be no more than 7, one of whom must be a sweeper/keeper with a different color pinny or jersey.
Each player must play at least half of the game.
Substitutions may be made during a team's own throw-in, during either team's goal kicks, after a goal is scored, during an injury stoppage, or at half-time.
Substitutes must enter the field at the half-way line when the referee signals his permission to enter.
Law 4 – The Players' Equipment
Each player must wear a jersey, shorts, shoes, shinguards and socks. Shinguards are required for practice sessions and games. Socks should cover the shinguards. No jewelry or watches are permitted.
Law 5 – The referee
The Park and Rec. department will assign a referee.
Law 6 – The Assistant Referee
For training purposes, there may be assistant referees assigned on occasion for 7v7 mod soccer. Only one referee with a whistle is to be on the field.
Law 7 – The Length of the Game
The game lasts two equal periods of 25 minutes. The halftime interval shall be 5 minutes.
Law 8 – The Start of Play
A coin toss determines which team kicks off to start the game. Note carefully: the loser of the coin toss automatically kicks off in the first half. The winner of the coin toss gets to choose which goal it will attack in the first half of the game.
The team which wins the coin toss takes the kick-off to start the second half of the game.
The kick-off is used at the beginning of each half and after a goal is scored. The team that is scored against gets to take the kick-off.
A kick-off is properly taken when each team starts in its own half of the field with the defensive team at least five yards from the ball. After the referee blows his whistle or gives some other signal, the ball is in play when it is kicked and moves forward. If the ball is kicked backwards, retake the kick.
The kicker may not touch the ball a second time until it has touched another player. If this happens, the other team gets a free kick from the spot where the ball was touched a second time.
In 7v7 mod soccer, a goal can be scored directly from a kickoff.
Law 9 – The Ball In and Out of Play
The ball is out of play when the whole ball crosses a boundary whether on the ground or in the air. The ball is also out of play when the game is stopped by the referee.
The ball is in play at all other times.
Law 10 – The Method of Scoring
A goal is scored when the whole of the ball passes over the goal line, between the goalposts and under the crossbar.
Law 11 – Offside
The offside rule is used in mod soccer. (See the Offside Law page for more explanation.)
Law 12 – Fouls
A direct free kick is awarded if a player is guilty of:
1. Kicking an opponent
2. Tripping an opponent
3. Jumping at an opponent
4. Charging an opponent
5. Striking an opponent
6. Pushing an opponent
7. Tackles an opponent, making contact with the opponent before touching the ball
8. Holding an opponent
9. Spitting on an opponent
10. Handling the ball deliberately (except for the Goalkeeper within his own penalty area)
A penalty kick is awarded if any of the above 10 fouls are committed by a player inside his own penalty area.
An indirect free kick is awarded if a player is guilty of:
1. Playing in a dangerous manner
2. Impeding the progress of an opponent
3. Preventing the goalkeeper from releasing the ball from his hands.
4. (Goalkeeper restrictions – see Goalkeeper page)
Law 13 – Free Kicks
Free kicks in mod soccer are either Direct Free Kicks or Indirect Free Kicks. Direct Free Kicks = when the ball is put into play, it may be kicked directly into the opponent's goal. Indirect Free Kicks = when the ball is put into play it must. touch another player (teammate or opponent) before a goal may be scored.
Law 14 – The Penalty Kick
Penalty kick are awarded in mod soccer.
Law 15 – The Throw-In
A throw-in is awarded when the whole ball crosses the sideline and goes out of play. The throw-in taken within one step of where the ball went out of play.
If an improper throw-in occurs, the referee explains the correct method, and lets the offender retake the throw-in. The referee can decide whether or not to correct a second foul throw-in or award the ball to the other team.
Law 16 – The Goal Kick
A goal kick is awarded when the whole of the ball, having last touched a player of the attacking team, crosses over the goal line outside of the goal.
The goal kick may be taken from any spot within the goal area. Opponents must be outside the area and at least five yards from the ball. They must remain outside the area until the ball is played and leaves the goal area.
The kicker may not touch the ball a second time until it has touched another player. A free kick is awarded to the other team if there is a second touch infraction.
If the ball is kicked and does not leave the goal area, the kick is retaken.
Law 17 – The Corner Kick
A corner kick is awarded when the whole of the ball, having last touched a player of the defending team, crosses over the goal line outside of the goal.
The ball is placed one step from the corner flag. The ball is in play when it is kicked and moves. Defensive players must be at least five yards from the ball.
The kicker may not touch the ball a second time until it has touched another player. A free kick is awarded to the other team if there is a second touch infraction.
For Goalkeepers
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
RESTRICTIONS ON THE GOALKEEPER
An indirect free kick is awarded to the opposing team if the goalkeeper, inside his own penalty area, commits any of the following offenses:
- Takes more than six seconds to distribute a ball with his hands.
- Touches the ball again with his hands after it has been released from his possession and has not touches any other player.
- Touches the ball with his hands after it has been deliberately kicked to him by a team-mate.
- Touches the ball with his hands after he has received it directly from a throw-in taken by a team-mate.
GOALKEEPER SAFETY
Goalkeeping is a specialize position that adds excitement and fun to a soccer game. There is also added risk to the player who takes on the role of goalkeeper. Coaches and players are expected to follow these safety guidelines:
- The goalkeeper shall wear different color jersey of pinny so that the referee and the other players can readily identify him.
- The goalkeeper shall be judge to be in "possession" of the ball when she has her hands, part of her hands or even a finger on the ball. Players shall not charge the keeper when she is in possession of the ball.
- Coaches should train their goalkeepers to kick the ball with their feet when challenged by another player in a 50-50 situation.
- If a goalkeeper dives sideways to make a save, the correct technique is to land on her side, not on her back or stomach. After making the save, the player should roll over to their stomach.
Offside Explained
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
Explanation & Interpretation
The First Key to Understanding this Rule:
up to the goal-keeper to concentrate on the ball, not on a player in a non-interfering off-side position.)
The referee's call of "off-side" is based upon the attacking players' position on the field at the moment the ball is played.
The Second Key to Understanding:
It is permissible for a player to be "In an off-side position", but it is not permissible for that player to then receive the ball from a team mate or actively interfere with the play or an opponent.
When is a player judged to be guilty of being "offside"?
1. The player must be ahead of the ball as it moves toward the opponent's goal line.
2. He must be in the opponent's half of the field.
3. He must have less than two opposing players between himself and the opponent's goal-line. (Generally the keeper and one defender.)
4. He must have the ball passed directly to him by a team mate or interfere in the play at the moment the ball is played and the 3 conditions above are met.
Then the player shall be guilty of an "off-side infraction", which is different from being in an "offside position." The referee shall award an indirect free-kick to the opposing team.
(A clear shot on goal is not a pass; therefore a player cannot be judged off-side at such a time. It is
THE OFF-SIDE LAW IS BASED ON …
A. POSITION
Key Question: Is the player ahead of the ball? A player cannot possibly be offside unless he is… Closer to his Opponent's Goal-line than the Ball. (Note: A player who is even with or behind the ball is not off-side. A player who is even with or behind the second-last defender is not off-side).
B. TIME:
Key Question: When is a player in an off-side position? At the Moment the Ball is played by a Team-mate. It is the position of the player at the moment when the ball is played by a teammate that must be judged, not his position at the time he receives the ball. A player who is on-side at the moment a member of his team passes the ball to him does not become off-side if he goes forward during the flight of the ball.
C. PARTICIPATION:
Key Question: Does the Player Participate? A player is an off-side position who, in the referee's opinion, does not:
[x] Participate in play
[x] Interfere with an opponent
[x] Try to take advantage of that off-side position
SHOULD NOT BE PENALIZED!
Are there any exceptions to the "off-side" rule? There are no off-side penalties from goal-kicks, corner-kicks, throw-ins, or drop balls. Players will not be judged to be off-side at the moment the ball is played on these restarts.
THE MOD SOCCER FIELD FOR 7V7 GAMES
The goal is 6' x 12' (Brandt/Quirk Park or Riverside MS) or 6.5' x 18' (Clark Park)
The field is approximately 70 yds x 50 yds.
The goal area is 4 x 14 yds.
The penalty area is 30 x 14 yds.
Corner flags are used to mark the corner arcs.
Cones are used to mark the boundary lines.
Systems of Play for 7v7
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
SYSTEMS OF PLAY FOR 7 PLAYERS
As the players enter competition with more players on the field and a larger playing space, then it is time to introduce them to systems of play and general positions.
There is no one system to use. Teach players all positions. The game determines the system, not the other way around. However, we need to start somewhere, so what is offered below are possible arrangements of defensive and offensive players:
Keeper
Defender Defender Defender
The offensive triangle takes advantage of width (midfielder) and depth (striker). These two key concepts tend to spread out the opposition's defense and allow the defense to shred through and power the ball into the net past a defenseless keeper.
Midfielder
Midfielder
Striker
TECHNIQUES AND TACTICS TO TEACH
At the 7v7 mod soccer level, players should be improving on the skills they need in 1v1 situations and also should be shown simple team play.
The offensive techniques in 1v1 situations:
Shielding the ball.
Dribbling with increasing speed and control. Passing with the inside, outside, and instep of the foot.
Collecting and direction balls (trapping – old term).
The defensive techniques in 1v1 situations:
Patience and positioning on the field. Tackling (block, shoulder). Body posture (low, balanced, confident).
The players are also ready for simple tactics. For example, show them how 2 players can beat one defender with a simple pass or two (2v1). Or teach them how three defenders in a triangle shape can play better then 3 in a straight line. Demonstrate why it is important for the offense to stay spread out instead of in a bunch. The soccer program has experienced coaches who would be willing to help you out. Contact the Watertown Soccer Club for name and ideas. Other areas to cover and reinforce:
Rules: Off-side, No pass-back, Direct and Indirect Free-kicks, Throw-ins.
Specialties: Goal keeper exercises, Corner Kicks, Goal Kicks, Kick-offs.
Modified Rules for Each Division – Fall 2003
Watertown Parks & Recreation Soccer Program
Kinder Boys
1
st
Boys
2
nd
Boys
Watertown Soccer Club
3
Field Size rd
/4
th
Boys
30 x 20
45 x 33
50 x 40
70 x50
Striker
100 x 55
U – 12
U - 14
100 x 55
115 x 70
Sample Practice Session
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
AT HOME:
Decide what one skill you want to emphasize at practice. Spend 15-20 minutes jotting down ideas from your coaching book and notes. Good plans rarely materialize in the car on the way to practice, so plan ahead, leave early, and relax, play and have fun! Today let's choose passing skills for our session. 5 MINUTE WARMPUP: (In the middle of the field, set up a 15x15 square with cones)
Call your players together and introduce the practice theme. Make sure each player has a ball. "Today, team, we're going to practice passing. Let's get warmed up by playing a quick game or two of SHARKS AND MINNOWS (see Practice Games page). In between games, have the players stretch their muscles to help increase their flexibility.
15 MINUTE SKILL DEVELOPMENT WITH INDIVIDUAL INSTRUCTION:
Demonstrate quickly how to
15 MINUTE SKILLS PRACTICE (WITHIN A GAME):
"Okay, team, now we're going to play.
(After 15 minutes, call out a drink break for the players, and set up the next phase while they are busy on the sideline. When you're ready, call them over.)
20 MINUTE 7V7 MOD SOCCER GAME:
(Did you set up your field ahead of time?)
Tell the team to dribble their balls over to the side of the field, while you pick up the extra cones on the field. Choose sides for a 7v7 mod soccer game and get it started as quickly as possible. Rolling a ball out and shouting, "Ball's in Play!" works great. During the game, take note of players who make a pass and compliment them. Also, help players who are struggling. "Nice try, Anton! Take a look around before you pass so that defenders can't intercept."
Be sure to play yourself and invite a parent to play on the other team. Rotate with the players so everyone gets a chance to rest and watch.
5 MINUTE COOL-DOWN AND PRACTICE SUMMARY:
"Okay, everyone go to a cone…and stretch…bring the cones and balls in. Our game is on Saturday at 10 o'clock. Be there at 9:30. See ya."
Fun Games for Practice
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
SOCCER QUIDDITCH
SHARKS AND MINNOWS
(Develops all skills in an imaginary game.)
Game Space: Use a 50 x 40 yd. soccer field. Make three 9-foot goals from cones or flags at each end of the field.
Object: Make two even teams. A team can score in any of the three goals with the Quaffle (ball). If a ball goes outside the field, restart with a throw-in.
Option A: If a player gets hit with a Bludger (a different color ball) below the waist, she has to run to the coach and do a push-up before reentering the game. Only players wearing a pinny can kick the Bludger.
Option B: Near the end of the game, throw a tennis ball or other small ball into the field. Whichever team scores the Snitch wins the game even if they were behind in points. Game Length: Play up to 8-10 goals or until Madam Hooch is tired.
THE NUMBERS GAME
(Develops dribbling and shooting skills.)
Game Space: Use a 50 x 40 yd. soccer field with a 9-foot goal at each end of the field. Object: Make two even teams. The coach stands on the sideline near the center of the field with all the balls at his feet. The two teams of players stand in a line on either side of the coach. Each player on each team has a number (1, 2, 3…7) given by the coach. When the coach calls out, "One!", then a player from each team (the two 1's) race in opposite directions around the field to his goal and runs onto the field. In the meantime, the coach has kicked or thrown a ball into the middle of the field. The two players, running from opposite ends of the field, try to control the ball first and score in the other team's goal. The 1's play until a goal is scored or the ball goes out of play. Then the coach calls out another random number, such as "Three!" or "Five and Six!" and throws a new ball into the center of the field.
Game Length: Play until everyone has had a chance to race three to four times or until everyone is tired.
(Develops passing and shielding skills.)
Game Space: In a rectangle about the size of the goal kick area.
Object: Players are divided into pairs. Each pair of "minnows" has a ball. One pair of "sharks" are the chasers without a ball. The minnows must pass the ball back and forth between them while the sharks chase the minnows and try to kick their ball out of the area. Once the ball goes out, the minnows sit down. Last pair remaining wins. Develops passing and keeping the head up to look for danger.
Game Length: Play 2-3 rounds. Choose new sharks each time.
NO MAN'S LAND
(Develops passing and shooting skills.)
Game Space: In the middle of a large area, place 4 cones in a square. This is the goal. Object: Play 3 vs. 3, or 4 vs. 4. Players score by passing the ball through the goal below knee level. You can score a goal by passing through the cones from any direction. The team that scores keeps the ball. Defenders cannot plant themselves within the goal. That's a neutral zone (no man's land) to keep players from goalguarding. A player who gets fouled, gets a free kick at the goal at the spot where the offense occurred. No defense is allowed.
Game Length: Play up to 8-10 goals or until the players are tired.
CIRCLE KEEP AWAY
Game Space: Circle of players with radius of 58 yds. Play 4v1 or 5v2.
Object: The players around the outside of the circle must now allow the defender(s) to touch the ball. If a defender touches the ball or forces a bad pass to go out of the circle, he replaces the offensive player who made the mistake.
CIRCLE THROW-IN GAME
(Develops throw-in skills and shooting)
Game Space: Use a center circle on a big field or make a circle of cones 10 yds. In diameter. Make four 9-foot goals from cones at the top, bottom, and sides of the circle.
Object: Make two even teams. A team can score in any of the four goals. If a ball goes outside the circle, restart with a throw-in. Game Length: Play up to 8-10 goals or until the players are tired.
CLEAN UP YOUR SIDE
(Develops passing and free kick skills.)
Game Space: Use the entire field. Each player has a ball. Divide into two teams.
Object: When the coach shouts "Go!", each player kicks a ball to the other team's half of the field. The object is to clean all the balls off your side onto the other team's side. No hands are allowed. Play the right foot, or left foot, or both feet.
Game Length: Play for about 1 minute. Freeze everyone and count how many balls are on each side. The side with the fewest balls wins. The losing side gets to do push-ups, or some kind of exercise (but no laps, please).
SWITCH SOCCER
Game Space: 30 x 20 yd. soccer field with flags for goals. 12 players or more.
Object: Three players on each team link arms at the elbows and stand on the goal line in the goal. They are the "keeper" and must stay linked and each must keep at least one foot on the goal line at all times. The rest of the players on the field play normal soccer until the coach calls "Switch!" Then three new players race to the goal line and become the keeper while the first "keeper" breaks up and plays the field. Players stay fresh on hot days, yet stay involved in the game at all times.
CIRCLE SOCCER QUIDDITCH
(Develops throw-in skills and shooting)
Game Space: Use a center circle on a big field or make a circle of cones 10 yds. in diameter. Make a four 9-foot goals from cones at the top, bottom, and sides of the circle.
Object: Make two even teams. A team can score in any of the four goals with the Quaffle (ball). If a ball goes outside the circle, restart with a throw-in.
Option A: If a player gets hit with a Bludger (a different color ball) below the waist, she has to run around the outside of the circle one time before reentering the game. Only players wearing a pinny can kick the Bludger.
Option B: Near the end of the game, throw a tennis ball or other small ball into the field. Whichever team scores the Snitch wins the game even if they were behind in points. Game Length: Play up to 8-10 goals or until
Madam Hooch is tired.
FREE ZONE
(Develops passing and attacking tactics)
Game Space: Use the entire field. Divide into two teams for a scrimmage. Along both sidelines, place enough cones on the field to make two 2-3 yd. zones that run the entire length of the field.
Object: Play a 5v5 scrimmage, but make use of the "free zone rule" that any player who has the ball in the free zone cannot be defended, that is, defenders are not allowed to go into the free zone when an attacker has the ball inside the zone. This rule encourages attackers to use the width of the field when attacking instead of always going up the middle of the field. Attackers are not allowed to stop in the free zone but must keep the ball moving by dribbling or passing.
Game Length: Play for 15-20 minutes.
Soccer First Aid
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
SOCCER SAFETY & FIRST AID
Rarely are there any serious injuries or dangerous safety situation in youth soccer, but still a few minutes of preparation are necessary.
player's pain and also to hasten the haling process.
If a child gets kicked in the knee or blasted by a ball in the stomach, calmly walk over and ask what happened. This accomplishes two things: you get to double-check that no serious injury has occurred and the child gets to report what happened (for some reason, this speeds the recovery process). Tell the child to sit quietly off to the side until he/she is ready to play again.
If the above scenario should happen in a game, wait until the referee has stopped the game and signaled for you to come onto the field before you walk out there.
Scrapped knees and elbows, broken scabs, and bloody noses will pop up from time to time. In the "old days" the coach simply attended to the player. In these days of bloodborn diseases (not so much AIDS as hepatitis), a different approach is necessary. You can supply the band-aids and such, but let the child or the child's parent attend to any blood or body fluids. Your first aid kit supplied by Watertown Parks and Recreation should also contain a blood spill kit with latex gloves in case you need to attend to a player yourself.
Twisted ankles and swollen knees as well as deep bruises require a specific but easy treatment plan called RICE. Bring ice or cold paks to each practice and game to help ease a
The concession stand at Brandt/Quirk Park will have first aid kits available each Saturday morning in the fall season.
RICE…
…is an acronym for a four part treatment plan:
R = Rest:
Do not allow a player with a twisted ankle to "walk it off." Have the player sit down so that you can examine the injury area yourself and determine if there is any swelling or tenderness.
I = Ice
Apply ice packs or cold paks to areas where swelling has occurred. The time formula is 20 minutes with ice and 40 minutes without. Repeat often for a couple days until the swelling and tenderness has subsided.
C = Compression:
Wrapping the injured area with an elastic "ace" bandage so that it fits snugly without constricting helps to keep fluids from accumulating in the injury area and causing increased discomfort or further tissue damage.
E = Elevation:
Keep an injured limb raised so that the amount of swelling around an injury is kept to a minimum.
Coaching Resources
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
RESOURCES AT THE WATERTOWN PUBLIC LIBRARY
OTHER RESOURCES
There are over 35 soccer coaching books on the shelves. Here are a few of the titles:
Coaching Soccer Successfully The Official USYSA Coaching Manual Practice Games for Winning Soccer Youth Soccer Drills Coaching Girls' Soccer Soccer Fundamentals Winning Soccer for Girls
Here are some of the videos at the library:
404 Great Goals Individual Defending Kicking (Vogelsinger Series) Ball Control (Vogelsinger Series) Coaching Goalkeepers
Free books by Tony Waiters that are on-line: (Use a search engine for "Tony Waiters")
Coaching Six, Seven and Eight Year Olds Coaching Nine, Ten, and Eleven Year Olds Coaching The Goalkeeper Coaching the Team & Coaching the Team Player
SOCCER MAGAZINE FOR YOUTH PLAYERS &
COACHES:
SOCCER JR.
Published bi-monthly by Triplepoint, Inc. Send check for $16.97 for annual subscription 27 Unquowa Road Fairfield, CT 06430-5015 Or call (203) 259-5766
SOCCER NOW
Published quarterly by the American Youth Soccer Organization Send check for $7.50 for annual subscription P.O. Box 5045 Hawthorne, CA 90251-5045 Or call (310) 643-6455
INTERNET SITES:
www.strongsoccer.com www.successinsoccer.com www.womensoccer.com www.girlsoccerworld.com www.soccerdivas.com www.nscaa.com www.saysoccer.com www.usysa.org www.us-soccer.com www.soccer.org www.wysa.org www.maysa.org
Local Soccer Programs
For parents and coaches of Watertown Parks and Rec Micro Soccer Program Players
The Watertown area offers three separate but closely coordinated soccer programs for various ages of players:
The first is the Parks and Rec Soccer Program which offers fall and spring leagues for the following group of players:
Kindergarten Girls (3v3)
Kindergarten Boys (3v3)
1 st /2 nd Grade Girls (5v5)
1 st Grade Boys (4v4)
3 rd /4 th Grade Girls (7v7)
2 nd Grade Boys (5v5)
3 rd /4 th Grade Boys (7v7)
5 th /6 th Coed (9v9)
Teams are remixed each year in the fall and stay together for the spring season if possible. Teams play six games each season
The second soccer program is organized by the Watertown Soccer Club. This is a group of parent volunteers who organize the following groups of players for the Fall 2011 season:
U-11 Girls Rec Team (5 th Gr.)
U-12 Boys Rec Team (5 th /6 th Gr.)
U-12 Girls Rec Team (5 th Gr.)
U-14 Girls Classic (6 th /7 th Gr.)
U-16 Girls Rec Team (9 th /10 th Gr.)
U-19 Girls Rec Team (11 th /12 th Gr.)
The Watertown Soccer Club (WSC) has experienced a growth spurt in the last 18 months and expects to organize up to 12 teams per season in the neat future.
WSC teams play in the Madison Area Youth Soccer Association (MAYSA) leagues with 4 home games and 4 away games each season. Recreational teams tend to play other teams in eastern Dane County while Classic-level teams travel further to match up with more competitive teams.
The Watertown Soccer Club was formed so that local players could join traveling teams that participate in the MAYSA leagues which have over 12,000 players. This means that local teams can find excellent competition at a variety of levels ranging from recreational leagues to classic leagues for more competitive teams.
The WSC following the national model of player development from the United States Youth Soccer Association and therefore believes that very young players should play locally. The WSC is a strong supporter of the Parks and Rec program financially and philosophically, meaning that it waits until players are in the 5 th grade before introducing players to competitive leagues and traveling leagues.
The WSC has an excellent program for the development of players, coaches and referees. The club even reimburses volunteers for coaching and referee course expenses.
The third area soccer program is organized by the Watertown High School. The school offers teams at the freshman, junior varsity and varsity levels. Boys play in fall and girls in the spring. In the off-season, many players participate in MAYSA leagues through the Watertown Soccer Club or play indoor soccer.
All three soccer programs exist for the enjoyment of our youth as they grow up in our community.
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Natural Gas, Hydraulic Fracturing, and Water
There's more to the story than just pouring water down a (rat)hole
Hydraulic fracturing of rock to release natural gas uses a lot of water, right? It's common knowledge now that drilling a natural gas well and fracturing the rock uses about 5 million gallons of water, and the best estimates for how much stays in the well are about 80 percent. Do the math and you conclude that 4 million gallons of water end up thousands of feet below the surface for each well drilled.
If you're having flashbacks to high school chemistry class, you're not alone. In words, the equation says that one molecule of methane (CH4) reacts with two molecules of oxygen (O2) to produce one molecule of carbon dioxide (CO2) plus two water molecules (H2O), plus a release of heat.
But did you know that burning methane, by far the largest component in natural gas, creates water? It's true. Here's the chemical equation for the combustion of methane:
We don't often measure methane by the molecule preferring to refer to billions of cubic feet (bcf). So how much water (in gallons) do you get if you burn a billion cubic feet of methane? (If you aren't interested in more high school chemistry, skip the blue section and go right to the dramatic conclusion.)
CH4 (gas) + 2 O2(gas) => CO2(gas) + 2 H2O(gas) plus heat
Looking at just the methane and water in the equation, and ignoring the rest…
1 mole CH4 => 2 moles H2O(1 mole is 6.022 x10 23 molecules)
Multiply both sides of the partial equation by the molecular weight to change moles into grams. The molecular weight of CH4 is 16g/mole, H2O is 18g/mole, so:
16 grams CH4 => 36 grams H2O
Now it's a simple conversion of units of measure. Let's convert grams of methane to cubic feet. The density of CH4 is .6556 grams per liter, so:
16 grams (1 liter/.6556 grams) = 24.4 liters.
3
Since 1 liter = .0353 ft
24.4 liters (.0353ft 3 /liter) = .862 ft 3 .
That's the left side.
Let's now convert grams of H2O to gallons…
1 gal H2O = 3785 grams, so:
36 grams (1 gal/3785grams) = .00951 gal.
That's the right side.
Our partial chemical reaction now looks like:
.862 ft 3 methane => .00951 gal water.
Divide both sides by .862 and you get:
3
1 ft methane => .01103 gal water.
Multiply both sides by 1 billion and you get:
1 bcf methane => 11.03 million gallons of water.
Burning one billion cubic feet of methane produces just over eleven million gallons of water.
Earlier we said that estimates for the amount of water stranded underground were about 4 million gallons per well. If the well only produced 1bcf of natural gas, we would still produce almost three times as much water when we burned that gas as we trapped underground producing it. But, in fact, the average estimate of the amount of gas eventually recovered from a well is closer to 7bcf, meaning burning the methane from a single well puts 77 million gallons of water back into the atmosphere in the form of water vapor—almost twenty times the amount we used the frack the well.
77 million gallons of water is difficult to visualize, so we'll put it in terms we've used before: inches of rainfall. 5 million gallons of water is about 2.3 inches of rainfall over eighty acres. So 77 million gallons of water is 35.4 inches of rain over the same eighty acres. According to the website www.findthedata.org, that's only two inches less than the average annual rainfall in Pittsburgh over the last 30 years.
Muhlenkamp & Company, Inc.
5000 Stonewood Drive, Suite 300
Wexford, PA 15090
We're not the only ones to walk through the chemistry and come to this conclusion. Tom Shepstone wrote a similar article in April of 2012, which you can find at: http://eidmarcellus.org/marcellus-shale/turning-natural-gas-intowater-hydraulic-fracturing-doesnt-deplete-water-supplies/7713/
Our conclusion is that the argument that fracking consumes precious water supplies doesn't hold water.
As an aside, what if we viewed the water as the desirable output of a natural gas well, and the heat as a byproduct? From that perspective, a well that cost us $5million to drill and frack produces a net 71 million gallons of water. The cost per gallon, (excluding the costs associated with condensing the water and transporting it), is about 7 cents—and the energy is free. | <urn:uuid:8da881ff-ffd8-4952-849f-6ce0034e6134> | CC-MAIN-2024-30 | https://www.bivio.com/micnova/file/Public/EDUCATION/2013/BINC%202013/Muhlenkamp%20Natural%20Gas%20Presentation/Natural%20Gas%2C%20Hydraulic%20Fracturing%2C%20and%20Water.pdf | 2024-07-16T11:23:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00458.warc.gz | 583,262,610 | 1,063 | eng_Latn | eng_Latn | 0.996275 | eng_Latn | 0.99657 | [
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Corresponding Author: Irpan Riana; email: email@example.com
Published 7 March 2024
Publishing services provided by
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Irpan Riana et al. This article is distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use and redistribution provided that the original author and source are credited.
Selection and Peer-review under the responsibility of the JICOMS Conference Committee.
Research Article
Design of the Nirmana Dwimatra Teaching Material Book for Students of the Polimedia Photography Department
Irpan Riana*, Yuda Syah Putra, and Dyama Khazim Setyadi
Politeknik Negeri Media Kreatif, Jakarta, Indonesia
ORCID
Irpan Riana: https://orcid.org/0009-0009-7148-7462 Yuda Syah Putra: https://orcid.org/0009-0009-0339-6120 Dyama Khazim Setyadi: https://orcid.org/0000-0001-9516-1955
Abstract.
Students in the Photography department will study various photography techniques and theories, such as portrait photography, landscape photography, product photography, and documentary photography. In the photography department, students will study the techniques and process of making images, which is a form of Dwimatra art. Through the Nirmana Dwimatra course, students will understand the techniques and methods for creating quality photographic works, which apply basic art concepts, such as perspective, color, shape, and so on. Apart from that, the Nirmana Dwimatra course can also help students in the photography department to develop their creativity and imagination, as well as understand how to combine techniques and concepts in the process of creating photographic works. Therefore, the Nirmana Dwimatra course is closely related to the photography department and can help students understand and practice photography well. Therefore, there is a need for effective and interesting teaching materials related to the Nirmana Dwimatra course specifically for the Jakarta Polymedia Photography Department.
Keywords: textbooks, Nirmana, two dimensions, photography
1. INTRODUCTION
Teaching materials are anything that is used to help the process of learning activities, in formal and non-formal education activities. Teaching materials can take the form of books, whiteboards, teaching aids, audiovisuals, and so on. Learning materials are components of the message content in the curriculum that must be conveyed to students.[1]The existence of teaching materials aims to facilitate understanding and enrich the insight of students or students in understanding the subject matter. There are special provisions in making teaching materials, namely, they must be well prepared and attractive with the aim of motivating students to learn and understand the subject matter well. Making good and effective teaching materials is very important because teaching
How to cite this article:
Irpan Riana*, Yuda Syah Putra, and Dyama Khazim Setyadi, (2024), "Design of the Nirmana Dwimatra Teaching Material
Book for Students of the Polimedia Photography Department" in
Jakarta International Conference on Multidisciplinary Studies towards Creative
Page 545
Industries
, KnE Engineering, pages 545–551. DOI 10.18502/keg.v6i1.15432
materials will affect the quality of the learning process and student learning outcomes. Therefore, educators must design the production of quality teaching materials.
The Photography departement is an educational program that emphasizes the technique and art of taking digital images using equipment called a camera. Students who take part in this program will learn various theories and practices in mastering the science of photography, such as shooting techniques, composition, lighting, digital image processing, etc. Photography is an artistic process that involves the use of light as a medium for painting or writing. In a general sense, photography refers to a method or technique for producing images or photos of an object by recording the reflection of light from the object on a medium that is sensitive to light, the most commonly used being a camera.[2] This departement is usually offered at vocational arts schools or universities that have design or art faculties. Apart from that, this program can also be found at professional photography schools or at vocational schools.
One provider of photography education in Indonesia is the Jakarta Creative Media State Polytechnic (Polimedia), which is a vocational college. The Photography Vocational Departement at Polimedia is a Diploma 3 program which has the characteristics of being a vocational departement that focuses on the creative industry. Students who take part in the Photography departement will study various photography techniques and theories, such as portrait photography, landscape photography, product photography, and documentary photography. They will also learn digital image processing techniques through software such as Adobe Photoshop, Lightroom and so on. At the end of the program, students are expected to be able to understand the techniques and aesthetics of photography, and be able to apply them in creating their own photographic works. This program is beneficial for those who wish to pursue a career as a professional photographer or enter the world of photographic art. Before students learn about photography techniques and their theories, in the educational curriculum of the Polimedia Photography Departement there is one of the basic art courses, namely the Nirmana Course.
The Nirmana course is one of the courses usually found in the Fine Arts Departement or its derivative departements. In this course, students will learn about the techniques and process of making works of art. Nirmana as a branch of fine arts that studies the elements of fine arts, such as points, lines, planes, colors, space and texture which are organized by applying basic principles such as balance, unity, rhythm, harmony, proportion and composition. basic principles in works of fine art and design.[3]In general, Nirmana's courses focus on the practical aspects of making works of art, but also discuss theoretical and philosophical aspects in art. The aim of this course is to provide a basis
DOI 10.18502/keg.v6i1.15432
for students to understand and practice art well, as well as increase their creativity and imagination.
Nirmana Dwimatra also pays attention to the needs of diverse students, so that this teaching material is prepared and developed withcombining theory and practice. This allows students or students to understand and apply lesson material easily and effectively. With Nirmana Dwimatra teaching materials, students can gain knowledge and skills in the field of art and aesthetics, so that they can prepare themselves to enter the world of work or continue their studies in more advanced fields.
The Nirmana Dwimatra course has a close relationship with the photography departement. In the photography departement, students will study the techniques and process of making images, which is a form of Dwimatra art. Through the Nirmana Dwimatra course, students will understand the techniques and methods for creating quality photographic works, which apply basic art concepts, such as perspective, color, shape, and so on. This will help students to understand and practice photography better. Apart from that, the Nirmana Dwimatra course can also help students in the photography departement to develop their creativity and imagination, as well as understand how to combine techniques and concepts in the process of creating photographic works. Therefore,
There are currently no teaching materials in the form of books or digital for the Nirmana Dwimatra course in the Photography Departement. Currently, we still rely on RPS as a reference for learning. Therefore, there is a need for effective and interesting teaching materials related to the Nirmana Dwimatra course specifically for the Jakarta Polymedia Photography Departement.
Nirmana Teaching Materials for Polymedia Photography students at Polimedia Jakarta requires a new breakthrough, where Nirmana Dwimatra's works produced by students must be related to photography. Therefore, a special study is needed regarding this matter.
Based on the description above regarding the absence of teaching materials for the Nirmana Dwimatra course for the Photography Departement, a special study needs to be carried out and a teaching material book should be made. Therefore, the problem formulation in this research is how to make a book of teaching materials for the Nirmana Course for Photography Departement students that is related to the science of photography?
DOI 10.18502/keg.v6i1.15432
2. METHODOLOGY/MATERIALS
Research methods are a series of procedures or techniques used to collect, analyze and obtain the necessary data or informationin a study. Research methods have an important role in ensuring the validity and accuracy of the data produced, as well as helping researchers achieve research objectives effectively and efficiently.
The research method used in this research is qualitative, used to understand subjective experiences, perceptions or views. This method collects data that cannot be measured numerically, such as words, images, or actions obtained through observation, interviews, or documents.[4] The following are research methods that can be used to create designsNirmana Dwimatra teaching material book for Photography departement students:
Literature study: Conduct a literature study regarding the concept of Nirmana Dwimatra, photographic works that have Nirmana Dwimatra values, book design theory, as well as effective teaching and learning methods for Photography departement students.
Data collection: Conduct interviews with lecturers or lecturers in the Photography departement to get input and suggestions regarding the Nirmana Dwimatra concept and photography teaching, as well as conducting a survey to find out the needs and expectations of Photography departement students related to this teaching material book.
Data analysis: Analyzing data that has been collected from literature studies, interviews and surveys, as well as evaluating the needs and expectations of Photography departement students regarding this teaching material book.
Design: Designing the Nirmana Dwimatra teaching material book for Photography departement students, including arranging the structure, content and design of the book in accordance with the needs and expectations of Photography departement students, as well as applying effective and attractive design principles.
Validation: Testing this teaching material book on several Photography departement students to get feedback regarding the feasibility, effectiveness and usefulness of this teaching material book.
Revision: Revising the teaching material book based on feedback obtained from testing, as well as improving and enriching the content and design of the book to make the book more effective and interesting.
DOI 10.18502/keg.v6i1.15432
3. RESULTS AND DISCUSSION
The approach and concept for answering problems that can be used to create Nirmana Course teaching material books for Photography Departement students is to combine theory and practice, which can be seen in the following table:
The basic competency of the Two Dimensional Nirmana course is that students in the Photography Departement can organize the basic elements of fine art using certain principles into photographic works. Basic Competencies in the Nirmana Course are one of the main foundations in teaching fine arts and visual arts. This course introduces students to the basic concepts in creating and understanding visual art. In this context, Nirmana refers to the process of creating works of art, while basic competencies include the basic knowledge and skills needed to develop a deep understanding of art and contribute to the creation of meaningful works of art. Through this course, students will understand design principles, visual elements, depiction techniques, and the visual language used in fine arts which will later be applied in photographic works. With a strong foundation in the Basic Competencies of the Nirmana Course, students will be ready to develop their artistic skills and better explore various branches of art. The following are the basic competencies of the Nirmana course:
Able to understand: Education Regulations at Polimedia; Assessment system; Understanding the two-dimensional nirmana course.
Able to apply basic elements of point art and principles of rhythmic art using black and white or monochromatic coloring into 2-dimensional Nirmana works
Able to apply the basic elements of line art and the principles of balance art using polychromatic coloring into 2-dimensional nirmana works
Able to apply the basic elements of fine arts and the principles of Domination/Emphasis fine arts by using a combination of primary, secondary and tertiary colors into 2-dimensional nirmana works
Able to apply the basic elements of fine art, analogous colored textures and apply the principles of unified fine art to photographic works
Able to apply the basic elements of point/line/plane/texture, complementary color, double complementary or split complementary materials as well as apply the principles of repetitive fine art to photographic works
Able to apply the basic elements of point/line/plane/texture, triad colors as well as apply the fine art principles of balance/emphasis/rhythm/unity/repetition into photographic works
DOI 10.18502/keg.v6i1.15432
Table 1: Learning Approaches and Concepts.
APPROACH
SOLUTION TO PROBLEM
Introduction to the Nirmana Concept: Discussion of the definition and scope of Nirmana and its role in photography.
Introduction to Color: Pigment Color and Light Color.Explanation of existing colors such as primary, secondary, tertiary and other colors. This color exposure will be related to how these colors will later be used in photographic work.
Case study: Presentation of a case study of Nirmana's work from a famous photographer and the techniques and concepts used in making it.
Creative Process: Discussion of the creative process in making Nirmana's work, starting from the initial idea, planning, taking pictures, to digital processing.
DOI 10.18502/keg.v6i1.15432
Make a clear definition: As an introduction, we can briefly explain what is meant by the concept of Nirmana and what its role is in photography. This will help students to have a better understanding of the topics discussed. Create relevant case examples: Providing case examples that are relevant and can be applied in the world of photography will help students to better understand the concept of Nirmana. For example, examples of photographic works with the Nirmana concept produced by famous photographers can be given. Group discussions: Students can be given the opportunity to discuss in small groups and discuss the concept of Nirmana, its scope, and its role in photography. Discussions like these will allow them to gain different perspectives and build shared understanding. Individual assignments: Individual assignments can be given such as creating the concept of Nirmana. In this assignment, students can show their understanding of the Nirmana concept which will later be applied in creating works.
Simulation practicum: Practicum can be carried out using making images using wet color media, so that students are able to master color mixtures, the properties and characteristics of these colors. This is intended so that students are able to understand the types of colors that will later be applied in photographic works.
Analysis of photographers' work: Students can be given the task of analyzing the work of photographers who are successful in applying the Nirmana concept in their work. In this assignment, students can identify the concept of Nirmana and the photography techniques used in the work. Presentation: A presentation can be made regarding a case study of a photographer who was successful in applying the Nirmana concept in his work, as well as the photographic techniques used in making the work. This will help students gain a better understanding of the application of Nirmana concepts and photography techniques in creating successful photographic works. Class discussion: Class discussions can be held to discuss case studies of photographers who succeeded in applying the Nirmana concept in their work and how photography techniques were applied in creating the work. Discussions like this will help students gain a better understanding and build shared understanding. Direct practice: Students can be given the opportunity to practice photography techniques applied in case studies of photographers who are successful in applying the Nirmana concept in their work. This can be done by giving practical assignments or projects that require the application of these techniques.
Presentation: A presentation can be made regarding the creative process in making photographic works that takes into account the Nirmana concept. In this presentation, the stages in the creative process can be explained, such as planning, ideation, shooting, editing, and presentation. Class discussion: Class discussions can be held to discuss the creative process in making photographic works that consider the Nirmana concept. In this discussion, students can exchange ideas and share experiences about the stages in the creative process and how the Nirmana concept influences each stage. Project assignments: Students can be given project assignments that require them to follow the stages in the creative process to create photographic works that take into account the Nirmana concept. In this assignment, they can apply the Nirmana concept and photography techniques that have been learned previously. Direct experience: Students can be given the opportunity to experience the creative process directly by taking pictures and creating photographic works that take into account the Nirmana concept. In this experience, they can practice photography techniques and experience the creative process firsthand.
Able to apply the basic elements of point/line/plane/texture, tetrad color as well as applying the fine art principles of balance/emphasis/rhythm/unity/repetition to photographic works.
With concepts and approaches like this, it is hoped that the Nirmana Course teaching material book can provide a comprehensive understanding of the concepts, techniques and applications of making Nirmana works in the world of photography to students of the Photography Departement at Polimedia Jakarta. Apart from that, making teaching material books related to the Nirmana Dwimatra concept in photography can increase Photography Departement students' understanding of basic concepts in photography, can help Photography Departement students develop their creativity in making photographic works and with the existence of structured and structured teaching material books. easy to understand, Photography Departement students can be more effective in learning about the Nirmana concept in photography and applying it in their photographic work.
References
[1] Hernawan AH, Permasih H, Dewi L. Pengembangan bahan ajar. Direktorat UPI, Bandung. 2012;4(11):1–13.
[2] Saruan H, Komansilan T, Togas PV. "Pengembangan Media Pembelajaran Fotografi di SMK Negeri 1 Tareran." Edutik: Jurnal Pendidikan Teknologi Informasi dan Komunikasi, vol. 3, no. 3, pp. 356-363, 2023.
[3] Mubarat H, Ilhaq M. Telaah nirmana sebagai proses kreatif dalam dinamika estetika visual. Ekspresi Seni: Jurnal Ilmu Pengetahuan Dan Karya Seni. 2021;23(1):125–139.
[4] Silalahi U. "Metode penelitian sosial," ed: Unpar press, 2006.
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Educator Overview
Welcome to Let's Eat Healthy Together: Explore Dairy! Many children only experience food through the grocery store. Reconnecting them to where food comes from can build appreciation for the value of food, grow understanding of the food system, and provide an opportunity to build healthy eating patterns. This 5-lesson unit takes students on a fun adventure of food discovery through nutrition, agriculture, tasting, and culture. The unit is most effective when lessons are taught in sequential order. Lessons have flexible components and may be adapted.
Standards Alignment and Rationale for California Common Core, Next Generation Science and Health Education Content Standards. Family Connection may be shared at the start or end of the unit to engage families.
Lesson
1.
1.
2.
Overview
Vocabulary
Engage and Explore
Extend and Connect
Review background information to help facilitate the lesson.
Essential Question: What are dairy foods and how are they part of a healthy eating pattern?
Objective: Explore the dairy food group from MyPlate as part of a healthy eating pattern.
Nutrition Primer
them make milk?
Essential Question: What do cows eat to help
Discover what and how cows eat to help them make milk.
Objective:
Nutrition Primer
Introduce new words or print vocabulary cards.
Key Words:
* Dairy foods
* Food group
* Nutrient
* Serving
Glossary of Terms
Vocabulary Cards
Key Words:
* Byproduct
* Cattle
* Chewing the cud
* Digest
* Herbivore
* Mammal
* Ruminant
* Upcycle
Glossary of Terms Vocabulary Cards
Engage students in the educational content through video, discussion, and tasting activities.
Watch:
"Mobile Dairy Classroom: Support Local Farms by Eating Milk and Dairy"
Watch Time: 3 minutes
Exploration Questions and Sentence Frames
Tasting Activity:
Three Cheers for Cheese!
Watch:
"
Farm to You"
Watch Time: 7 mins Video Timestamp: (3:27–10:38)
Exploration Questions and Sentence Frames
Extend learning through additional activities.
* Breakfast Blast Worksheet
* Draw a Family Dish
* Social and Emotional Learning Connection
* Math Connection
* Mobile Dairy Classroom Assembly
* Sun, to Moo, to You!
Scan or click the QR code to provide feedback on this pilot resource!
1.
3.
1.
5.
Overview
Review background information to help facilitate the lesson.
How does milk get from the farm to you?
Essential Question:
Identify the steps on the journey of milk from the farm to you.
Objective:
Nutrition Primer
1. Essential Question: How are dairy foods used in 4.
different cultures?
Discuss examples of dairy foods used in different cultures.
Objective:
Nutrition Primer:
Essential Question
What have you learned about dairy foods and how they are produced?
Reflect on the essential questions for Lessons 1 to 4 and make a recipe.
Objective:
Nutrition Primer
Vocabulary
Introduce new words or print vocabulary cards.
Key Words:
* Homogenize
* Pasteurize
* Processing plant
* Transport
Glossary of Terms Vocabulary Cards
Key Words:
* 5 senses
* Culture
* Recipe
Glossary of Terms Vocabulary Cards
No Key Words
Engage and Explore
Extend and Connect
Engage students in the educational content through video, discussion, and tasting activities.
Watch:
"Farm to You"
Watch Time: 2 minutes Video Timestamp: (10:39–12:19)
Exploration Questions and Sentence Frames
Tasting Activity:
Milk Masterclass
Watch:
Watch Time: 9 minutes
1. "Food Culture and
Traditions" Video Timestamp: (0:00–7:56)
2. "How Are Dairy Foods Enjoyed Around the World" Video Timestamp: (0:00–0:43)
Exploration Questions and Sentence Frames
Reflection Activity
Tasting Activity:
Yogurt, Culture on a Spoon
Extend learning through additional activities.
* Farm to You Builder Activity Slides
* Milk from Cow to Container Book Activity
Graphic
* Farm to You Storytime
* Create a Recipe
* Math Connection
* Writing Connection
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PUBLISHING SENSITIVE IMAGES
Description
Students will look at the photo printed by the New York Post of a man who had been pushed in front of an oncoming subway and discuss whether a newspaper should print such pictures. Then, students will examine editorials and blogs about the same situation.
Objectives
* Students will consider the ethical ramifications of publishing photos of tragic moments.
* Students will understand key times when ethically questionable photos were published.
Common Core State Standards
CCSS.ELA-Literacy.RI.9-10.8
Length
45 minutes
Resources
Class set: Rubric — publishing photos
Link: NY Post cover on December 4, 2012
Link: Should NY Post have published photo of a man about to die?
Link: The NY Post defends its indefensible photo
Link: Outrage over NY Times front page photo
Class sets of articles/blogs/editorials about the controversial photo published in the New York Post of the man who was pushed in front of an oncoming subway
Note: This lesson covers sensitive topics (death and impending death), and we suggest having a good sense of your classroom personalities before proceeding.
NPR has a great resource on this called, "Documenting Tragedy: The Ethics of Photojournalism." Their usage policy for K-12 educators is: "K-12 teachers may make up to 30 copies of transcripts of NPR content for one-time classroom use. NPR's copyright notice must be legible." According to their policy, K-12 teachers may NOT use audio without appealing for prior consent.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Lesson step-by-step
1. Building background — 15 minutes
Have students work with a partner or small group to answer the following question: Is it appropriate for a newspaper to publish a picture of a person who is about to die?
a. Once students have spent time discussing that question, put a copy of the original picture up on a screen for students to see (I would try to show the original picture WITHOUT the original New York Post headline/front page art—you can use the link provided to create a screenshot without the headline). Ask them to discuss again. What about this picture? Should this specific picture be published?
b. Again, once they have discussed and shared out their perspective, show them a picture of the photo exactly as it appeared on the front page of the Post, with the giant headline "Doomed" and everything. How does the design and the headline treatment change or strengthen your opinion of this photo's appropriateness?
2. Discussion — 25 minutes
Pass out any of the linked articles that discuss the appropriateness of printing this picture. Give students time to read, then ask students to discuss some questions in small groups. (Based on the specific article you use, you can adjust or change these questions).
a. What is the author's perspective of the printing of this picture? What evidence does the author provide to back up that opinion?
b. What specific arguments does the author make that you think are effective? Are there any specific arguments the author makes that you think are not effective?
c. Overall, is this article effective in convincing you of the author's opinion? Why or why not?
3. Homework/Assessment — 5 minutes
Students should find an example of an ethically questionable photo that a newspaper published. They should print off a copy of the photo and write a paragraph that summarizes who published it, why it was ethically questionable, and the student's opinion of whether or not the photo should be published.
Differentiation
For a group of students who are strong readers, you can give them a pair of articles (instead of a single article) and they can discuss/answer the questions by comparing the arguments that each author uses.
For students who struggle academically, teachers can give them examples and/or web addresses that point students to specific controversial photos and explanations (such as this article at the NY Times Lens Blog). | <urn:uuid:7c622c5e-47ca-4a40-9490-3b1c456c5112> | CC-MAIN-2024-30 | https://www.kevinpatrickkenealy.com/_files/ugd/466d7f_7c31c317dd434118bdb50f3b82658a29.pdf | 2024-07-16T12:48:44+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00461.warc.gz | 729,582,131 | 841 | eng_Latn | eng_Latn | 0.997513 | eng_Latn | 0.998129 | [
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Technical Advisory Group Indicator 4.1.1a
SDG 4.1.1 indicators
Assessing learning progression from foundational through early secondary years
Using globally agreed benchmarks as reference of what a child should know
In learning areas universally accepted as critical
SDG Indicator 4.1.1 Proportion of children and young people
(a) in grades 2 or 3; (b) at the end of primary; (c) at the end of lower secondary education achieving at least a minimum proficiency level in
(i) reading and by sex
(ii) mathematics,
Aim: make some inferences from different tools
* "Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex."
* Different countries
How to link or compare using same reference ?
* Same domain
Need of an agreed definition or global reference
* Different framework
* Different assessment
* Similar inference
* a competency
* independent of a particular assessment framework
* independent of specific items or tests
The complexities of early grade reporting
Language of administration is critical and the challenges to establish comparability demands parameters in many more languages than the other 2 points of measurement
Different types of administration co-exist (unlike the other levels):
* individual
* group
Individual administration aims to be useful for policy making. However:
* costlier for national representative samples if not needed
* not justifiable if most of children in population are above precursory skills
Group administered tests are more cost-effective and appropriate to some contexts. However, they do not allow the identification of precursor skills and then might have a more limited policy utility for some very low skills context.
Key issues to address for individual based assessments
Find a minimum acceptable criteria for reporting that ensure comparability at the MPL for different types of assessments (individual/group administration)/different content coverage;
Determine location in the learning progression continuum to facilitate comparability even when they are not capable to report at the MPL (define what are the skills that need scoring);
Identify benchmarks per language for each of the precursor skills
These benchmarks per skills and languages are not only relevant for reporting but also serve as guidelines for countries to measure
A scoring model for individual based assessment
Comply with all the other aspects related to reporting
Status of reporting - 4.1.1a Early Grades
3 cross regional experiences with centralized quality assurance
ERCE (group administration in 3rd grade in Spanish and Portuguese)
PASEC (individual administration in 2nd grade)
AMPL (group administration at end of lower primary)
Individual based assessment challenges
Measurement is not covering the sub domains needed and benchmarks for each of the skills are different precluding the comparability
Have not been designed for cross country comparability and some of the administration has not been designed for comparability over time that makes a challenge to use data
Issues with school-age population representativeness
Data custodianship is heterogeneous and uncertain about processes in many cases with no central quality control and disperse documentation
Tool are publicly available.
Data is not available, not only publicly but also to the custodian agency
Government ownership
Progress to date (1): Eligibility criteria for reporting indicator 4.1.1a
The criteria were selected to ensure consideration of the quality of the assessment instrument and its implementation and have been agreed by partners:
Criterion 1 – is the assessment sufficiently aligned to the MPL?
Criterion 2 – is there evidence that the items in the assessment have been reviewed qualitatively and quantitatively to determine their suitability for inclusion in the assessment?
Criterion 3 – is the sample of learners that took the assessment representative of the population against which the results will be reporting?
Criterion 4 – is there evidence that the assessment was administered in a standardised way?
Criterion 5 – are the outcomes of the assessment sufficiently reliable?
Progress to date (2): Content requirement
All assessments must contain a minimum of 20 items.
Refinement of decoding In a short and simple connected text of one or two sentences, students decode most words, including some unfamiliar words with familiar sound–symbol patterns (applies to Decoding skills can be demonstrated in a
Reading – minimum 10 score-points assessing reading comprehension and the assessment must cover both reading comprehension subconstructs at grade 2 in the GPF. The remaining items can be drawn from any of the domains (decoding, listening comprehension or reading comprehension).
alphabetic and alpha-syllabic languages only). variety of ways, including through oral fluency.
Mathematics –minimum 10 score-points assessing number and operations and the assessment must cover all four number and operations subconstructs at grade 2 in the GPF. The remaining items can be drawn from any of the domains (number and operations, measurement, geometry, statistics and probability or algebra).
Progress to date (3): Scoring for SDG 4.1.1a
Scoring
A conjunctive scoring model should be adopted to compare effectively
Benchmarks should be set for each skill separately
Once benchmarks are set, student learning progress is tracked over time and no standard setting process needs repetition
For countries with multiple official languages of instruction, a three-step process is recommended
What is missing to make feasible 4.1.1.a MPL reporting ?
Some parameters for individual administered test to be compliant with the content coverage and reliability:
define the set of precursors skills that with reading comprehension would be available to report for indicator 4.1.1 MPL
define under what conditions the content coverage for each of the sub skills would be enough to report
an identification of the benchmarks for she skills that are universal and toolindependent for each of the languages of major language family
This would allow to fill the table the UIS has proposed and are central to provide the standards needed for countries and the international community to act and that would allow the comparability between data point and over time today not feasible
UIS proposed table to fill based on available evidence
UIS proposed reporting of Indicator 4.1.1.a disaggregated
this is a necessary step that would allow the reporting of 4.1.1.a possible at the MPL
limit the comparability to the cases where the comparability is possible
allow the disaggregation by skills that could help to guide policy making
make clear the assessment tools that are not fit-for-purpose of reporting indicator 4.1.1.a MPL guiding their progress
Thank you
Learn more: https://tcg.uis.unesco.org/10th-meeting-of-the-tcg/ https://ces.uis.unesco.org/
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What parascuemen and combat controllers did during the nation's worst domestic crisis
By David P. Anderson
In the aftermath of Hurricane Katrina in 2005, Air National Guard rescue and special tactics units employed the skills they would use on the battlefield to rescue residents of New Orleans stranded by floodwaters. These pararescuemen and combat controllers were part of the largest military response to a domestic crisis in U.S. history.
National Guard Bureau
As many as 45 Air Guard pararescuemen and combat controllers from Kentucky's 123rd Special Tactics Squadron, Oregon's 125th Special Tactics Squadron, New York's 106th Rescue Wing, California's 129th Rescue Wing and Alaska's 210th Rescue Squadron traveled to Naval Air Station New Orleans to conduct ground rescue operations. Along with their highly-specialized skills and talents, they brought rubber Zodiac boats, radio equipment and medical supplies.
The 123rd STS was the first unit to arrive Aug. 31, setting up an ad hoc command post in an abandoned hangar. There were no rescue operations underway and no coordination between civilian and military agencies for search and rescue efforts. This absence placed the burden of a comprehensive rescue plan on the members of the 123rd. With a map of the city, they went to work.
Crews worked 14-hour days in hazardous conditions. For over a week, these pararescuemen waded through contaminated water to reach stranded victims. Because of their near-constant contact with the water, several of them developed skin rashes and respiratory rashes, or received fuel burns. None of them suffered longterm health problems.
The Air Guard's participation in the Katrina rescue effort resulted in 1,282 victims rescued on the ground by Air Guard pararescuemen and an additional 161 by Air Guard rescue helicopters. Air Guard combat controllers evacuated 11,927 people and controlled 3,249 helicopter sorties.
cloverleaves that were not underwater and which served as makeshift helicopter landing sites. To make these landing zones safe, the combat controllers sawed down light and telephone poles so the helicopter rotor blades would not hit them.
combat controller wrote down their names and the number in their party. Evacuees were then directed to sit away from the landing zone and wait for their number to be called.
While searching the flooded neighborhoods for victims, each of 14 rescue boat teams cautiously navigated the flooded streets, carefully avoiding hidden hazards such as submerged street signs. Air Guard crews soon earned residents' trust by treating minor injuries and distributing food and water. As the boat teams patrolled, they used loudspeakers to tell stranded residents that they were Air Force rescue personnel, often having to convince the residents to evacuate. One victim accidentally fell out of a rescue boat into the sewage-contaminated waters. Combat controller Senior Master Sgt. Thomas DeSchane immediately jumped in after her, rescuing her again.
Take a number
Air Guard combat controllers from the 123rd and the 125th STSs played crucial roles in the rescue effort. Being certified by the Federal Aviation Administration, they directed helicopters working with the Zodiac crews to the few highway overpasses and
In order to communicate with arriving helicopters, combat controllers spray painted their radio frequency in bold numbers on the landing zone. They also managed the crowds of victims awaiting evacuation. The shear numbers and limited space for people to wait forced the controllers to devise an evacuation process similar to that used by restaurants. When a family checked in, a
During the first three days, combat controllers landed helicopters every 50 seconds. According to Chief Master Sgt. Jonathan Rosa of the 123rd STS, the landing zones "became the busiest airports on the face of the earth" and controllers "received three helicopters a minute for five hours straight, averaging 10 survivors per helicopter."
Rescued from above
In Jackson, Miss., rescue crews from the
Combat controllers work at a makeshift landing zone evacuating victims of Katrina.
Air National Guard History Office photo
GUARD FACTS
* 50,000-plus Citizen-Soldiers and
The National Guard's response to Hurricane Katrina:
-Airmen deployed to stricken area
* 70,000-plus people evacuated
* 17,000-plus people rescued
* More than three times the number of Guardmembers deployed to any previous natural disaster
* The largest and fastest disaster response in the Guard's history
* More than three times the number of troops on the ground as all other services combined
106th RW and two of the wing's HH-60G helicopters went to work. Crews from the 106th did not have difficulty finding people needing rescue. Often, crews spotted stranded residents waving at the helicopter from rooftops. Other times, pararescuemen were lowered to rooftops by cable from a hovering helicopter. They then searched homes for victims through holes cut in the roof.
Each rescue with a cable and winch required a pararescuemen to accompany each victim up to the helicopter. The pararescueman made sure the evacuees did not slip out of the sling or injure themselves while entering the cabin. Once the victims were safely strapped in, the pararescuemen immediately provided first aid. Many of the survivors pulled in were drenched in a watery slime and clutching their only remaining possessions. Others were distraught at the thought of leaving behind family pets. Unwilling to increase the victims' trauma, pararescuemen often found room for the furry companions.
New York HH-60 pilot Maj. Kevin Fennel recalled bringing his helicopter in for a final approach to pick up one group when he noticed another group waving to be rescued. His crew loaded the first group, flew it to a transfer site and quickly returned to pick up the second group. This operations tempo continued for days, Fennell said.
A number of residents were reluctant to leave their homes because of the fear of looters. Other residents refused rescue because their fear of flying was stronger than their fear of drowning. To the Air Guardsmen, it seemed that the hardships experienced by the residents of New Orleans culminated when they were rescued by helicopter and got their first glimpse of Katrina's destruction. While flying high above their flooded homes, their faces expressed shock at seeing the extent of the devastation.
This month in Guard history
April 7, 1712: Hancock's Fort, N.C. — South Carolina's Col. John Barnwell, commanding a combined white militia and friendly Indian force numbering about 300 men, again besieges this main encampment of the hostile Tuscarora Indians. The Tuscaroras had launched a surprise attack in September 1711, killing about 130 colonists and prompting North Carolina to ask Virginia and South Carolina for help. Barnwell's army was composed mostly of South Carolina militia.
THE ON GUARD
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Fairisle Infant and Nursery School
Computing Policy
Date policy reviewed: November 2023
To be reviewed again: November 2025
SIGNATURE STAMP
These are confirmed as a true and accurate record of the meeting that took place on: 6/12/23 POLICY
Signed:
Rick Allan Chair of Governors
Approved Date: 6/12/23
Fairisle Infant and Nursery School
"Every Child has the right to an education" Article 28
"Education should develop each child's personality and talents to the full" Article 29
"Every child has the right to be safe" Article 19
UNICEF Convention on the Rights of the Child
Computing Policy
"A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world" (National Curriculum 2014)
Computers and electronic information are an essential part of our society. It is vital that all our children gain confidence, and develop knowledge and skills in Computing to prepare them for later life.
The use of Computing can enhance and extend a child's learning across the whole school curriculum. Therefore, at Fairisle Infant and Nursery School, Computing is an integral part of the curriculum. When pupils Computing they are developing a set of skills that will be required not only in the work place, but also for the daily routines in life, for pleasure, and creativity in the future in an ever advancing technological world.
Vision
We will continue to ensure that all members of our school have access to appropriate high quality resources that they use effectively and creatively to support teaching and learning across the curriculum. Our pupils will be responsible, competent, confident and creative users of information and communication technology and will be able to use this to understand and change the world. Our pupils will be able to understand and apply the fundamental principles and concepts of computer science and can use this knowledge to solve problems.
Intent
Our Intent is;
- For all children to have the confidence and competence to access technology safely and be able to apply their skills and knowledge to a rapidly developing technological world.
- To provide a high quality Computing curriculum, covering a range of knowledge and skills with the intention of them becoming experts in these. The curriculum is planned across Key Stage One, ensuring clear progression, so pupils can acquire new skills quicker to become more proficient.
- For pupils to develop their knowledge, skills and understanding of the key aspects of digital literacy, information technology and computer science, ensuring that they have learned the knowledge required to meet the aims of National Curriculum for Computing (DfE, 2013).
- For pupils to learn essential knowledge including password safety, creating digital documents, protecting themselves online, saving and retrieving work, designing and coding programs and digital design.
- Provide equal opportunities for all pupils to develop their Computing skills alongside the acquisition of other basic skills during their time in our school. Giving them the opportunity to extend this further with home learning.
- Incorporate Computing in all areas of the National Curriculum and highlight these across the curriculum. To include remote learning where appropriate.
- Raise pupils' awareness of Computing through regular display of their ICT work in the classrooms and around the school and give feedback for the work they produce using Purple Mash and Tapestry.
Developing and Monitoring the Computing Curriculum
By nature, the delivery of the Computing curriculum is liable to change frequently in order to keep up with technological advances. The plan for developing the Computing curriculum and managing changes is outlined in the school's ICT Action Plan. This is updated annually by the Computing Subject Leader in conjunction with the Leadership Team and an annual Action Plan is produced from this.
All members of staff receive training, including annual E-Safety training, in order to develop their own Computing skills at an appropriate level.
We have an annual service agreement contract with Excalibur to provide ICT technical support for ½ day site visit every fortnight , plus additional support offsite if required. In house ICT support is also provided by an admin assistant to support the day to day technical problems encountered, this will ensure that computers, software and ICT based resources are kept in good order.
The admin assistant will provide back up for teachers who encounter technical problems during the teaching day. Teachers can raise a ticket from their desktop direct to techs4education as they can access the computer remotely if needed.
The Computing Scheme of Work sets out and details the skills that should be taught in each year group and is supported by a progression of skills. The Computing Subject Leader is responsible for the Development Plan, the Scheme of Work and the management of changes in the curriculum and resources and is also responsible for monitoring the teaching of ICT to all pupils. He/she will be involved in monitoring class teachers' curriculum planning and will provide necessary support, including internal or external agency support.
The use of the Internet as a means of communication and as a learning tool is to be monitored by the class teacher. All procedures for Internet access is the teacher's responsibility and only LA and school approved search engines will be used. (See ESafety Policy)
Assessment of Computing
(To be read in conjunction with the schools Assessment, Recording and Reporting Policy)
On-going assessment has always been an integral part of good practice. It is important to remember that the main reason for assessment is to enable the teacher to match work to the abilities and needs of the pupils as they progress.
In the Early Years Foundation Stage children will be assessed using Birth to Five Matters document. They will be assessed as to whether they are on track or not on track. Tapestry is the learning assessment tool we will now use.
In Key Stage One teachers will assess children using the end of key stage outcomes. These outcomes have been broken down into year groups and will be known as stages (i.e. year 1 is stage 1 etc.). Within each stage, pupils will be assessed as beginning, secure and exceeding for each stage.
Entitlement to the Computing Curriculum
Equal Opportunities
All pupils have access to the use of ICT regardless of gender, race, cultural background or any physical or sensory disability. Where use of a school computer or ICT resource proves difficult because of a disability, the school will ensure that the pupil has access to specialist equipment, software and support where it is necessary. Pupils with special educational needs and/or disabilities will also be given greater access to the whole curriculum through the use of ICT. Their motivation can be heightened and they are able to improve the accuracy and presentation of their work.
Also attached is the Tapestry Policy
Policy prepared by Joanna Marris (Computing Lead)
Review date: November 2025
Tapestry – Learning Journal Policy June
Aims
At Fairisle Infant and Nursery School, we use an online system called Tapestry to record and store observations and assessments relating to each child. This is a safe and secure system and one that enables parents and carers to access their child's learning journey at any time. They can share it with their child, family and friends at home and also post any comments and photographs of their own, helping to create a fully holistic view of the child and strengthen the parent partnership. It will also show children's developmental progress through the different age bands of the EYFS to the Early Learning Goals.
Procedures
Tapestry allows staff and parents to access the child's Learning Journal from any computer or tablet via a personal, password-protected login.
- Staff access allows input of new observations and photos or amendments of existing observations and photos.
- Parent access allows input of new observations and photos or the addition of comments on existing observations and photos. Parent logins do not have the necessary permission to edit existing material. Parents logging onto the system are only able to see their own child's Learning Journal.
Parents are asked to sign a consent form giving permission for their child's image to appear in other children's Learning Journals and to protect images of other children that may appear in any photos contained in their child's Learning Journal.
Observations input into the Tapestry system are validated by the child's Class Teacher/Key Worker before being added to the child's Learning Journal.
The Learning Journal is started once the child has started school. During the first term, entries will be made more frequently as staff get to know the children.
New observation entries to a child's Learning Journal will usually be uploaded within one week of the observation being made.
Observations are written in the present tense.
In all written observations, other children are referred to by initials and not by name.
All photographs are taken of the children either immediately or uploaded to Tapestry or secured securely on the tablet/camera being uploaded within 2 weeks.
Tapestry is not used as a general communication tool between school and home. A Child's Learning Journal is a document recording their learning and development and parents may add comments on observations or contribute photos, videos or information about activities they have been doing at home. Parents may contact the school directly with regards to any other matters.
Tapestry will be accessed for Parents who cannot access IT at home; this will be available during Parents Evening or at a mutually convenient time for the teacher/keyworker where they will be given supported access onto the system.
Security
The Tapestry on-line earning Journal system is hosted on secure dedicated servers based in the UK. Access to information stored on Tapestry can only be gained by a unique user id and password.
As part of our commitment to safeguarding our children, all Learning Journeys are password protected so that parents and carers can only access the account of their child. Other than family, only the child's Class Teacher, Teaching Assistant and Year Heads will have access to the Learning Journal.
All staff at Fairisle Infant and Nursery School have up-to-date safeguarding and esafety training. Staff use tablets to take photographs for observations. Photos will be uploaded to the journal as they are taken and then deleted from the device. If the photo cannot be uploaded onto tapestry immediately (such as when there is limited or no WI-FI access) the photo will be stored on the tablet until it can be downloaded (no longer than 2 weeks).
Staff are able to take tablets home, once they have been signed by their manager and they must be brought back to school premises on the very next working day. They are to be stored in a locked cupboard at the end of each day and over the holidays as a security measure.
Staff wishing to Update Learning Journals at home are able to access the Tapestry site using their school laptops or signed out tablet devices only. Personal devices such as phones must NOT BE used.
All staff with access to Tapestry are required to sign to ensure that they follow and agree with this policy annually. | <urn:uuid:6570e71d-bb6b-44c4-9e80-758335ec3517> | CC-MAIN-2024-30 | https://www.fairisle-inf.co.uk/_site/data/files/6B439E2A0229DD64DED4A837BD8743C3.pdf | 2024-07-16T11:52:58+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00462.warc.gz | 650,992,543 | 2,179 | eng_Latn | eng_Latn | 0.997875 | eng_Latn | 0.998726 | [
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Writing
Narrative Writing Informative Writing Persuasive Writing Poetry Research Report Writing Process Writing Conventions
4th Grade Refrigerator Curriculum
Social Studies
Geography - Regions, Colonial America - Reasons for Conflict American History - Starting a New Government Economics
Science
Quarter 1: In this unit students will answer the following: How can maps help locate different land and water features, and how do they change over time? What are some changes that affect Earth's landforms? How can we use science and engineering design to protect ourselves from earthquakes?
Quarter 2: In this unit students will answer the following: What is energy? How are speed and energy related? How does energy move from place to place?
Quarter 3: In this unit students will answer the following: What are waves (energy)? What kinds of waves are there? How do we measure waves?
Quarter 4: In this unit students will answer the following: What do organisms need in their habitat to survive and how can adaptations aid in surviving in their habitat? How does an organism's structure help it survive? What are different ways animals use their senses and structures in their environment?
Math - Major Work of 4th grade:
Unit 1: Students model multiplication situations with arrays. They will use arrays to find factors and identify prime and composite numbers. Students gain familiarity with factors and multiples by using what they know about numbers within 100.
Unit 2: Students record, organize, and represent data, including measuring and comparing the heights of first and fourth graders. They use line plots, other representations, and summary descriptions to model what their data show.
Unit 3: Students solve multiplication problems with small 2-digit numbers by breaking the numbers apart and representing their solutions with arrays.
Unit 4: Students estimate and measure length in U.S. Standard and metric units and convert measurements from larger to smaller units. They measure the perimeter of shapes and use generalizable methods to determine the perimeter of rectangles.
Unit 5: Students study place value and the operation of addition as they solve addition problems fluently. They compare different types of addition strategies, including the U.S. standard algorithm, and discuss the meaning of a generalizable algorithm.
Unit 6: Students find fractional parts of the areas of rectangles and identify equivalent fractions. Students are introduced to decimal notation and represent and identify tenths and hundredths.
Unit 7: Students estimate products and practice strategies for solving multiplication problems with 2-digit factors. This includes solving measurement conversion problems.
Unit 8: Students use tables, arithmetic, expressions, and symbolic notation to represent, describe, and compare the relationships between two quantities.
Reading
Unit 1: Informational text: author's purpose, analyze main ideas and details, analyze text structure, analyze text features, use text evidence, generate questions, confirm and correct predictions, and summarize text.
Unit 2: Informational text, fiction, and poetry: analyze main ideas and details, analyze text structures, analyze plot and sequence, analyze descriptive language and the elements of poetry, synthesize information, confirm and correct predictions, and use text evidence.
4th Grade Refrigerator Curriculum
Unit 3: Realistic fiction, poetry, and autobiography: analyze character, plot, and setting; explain the author's purpose, compare and contrast points of view, analyze poetic elements, generate questions, visualize to understand, make connections, and make inferences about characters.
Unit 4: Folk tales, drama, historical fiction, and myths: analyze characters, infer theme, explain elements of a drama, analyze myths, synthesize information, summarize literary text, and make connections.
Unit 5: Informational text and argumentative text: analyze text features, analyze argument, analyze main idea and details, explain ideas, compare and contrast accounts, make inferences, monitor comprehension, and use textual evidence. | <urn:uuid:9233b2e3-4f93-4764-aacd-d1c3cd756f40> | CC-MAIN-2024-30 | https://www.hazelwoodschools.org/cms/lib/MO01909922/Centricity/Domain/3291/4th%20Grade%20Refrigerator%20Curriculum%202021-2022.pdf | 2024-07-16T11:40:03+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00461.warc.gz | 694,022,456 | 784 | eng_Latn | eng_Latn | 0.977678 | eng_Latn | 0.991208 | [
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GEOLOGY 111 EXAM 3 STUDY QUESTIONS
Covers lectures and readings Nov 16 –Dec 13
What does it mean that the earth has an GAD magnetic field? What is the G, A and D in GAD? What does it mean that the field "reverses"?
What is secular variation? Does the geographical pole wander? Does the magnetic pole wander?
What is a magnetic anomaly? How do they arise? Why do anomalies over the ocean floor occur as bands? Are there stripes on the ocean floor?
What is paramagnetic behavior? What is ferromagnetic behavior? What kind of materials are paramagentic? What materials are ferromagnetic? How does a rock become permanently magnetized? What is the "Curie temperature"?
What kind of structures are produced at a rifting continent?
What rock sequences are produced during the rift phase of continental divergence? During the drift phase?
Why can't continents remain a part of an active divergent boundary?
What is the difference between a mountain belt and an orogenic belt?
What kind of structures are produced during continental collision? What kind of rocks are drawn into continental collision zones? What kind of rocks are produced in continental collision zones?
The origin of granites is linked to the development of metamorphism in orogenic belts. How?
Can you draw an idealized cross section of an orogenic belt? Which rocks were once part of the down going plate? Which rocks were once part of the over-riding plate? How would we recognize the "suture" between the two? What would you see in the "core" of the orogenic belt?
What is the most abundant volcanism on earth?
How is oceanic crust made at divergent boundaries? Why is it considered a "chemical derivative" of the mantle?
What are the rocks and igneous structures that make up an ophiolite?
How does the lithosphere mature as it moves away from a mid-ocean ridge?
How does a transform boundary between two ridge segments work? What is the bathymetric expression of a transform boundary between two ridge segments?
The bathymetric expression of a transform boundary can commonly be seen many 100's of km away from related mid-ocean ridges. Why? Why is the transform only seismically active between the ridge segment and not away from the ridge?
What are fracture zones? Are they active faults?
What is the bathymetric expression of a subduction zone?
Why do volcanic arcs form where the subducting plate reaches 100 km depth?
Why don't subducting plates melt? If they don't melt, where does the magma in the arc come from?
If the parent magma below an arc is basaltic (and it is!) why are andesites so common in arcs? Why is a volcanic arc called an arc?
What types of igneous rocks are common in an arc built on ocean crust? What types are common in an arc built on a continent? How and why do they differ?
What is an accretionary wedge? What kind of rocks are found in an accretionary wedge? What is a melange?
What is a hot spot? Name three presently active hot spots. What kind of igneous rocks are made at hot spots.
Can you name the most common setting or settings of formation for each of the six main types of igneous rocks (basalt, gabbro, andesite, diorite, rhyolite and granite)?
Where would you go on earth today to find each of the following features: divergent plate boundary; rifting continent; convergent plate boundary with ocean crust on the over-riding plate (an island arc); convergent plate boundary with continental crust on the over-riding plate (a continental arc); continental collision?
Do you still know the names of the periods of the Geologic Time Scale (in order) and the dates (in Ma) of the major (era) time boundaries?
How are fracture zones and magnetic anomalies used to determine paleo-spreading rates for midocean ridges?
What can we learn about plate kinematics from hot-spot tracks?
How do continental margins form? What is the continental shelf? Continental slope? Continental rise? | <urn:uuid:428bdea2-5283-4ad1-9c08-b6f86cb30e48> | CC-MAIN-2024-30 | https://www.amherst.edu/system/files/media/0245/Ex_3_%20Q%27s_f11.pdf | 2024-07-16T11:44:51+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00465.warc.gz | 563,282,133 | 891 | eng_Latn | eng_Latn | 0.99704 | eng_Latn | 0.997184 | [
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[Year]
Lean Healthcare SHIP Lean Training Waste Walk Exercise
Waste Walk Exercise
Before you can fix a problem, you must first see it. However, the longer you're in the same place, the more difficult it is to see the waste around you. Taking a "waste walk" is one way to make the waste visible again. (A waste walk is different than a Gemba Walk) It is a planned visit to where work is being performed to observe what's happening and to specifically look for waste.
What is Waste?
Anything that does not add value is considered waste or Muda. Taiichi Ohno, founder of the Toyota Production System, identified seven (7) wastes. Another waste was added at a later date. We call these the Eight Wastes in Healthcare:
Time:
- Waiting for people or services to be delivered; Time when people, processes or equipment are idle
Defects:
- Waste related to costs for inspection of defects in materials and processes, customer complaints and repairs
Motion:
- Unnecessary movement or movement that does not add value.
- Movement that is done too quickly or too slowly
1
Transportation:
- Conveying, transferring, picking up, setting down, piling up and otherwise moving unnecessary items.
Inventory:
- Excessive amounts of supplies, materials, or information for any length of time.
- Having more on hand than what is needed and used.
Processing:
- Unnecessary processes and operations traditionally accepted as necessary.
Overproduction:
- Producing what is unnecessary, when it is unnecessary, and in unnecessary amounts.
Underutilization of People:
- Failure to fully utilize the time and talents of people; lack of training; no avenue for suggestions
Samples of Waste in Hospital:
Learning Objectives:
- To introduce the concept of Lean and how the eight wastes are associated with it.
- To introduce the concepts of Waste – inventory, lost time, movement, transport, etc.
- To energize staff to understand the benefits of removal of waste
- To explain how to identify and eliminate waste
- To practically examine the benefits of removing waste and the potential savings
- To practice identification of the 8 wastes in your organization.
Direct Observation
Direct observation is the best way to see how the work happens or to see how patients, materials and information flow through a process. Its best to walk through the entire process quickly, then go back and do direct observation to develop detail by following a patient, materials/equipment and information through the entire flow.
Observation in Lean IS:
- First Hand
- One person at a time
- A structured process, with a framework
- Documenting the work exactly as it is being performed
- What "is" vs. what "should be" (or what the policy manual states)
Observation in Lean IS NOT:
- Following/Shadowing a Patient/Staff Member
- Monitoring/Evaluating
- Interviewing
- Necessarily Statistically valid
‡ Observation is CRITICAL in Lean to:
- See the reality
- See from the patient's perspective
- Expose the hidden costs
- Quantify waste in the way work is done
- Understand the root causes to problems
- Generate ideas to truly eliminate the root causes
- Create a continuous improvement culture
Waste Walk Guidelines
Taking a "waste walk" is one way to make the waste visible. In other words, after learning about waste in an organization you will see your hospital with "new eyes." A waste walk is simply a planned visit to where work is being performed to observe what's happening and to note the waste. Here are some suggested guidelines:
1. Huddle with your team members:
a. Describe the purpose,
b. Review the various forms of wastes and examples,
c. Pass out copies of the "Identifying Waste – Worksheet" and,
d. Assign areas to walk to your team. It's usually better to have each individual work on their own for their assignment.
2. Go out on your waste walk and look for examples of each waste.
3. Move to areas in the individual assignments, and study the areas for 30–45 minutes.
4. Do NOT explain to the people in the area of observation that you are looking for "waste" but that you are observing how things flow through the hospital. We want to observe the process in its most natural setting. However, it is important to say if someone asks, "I'm not checking on you to see how you are doing your work, but we are here to honor your work by seeing how the process works. We want the process to be the best it can be for our staff and our patients"
5. As you see work that appears to be waste, jot down the example you see on your Identifying Waste – Worksheet.
6. End the walk when all team members have successfully identified at least eight examples of each of the eight wastes.
7. Return to the team and discuss what you have seen. One by one, have each team member describe their waste. Generate ideas to eliminate the wastes that have been identified.
8. Do this once per week with your team over the next three weeks. Vary the times and the days to get a better picture of what is really happening in the hospital. Vary the flow or processes you are observing.
9. On the fourth week, bring your team together and review the previous three weeks' worth of information. Draft your Waste Walk
4
"Lessons Learned Report" and submit on Moodle by answering the following questions:
a) Report the types and kinds of wastes you identified.
b) What was the cause? Was it a symptom or a root cause?
c) How were the customer and/or staff impacted?
d) What bottlenecks or obstacles in the process flow (value stream) did you identify?
e) What ideas did you come up with for eliminating or reducing the waste?
f) What was the most difficult part of identifying waste? What was the easiest?
g) What would you do differently the next time you go on a waste walk?
h) What are the greatest opportunities to reduce or eliminate waste that you observed? | <urn:uuid:54ac76e2-1734-4ba5-b6fb-18fa8251fe6e> | CC-MAIN-2024-30 | https://www.ruralcenter.org/sites/default/files/Waste%20Walk%20Guide_1.pdf | 2024-07-16T12:03:59+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00463.warc.gz | 848,075,420 | 1,253 | eng_Latn | eng_Latn | 0.924117 | eng_Latn | 0.99805 | [
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Reorienting Oz Lit and the English Curriculum
Essay written by Associate Prof. Jacqueline Lo, School of Cultural Inquiry, The Australian National University and delivered at the AEF National Education Summit March 2010.
Let's start with a quiz – what do these people have in common? Brian Castro, Sean Tan, William Yang, Tony Ayres & Jimmy Chi
They are well-known contemporary Australian writers and filmmakers of Asian descent.
Brian Castro is the author of nine novels and winner of a number of state and national prizes including the Australian/Vogel literary award, The Age Fiction Prize, the National Book Council Prize for Fiction, four Victorian Premier's awards, two NSW Premier's awards and the Queensland Premier's Award for Fiction. Shaun Tan is an illustrator and author of award winning children's books such as The Arrival and Tales from Outer Suburbia. William Yang is a 3 rd generation Chinese Australian performer and photographer of international standing. Tony Ayres is the award-winning director of films such as The Home Song Stories and Walking on Water. Jimmy Chi is an Aboriginal with Chinese-Japanese-Scottish heritage. He is musician and writer including Bran Nue Dae that recently adapted to the screen.
Other non-Asian counterparts who engage with Asia in a lot of their work include Linda Jaivin, Alex Miller, Christopher Koch, Nick Jose, Inez Baranay, and Nöelle Janaczewska among others.
These names are well known in literary and arts circles but they rarely feature in the school curriculum, and yet their works play an important role in the development of our national literature. Rather, when Asia does feature in the English curriculum it tends to be refracted through Euro-American literatures. The 2009
report by Australian Council for Educational Research (ACER) commissioned by the AEF into Year 12 subjects found that:
there is very little evidence that students are … receiving [Asian] exposure through English courses. Where texts with content or focus on Asia are listed,… they are often older 'established' texts (eg. Graham Greene's The Quiet American or Pearl Buck's The Good Earth). (3)
I find this rather disturbing – not only because students are getting this experience of Asia through nonAustralian imaginaries but because these texts project ideologically loaded images of Asia. In the case of Buck, of China of the 1930s (the popularity of the book is said to have helped Americans view Chinese favourably as allies against the Japanese in the Pacific War) and in the case of Greene, the French War in Vietnam in the 1950s. Greene's representation of the Vietnamese, and Vietnamese women in particular, is rather problematic, even though it presents an interesting critique of war and masculinity through the figure of the British protagonist and his competition with a young American. It may be fine to have such representations of Asia if they sit alongside other literary representation of and by Asia but current research suggests that there is very little of other kinds of literary representations to augment such dated Euro-American dominance.
This begs the question as to why after nearly 20 years of discussion about Asia literacy, is our education system so timorous in engaging with Asian cultures and literatures through Australian and Asian-Australian experiences and literary sensibilities?
I suspect part of the timidity is our lack of understanding of how the development of our own national literature is imbricated in perceptions of and relations with Asia. This is one of my key points: strengthening our own understanding of Australian literature goes hand in hand with understanding our relationship with Asia and Asian literatures. Australia and Asia are not mutually exclusive categories.
Well before Europeans settled in Australia, there was already a tradition of oral and performance exchanges between the indigenous inhabitants of Northern Australia and the Indonesian islands. The strong trading links between the Yolgnu peoples and the Macassans had a significant impact on both cultures. The contact between the 2 communities are remembered today through oral history, songs and dances, and rock and bark paintings, as well as the cultural legacy of transformations that resulted from the contact.
Reorienting Oz Lit and the English Curriculum
In colonial times, Asia occupied a much more problematic role in literary representations (see Walker). Asia was often demonised as the hungry horde waiting to invade White Australia in popular literature and spurred a whole genre of "invasion literature" from 1880s onwards portraying dystopic images of Asiancontrolled Australia. Examples include The Coloured Conquest by Rata (T.R. Roydhouse) and Kenneth Mackay's The Yellow Wave.
The denigration of cross racial breeding and the emergence of so-called Eurasian and indigenous-Asian "half castes" were portrayed in these texts as anathema to the purity and vigour of the newly federated Australian nation. The nationalist playwright Louis Esson wrote a series about the "Asiatic menace" and of the need for severe immigration laws in the popular magazine, The Lone Hand after a trip to Japan in 1908.
And yet, even while there was this fear of invasion, there was also a consistent fascination with Asia. I find it in the works of Henry Lawson for instance. In his 1905 poem "The Tracks that lie by India" Lawson represents Asia as the site of fascination and freedom for the visitor:
The tracks that lie by India to China and Japan,
The tracks where all the rovers go – the tracks that call a Man!
I'm wearied of the formal lands of parsons and of priests,
Of dollars and of 'fashions,' and I'm drifting towards the East;
I'm tired of cant and cackle, and of sordid jobbery –
The misty ways of Asia are calling unto me.
(from Windchimes 2006: 22-3)
This fascination with Asia turns to something more complex in "To be Amused" (1906) when he contemplates Asians occupying Australia.
I see the brown and yellow rule The southern lands and southern waves White children in the heathen school, And black and white together slaves, I see the colour-line so drawn (I see it plain and speak I must), That our brown masters of the dawn Might, aye, have fair girls for their lusts!
Reorienting Oz Lit and the English Curriculum Dr Jacqueline Lo
Shore guns and ammunition first, Build forts and warlike factories, Sink bores and tanks where drought is worst, Give over time to industries. The outpost of the white man's race, Where next his flag shall be unfurled, Make clean the place! Make strong the place! Call white men in from all the world! (from Windchimes 2006: 26)
Lawson's writings demonstrate the ambivalent workings of Orientalism: Asia is projected as the site of both desire and disavowal. This tension between fascination and fear continues to be played out, differently, in contemporary Australian literature and film; see for example Sue Brookes' 2007 film Japanese Story where Toni Collette's character has an affair with a Japanese tourist who dies tragically in middle of Australia.
The great canons of Asian literature/s have been a source of inspiration for many of our significant poets including Kenneth Slessor, Judith Wright and Robert Gray (see Windchimes). Japanese and Chinese poetry read in translation was a major source of creativity for Gray and he worked with Japanese translators to produce his own poetic versions. Gray was deeply interested in Zen philosophy and was particularly taken with the haiku form and wrote several series of poems experimenting with the form but with a distinctly Australian sensibility and image in the 1980s (Broinowski 145). In drama, John Romeril has had a long engagement with Japanese culture (since the 1960s) and Japanese cultural references and aesthetic forms have been present in works such as Love Suicides (1997) which references the classical dramatic genre of the double suicide pioneered by the so-called Shakespeare of Japan, Chikatmatsu Monzaemon in the 18 th C. Chikamatsu developed the genre for the then new artform of bunraku puppetry, a form that Romeril also adopts and adapts in his Japanese-Australian love story. (See Gilbert & Lo)
Australian writers have not only been inspired by the great Asian art forms, they have also contributed to the development of Asian literary canons, particularly in the area of translation. In 2001, the ANU Professor of Japanese Studies, Royall Tyler, translated the entire Tale of Genji. Written in the eleventh century, this portrait of courtly life in medieval Japan is widely celebrated as the world's first novel, made all the more significant in that it's attributed to the Japanese noblewoman Murasaki Shikibu. Tyler's translation is only the third translation of the entire Tale into English.
Max Lane is another Australian who has played a major role in translating Indonesia literature, and specifically the works by Pramoedya Ananta Toer and W.S. Rendra into English for an international readership. He has translated five novels and one non-fiction book by Pramoedya, including the landmark Buru Tetralogy novels. His translations of Rendra include The Struggle of the Naga Tribe. Likewise, Harry Aveling has received honours for his translations of major Malay and Indonesian and more recently Vietnamese, texts for the English-speaking world. Through his efforts, the English language readership has come to discover the talents of Shahnon Ahmad and Dorothea Rosa Herliany.
Australia has also contributed to the development of modern Singaporean drama through the works of the late playwright, and director, Kuo Pao Kun. Kuo is acknowledged by Singaporeans and the international theatre sector as the pioneer of postcolonial Singapore theatre. Kuo finished his matriculation in the late 1950s in Australia and went on to work as a translator/announcer with Radio Australia. In 1963, he took up an intensive, two-year drama programme with the National Institute of Dramatic Arts (NIDA) in Sydney, while working in technical theatre at the Old Tote. Kuo asserts that NIDA gave him a "strong, solid grounding" in many aspects of contemporary Western theatre and introduced him to Western classical theatre, and he continued his professional as well as personal links with Australia right up to his untimely death in 2002.
The presence of Australian writers (in English) of Asian descent began to be felt in the 60s, pioneered by writers such as Mena Abdullah whose collection of short stories Time of the Peacock (1955) gave Australian readers a completely different image of rural Australia through the eyes of migrant Afghani children growing up in the bush. Writers such as the Yasmine Gooneratne, and Ee Tiang Hong followed in Abdullah's wake in the 60s and 70s, followed writers such as Brian Castro in the 80s; Beth Yahp, Hsu Ming Teo and Simone Lazaroo in the 90s, and Tom Cho and Nam Le and filmmaker Khoa Doa, more recently.
One of the most common responses to the question as to why teachers do not teach Asian literature is that it is too different, hence the resort to North American and European canonical works that are more familiar and familial. I hope this brief genealogy offers a sense of the lines of kinship between Australian and Asian literatures – our relations are closer than usually understood.
Asia literacy and Interculturalism
Much has already been said at this summit about Asia literacy. It's not a new concept of course. Alfred Deakin wrote 2 books about India before becoming a Member of Parliament. He believed that anyone wanting to understand the modern world must understand the struggle for power between East and west,
and that knowledge of India played a critical role in this engagement. In Temple and Tomb in India (1893) he predicted that Australia and India would show a growing convergence of interests, arguing that the two countries were allied already "politically and intellectually as well as geographically". Deakin felt that Australia should also be well-informed about other nearby 'Asiatic empires" whose future would be bound up with our own (Walker 20-1).
This kind of geo-political rationale for engagement with Asia was given an added economic imperative by Keating's enmeshment with Asia campaign in the early to mid 90s when the economic tigers and dragons in Asia were seen as the lifeline for an economically depressed Australia. Asia literacy was largely understood as ways of understanding (Asian) cultural differences to facilitate better ways for Australian to operating in and with Asia. Despite critiques of the economic motivations of the enmeshment campaign to position Australia in Asia, this was a period of significant cultural reorientation. This was the time when there was significant investment in education and the arts with the emergence of events such as the Asia-Pacific Triennial exhibition in Brisbane and organisations like the Asia Education Foundation and Asialink.
Kevin Rudd and Julia Gillard's push for Asia literacy today echoes much of the rhetoric of past leaders, and from my perspective, it is a welcome echo and shift in focus in education. I have some reservations however about the ways in which engagement with Asia remains largely couched within a discourse of maximising geo-economic opportunities. The concept of Asia literacy is understood as a process of intercultural cultural engagement whereby "we" get to know "them" better. In this calculus, better communication leads to better political strategising and stronger trade figures. Asia and Australia, us and them, remain mutually exclusive categories despite the well-intended aims of bring us together.
I have reservations about the effectiveness of this imperative for promoting long-term sustainable intercultural understanding within a pedagogical framework. Asia literacy and intercultural understanding calls for a shift away from an emphasis on knowledge outcomes and on a perception of knowledge as impersonal and disembodied, towards something that students of English and literature know very well: that knowledge is experiential, embodied and personalised. The wonderful thing about literature as a subject matter is that we can work towards Asia literacy in these affective ways.
"Word Gifts for an Australian Critic" by the Filipina-Australian poet Merlinda Bobis
I bring you words freshly prised loose from my wishbone.
mahal, oyayi, halakhak, lungkot, alaala
```
mate those lips, then heave a wave in the throat and lull the tip of the tongue at the roof of the mouth. mahal, mahal, mahal. 'love, love, love' – let me, in my tongue. then i'll sing you a slumber tale. oyaiiyaiiyaiiyayiiii – once, mother pushed the hammock away – oyaiiyaiiyaiiyayiiii, the birthstrings severed from her wrist when i married an australian. so now I can laugh with you halakhak! How strange your kookaburras roost in my windpipe when I say, 'laughter!' as if feathering a new word, halakhak-k-k-k-kookaburra! but if suddenly you pucker the lips – lung – as if you were about to break into tears or song – watch out, the splinter cuts too far too much – lunggggggg – unless withdrawn – kot – in time, lungkot. such is our word for sadness.
```
ah! For relief, release, wonder or peace in any tongue, 'ah!' of the many timbres; this is how remembering begins – ah! – and is repeated – lah!-ah!-lah! alaala. This is our word for memory.
how it forks like a wishbone mahal, oyayi, halakhak, lungkot, alaala
how they flow east-west-east-west-east in one bone wishing it won't break. (Bobis 9-10)
In this poem, Asia and Australia are not positioned as either us/them or inside/outside but rather part of the movement of to-ing and fro-ing, like the hammock swinging. Asia and Australia are part of the one body, part of the one wishbone that holds 2 parts in tension. The wishbone holds up the body, makes the body whole. The poem suggests a different kind of Asia literacy – one where intercultural engagement necessitates a dialogue where both parties are subjects (rather than subject and object), and where the dialogue affects and changes both interlocutors. Listen to how halakhak feathers into kookaburra in the mouth; see how the Tagalog word visually transforms itself into something more familiar. Intercultural engagement here becomes a process of intersubjective relations – intercultural understanding happens not with one or other subject but rather the dynamic between. It is experienced in the to-ing and fro-ing, the action and reaction and action again, between subjects that lead to a process of mutual transformation and reorientation.
When I consider the three strands identified in the English curriculum -- language literature and Literacy – it's not difficult to see how they apply to the poem for a middle to upper level classroom. There is wonderful lyricism in the poem, the play of languages and the ways in which the taste and shape of the
Reorienting Oz Lit and the English Curriculum Dr Jacqueline Lo
words – English and Tagalog – morph in the mouth as rich material for study of language. For the literature strand, we could perhaps talk about Bobis' choice of the imagery of the wishbone and the juxtapositioning of the Filipino and Australian references. For literacy, we might perhaps look at the oral elements of the poem and the kinds of emotive language employed.
My point here is that you can use Asian or Asian-Australian texts to teach core English aims and objectives.
Reorienting English: possibilities and challenges
I want to now close by briefly considering what reorienting the English curriculum entails. Teachers, like their tertiary counterparts, are already stretched by an increasingly demanding workplace. Some teachers say that while they have teaching resources in the school or have access to them e.g. through libraries and internet, they don't know what to do with the material. Some say they would love to do more with Asia but don't have the time or support (especially financial support) for professional development. In all these responses, the underlying assumption is that Asian literature is not core but surplus, additions to enrich but not essential to a core English curriculum.
How are we going to make the connection between the aspirations of our leaders for an Asia literate curriculum and evidence based educational outcomes? There is a danger that the emphasis on the functional nuts and bolts aspects of language and literacy will overshadow the desire to incorporate more Asian literature in the English curriculum.
How can we reorientate the perception that incorporating Asian literature is not about doing more on top of core texts, but rather doing it more cleverly, more strategically? Just as Bobis rejects the choice of us or them/Asia or Australia but chooses both, exposing students to the literary canon does not automatically mean Shakespeare, Yeats and Graham Greene but also Pramoedya Ananta Toer and Brian Castro. How can we get this message across the education sector? How can we support teachers to make strategic decisions about what to drop off and how to incorporate Asia into the English curriculum to better reflect the best in world literature.
Julia Gillard told the 2008 AEF National Forum that "It is impossible to conceive of a future Australian education system that does not take the study of Asia seriously". As education professionals, our challenge is to build a sustainable environment where teachers are empowered to delivery Asia literacy seriously. Does the draft of the English curriculum help us to this end? How can we do better?
References:
Australian Council for Education Research (ACER), 2009, Studies of Asia in Year 12, Research report by
Jenny Wilkinson and Gina Milgate.
Bobis, Merlinda, 1998, Summer Was A Fast Train Without Terminals. Spinifex.
Broinowski, Alison, 1992, 1996, The Yellow Lady: Australian Impressions of Asia. Oxford University Press.
Gilbert, Helen & Lo, Jacqueline, 2007, 2009, Performance and Cosmopolitics: Cross-cultural Transactions in Australasia. Palgrave Macmillan.
Rowe, Noel & Smith, Vivian, 2006, Windchimes: Asia in Australian Poetry. Pandanus Books, The Australian National University.
Walker, David, 1999, Anxious Nation: Australia and the Rise of Asia 1850-1939. University of Queensland Press. | <urn:uuid:5de54b8f-f979-4ee4-bcec-7439be625294> | CC-MAIN-2024-30 | https://www.asiaeducation.edu.au/docs/default-source/professional-learning-pdfs/dr-jacqueline-lo-essay.pdf?sfvrsn=2 | 2024-07-16T11:44:20+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00469.warc.gz | 580,553,807 | 4,235 | eng_Latn | eng_Latn | 0.942705 | eng_Latn | 0.997728 | [
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Smarter Lunchrooms Movement Language for Local School Wellness Policies
Purpose
Integrate Smarter Lunchrooms Movement (SLM) into your school district's Local School Wellness Policy (LSWP) to ensure sustainability of SLM.
LSWP Requirements
The U.S. Department of Agriculture (USDA) released a final rule on July 29, 2016 for LSWP (§210.30(c)(1)). For more information on LSWP, visit the following USDA Web page at http://www.fns.usda.gov/tn/local-school-wellness-policy.
Under this rule, local education agencies such as school districts are now required to review and consider evidence-based strategies and techniques in establishing goals for nutrition promotion and education, physical activity and other school-based activities that promote student wellness. At a minimum,the USDA would expect local education agencies to review SLM tools and strategies, which are evidence-based, simple, lowcost and no-cost changes that are shown to improve student participation in the National School Lunch Program and School Breakfast Program while encouraging consumption of more whole grains, fruits, vegetables and legumes and decreasing plate waste.
General Guidelines for Integrating SLM Language in LSWP
As much as possible, districts should use strong policy language to mandate SLM implementation, provided that there is stakeholder commitment to SLM. Strong language includes phrases such as "will implement Smarter Lunchrooms Movement practices"; "shall conduct Smarter Lunchrooms Movement training for cafeteria staff"; or "will use signage on all food items." Often, the policy includes specific details.
If there isn't stakeholder commitment, the district may choose to moderate the language with phrases such as "to the extent possible" or "will promote the use of Smarter Lunchrooms Movement." On the following pages are suggested SLM policy inserts, organized by the common components of an LSWP.
Suggested Model SLM Language in an LSWP
Insert in the Preamble or Overview
"The board supports the use of health-promoting marketing strategies for our meal programs. School food service shall commit to incorporating Smarter Lunchrooms Movement tools and strategies, which are evidence-based, simple, low-cost changes that are shown to improve student participation in the school meal program while encouraging consumption of whole grains, milk, fruits, vegetables and legumes, and decreasing plate waste."
[You may also include additional information about SLM. See below.]
* "The Smarter Lunchrooms Movement of California, developed in partnership with the Cornell Center for Behavioral Economics in Child Nutrition, which is funded by the USDA Economic Research Service/Food and Nutrition Service is a grassroots movement of those who are concerned with the way children eat and who wish to change these behaviors through the application of evidence-based lunchroom-focused principles that promote healthful eating."
* "Smarter Lunchrooms Movement practices include using creative names for fruits and vegetables and targeted entrées, training staff to prompt students to select fruits and vegetables, placing unflavored milk in front of other beverage choices, promoting a particular entrée and bundling "grab and go" meals that include fruit and vegetable items, which have all been shown to improve the likelihood that children will make healthier choices."
Insert in the Nutrition Education and Promotion Section
"Nutrition education and promotion positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages and by creating food environments that encourage healthy food choices and participation in the school meal programs."
"The district will provide nutrition education that aligns with Smarter Lunchrooms Movement practices being implemented in the lunchroom. Examples include food tastings aligned with feature foods in the cafeteria, offered along with more comprehensive and sequential nutrition education."
"The district will also connect the cafeteria to the classroom by employing nutrition messaging aligned with Smarter Lunchrooms Movement practices being implemented in the cafeteria. Consistent nutrition messages will be delivered throughout all the district schools, in the cafeterias, classrooms, gymnasiums, hallways and other areas in
the schools, using venues such as posters, signage, artwork, newsletters and verbal announcements."
"The district will promote healthy food and beverage choices for all students throughout the school campuses, as well as encourage participation in school meal programs. This promotion will occur through at least:
* Implementing evidence-based, healthy food promotion techniques through the school meal programs using Smarter Lunchrooms Movement techniques and promoting foods and beverages that meet the USDA Smart Snacks in School nutrition standards.
* Using additional possible promotion techniques districtwide and at individual schools, available at www.healthiergeneration.org/smartsnacks."
Insert in the Nutrition Guidelines Section—School Meals
"The district is committed to serving healthy meals to students. All schools within the district participate in USDA Child Nutrition Programs, including the National School Lunch Program, the School Breakfast Program and [include here any additional federal child nutrition programs in which the district participates, possibly including the Fresh Fruit & Vegetable Program, Special Milk Program, Summer Food Service Program, supper programs or others]."
"The district also operates additional nutrition-related programs and activities, including [if applicable, insert a list of other programs such as Farm to School programs, school gardens, Breakfast in the Classroom, Mobile Breakfast carts, Grab 'n' Go Breakfast or others]. All schools within the district are committed to offering school meals through the National School Lunch Program, School Breakfast Program and other applicable federal child nutrition programs that:
* Are accessible to all students.
* Are appealing and attractive to children.
* Are served in clean and pleasant settings.
* Meet or exceed current nutrition requirements established by local, state and federal statutes and regulations. (The district offers reimbursable school meals that meet USDA nutrition standards.)"
"The district will incorporate strategies and principles from the Smarter Lunchrooms Movement at each school site. The district will require healthy food and beverage
products such as fruits, vegetables, whole grains, low-fat dairy products and water at all meals and school-sponsored events. Smarter Lunchrooms Movement strategies and actions such as signage will be used to encourage students to make healthier choices."
[Note: A district may elaborate and provide more SLM implementation-specific information from the SLM Self-Assessment Scorecard or include information in an Administrative Regulation. Some examples of the SLM practices are listed below.]
* "Whole fruit options are displayed in attractive bowls or baskets (instead of chaffing dishes or hotel pans)."
* "Sliced or cut fruit is available daily."
* "Daily fruit options are displayed in a location in the line of sight and reach of students."
* "All available vegetable options have been given creative or descriptive names."
* "Daily vegetable options are bundled into all 'grab and go' meals available to students."
* "All staff members, especially those serving meals, have been trained to politely prompt students to select and consume the daily vegetable options with their meals."
* "White milk is placed in front of other beverages in all coolers."
* "Alternative entrée options (e.g., salad bar, yogurt parfaits, etc.) are highlighted on posters or signs within all service and dining areas."
* "Reimbursable meals can be created in any service area available to students (e.g., salad bars, snack rooms, etc.)."
* "Student surveys and taste testing opportunities are used to inform menu development, dining space decor and promotional ideas."
* "Student artwork is displayed in the service and/or dining areas."
* "Daily announcements are used to promote and market menu options."
* "The district will engage youth in tasting and creating names for new menu items."
Insert in the Nutrition Guidelines Section—(continued)
Foods and Beverages Sold Separate from the Meal Program
"The district is committed to serving healthy foods and beverages to students. All schools within the district will only sell foods and beverages that meet the Smart Snack Guidelines and will competively price the preferred choices, such as fruits, vegetables, and low-fat white milk."
Foods Provided but Not Sold
"The district is committed to only offering healthy foods and beverages to students. All schools within the district will only offer foods during classroom celebrations and school events hat meet the Smart Snack Guidelines and will only offer healthy or non-edible items for fundraising purposes.."
Marketing
"The district prohibits marketing of any items that do not meet the Smart Snack guidelines. This includes logos such as those on scoreboards, placemats,cups and bullentin boards. All marketing will be targeted towards promoting health and nutrition."
Insert in Professional Development
"The district will ensure that food service staff receives professional development in Smarter Lunchrooms Movement principles, strategies and practices once a year."
Insert in Monitoring and Evaluation
"The district will monitor and evaluate the implementation and impact of Smarter Lunchrooms Movement, using tools such as the SLM Self-Assessment Scorecard, food production records, sales records, student surveys, meal participation rates, and plate waste studies."
"The district will report the results of their Smarter Lunchrooms Movement evaluation annually to the board."
Insert in Stakeholder Engagement and Community Partnerships (if applicable)
"The district will [insert as appropriate to current efforts: develop, enhance or continue] relationships with community partners (e.g., hospitals, universities/colleges, local businesses, etc.) in support of the Smarter Lunchrooms Movement components of the wellness policy's implementation. Existing and new community partnerships and sponsorships will be evaluated to ensure that they are consistent with the wellness policy and its goals."
"School food service staff will consult with Smarter Lunchrooms Movement of California Technical Advising Professionals for advice, resources, guidance and inspiration."
Much of this language has been adapted from the Alliance for a Healthier Generation's Model Wellness Policy, which can be viewed at https://www.healthiergeneration.org/take_action/schools/wellness_committees__policie s/wellness_policies/
Helpful Links
California Local School Wellness Policy Collaborative web page:
http://teamcaliforniaforhealthykids.org/school-wellness/
California Department of Education School Wellness web page:
http://www.cde.ca.gov/ls/nu/he/wellness.asp
Dairy Council of California School Wellness web page:
http://www.healthyeating.org/Schools/School-Wellness/School-Wellness-Policies.aspx
University of California CalFresh School Wellness Policy web page:
http://uccalfresh.org/resources/school-wellness-policy
California School Boards Association Student Wellness Policy web page:
https://www.csba.org/GovernanceAndPolicyResources/ConditionsOfChildren/StudentPh ysicalHealthWellness/StudentWellnessPolicy.aspx
California Project LEAN School Wellness web page:
http://www.californiaprojectlean.org/doc.asp?id=168&parentid=20
Center for Ecoliteracy Model Wellness Policy Guide:
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2023 Annual Drinking Water Quality Report HCSA – Leigh Street Plant PWSID NO. 5780600
INTRODUCTION
This Annual Drinking Water Quality Report is presented by the Halifax County Service Authority (HCSA) for calendar year 2023 and is designed to inform you about your drinking water quality. Our goal at HCSA is to provide you with a safe and dependable supply of drinking water, and we want you to understand the efforts we make to protect your water supply. The quality of your drinking water must meet state and federal requirements administered by the Virginia Department of Health (VDH). The Halifax County Service Authority (HCSA) received the 2023 Excellence in Waterworks Operations and Performance Award from the Virginia Department of Health.
If you have questions about this report, or if you want additional information about any aspect of your drinking water or want to know how to participate in decisions that may affect the quality of your drinking water, please contact: William Samples, HCSA Superintendent of Water at 434-575-4255. For more information can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (800-426-4791) or visiting www.epa.gov/safewater.
GENERAL INFORMATION
The sources of drinking water (both tap and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include:
* Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
* Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses.
* Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming.
* Organic chemical contaminants, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff, and septic systems.
* Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, EPA prescribes regulations that limit the concentration of certain contaminants in water provided by public water systems. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for human health.
All drinking water, including bottled drinking water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (800-426-4791).
Turbidity has no health effects. However, turbidity can interfere with disinfection and provide a medium for microbial growth. Turbidity may indicate the presence of disease-causing organisms. These organisms include bacteria, viruses, and parasites that can cause symptoms such as nausea, cramps, diarrhea and associated headaches.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by cryptosporidium and other microbiological contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
.
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Halifax County Service Authority is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential lead exposure by flushing your tap for 15 to 30 seconds or until it becomes cold or reaches a steady temperature before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/safewater/lead
SOURCE OF YOUR DRINKING WATER
The source of your drinking water is surface water with the raw water intake located in the Dan River. Treatment of the raw water consists of chemical addition, coagulation, flocculation, settling, filtration, fluoridation and chlorination. All of these processes work together to remove the physical, chemical, and biological contaminants to make the water safe for drinking.
A source water assessment of our system was conducted in 2002 by the Virginia Department of Health. The Dan River was determined to be of high susceptibility to contamination using the criteria developed by the state in its approved Source Water Assessment Program. The assessment report consists of maps showing the source water assessment area, an inventory of known land use activities of concern, and documentation of any known contamination within the last 5 years. The report is available by contacting your water system representative at the phone number or address given elsewhere in this drinking water quality report.
DEFINITIONS
Contaminants in your drinking water are routinely monitored according to Federal and State regulations. The table on the next page shows the results of our monitoring for calendar year 2022. In the table and elsewhere in this report you will find many terms and abbreviations you might not be familiar with. The following definitions are provided to help you better understand these terms:
Non-detects (ND) - lab analysis indicates that the contaminant is not present within the detection limits of the instrument used.
Parts per billion (ppb) or Micrograms per liter (ug/l) - one part per billion corresponds to one minute in 2,000 years, or one penny in $10,000,000.
Parts per million (ppm) or Milligrams per liter (mgl) - one part per million corresponds to one minute in two years or one penny in $ 10,000.
Picocuries per liter (pCi/L) - picocuries per liter is a measure of the radioactivity in water.
Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the cloudiness of the water. Turbidity in excess of 5 NTU is just noticeable to the average person.
Action Level (AL) - the concentration of a contaminant, which, if exceeded, triggers treatment or other requirements, which a water system must follow.
Treatment Technique (TT) - a required process intended to reduce the level of a contaminant in drinking water.
Maximum Contaminant Level Goal, or MCLG - the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
Maximum Contaminant Level, or MCL - the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
Maximum residual disinfection level goal (MRDLG) – the level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
Maximum residual disinfectant level (MRDL) – the highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
Abbreviations: NA – Not Applicable.
WATER QUALITY RESULTS
th
Lead
0
AL = 15
<0.2 (90
percentile)
Corrosion of ppb
Range: ND – 16.8
No
September household plumbing
collected only one natural deposits
Of the 20 samples
2021
systems; Erosion of
WATER QUALITY RESULTS
We regularly monitor for various contaminants in the water supply to meet all regulatory requirements. The table lists only those contaminants that had some level of detection. Many other contaminants have been analyzed but were not present or were below the detection limits of the lab equipment. Most of the results in the table are from testing done in 2023. However, the state allows us to monitor for some contaminants less than once per year because the concentrations of these contaminants do not change frequently.
MCL's are set at very stringent levels. To understand the possible health effects described for many regulated constituents, a person would have to drink 2 liters of water every day at the MCL level for a lifetime to have a one-in-a-million chance of having the described health effect.
Unregulated Contaminant
There is no state or federal MCL for sodium. Monitoring is required to provide information to consumers and health officials that are concerned about sodium intake due to dietary precautions. The sodium levels in your water was 21.9 ppm as tested in March of 2023. People on a sodium-restricted diet should consult a physician about the level of sodium in the water they drink.
VIOLATION INFORMATION
We are also pleased to report to you that there were no detections of total coliforms or fecal coliforms in the monthly samples collected during the calendar year 2023 and that the Authority did not receive any violations in the 2023 reporting year.
This Drinking Water Quality Report was prepared by William Samples, HCSA Superintendent of Water, Halifax County Service Authority, at 2529 Houghton Avenue, South Boston, VA 24592. Should you have questions about this report, or if you want additional information about any aspect of your drinking water or want to know how to participate in decisions that may affect the quality of your drinking water, please contact Mr. William Samples, HCSA Superintendent of Water at (434) 575-4255. | <urn:uuid:3d691fa7-3ea0-4f37-a12e-8b3b774d31e3> | CC-MAIN-2024-30 | http://hcsa.us/files/UPA-2023-CCR--Final.pdf | 2024-07-16T12:53:53+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00470.warc.gz | 14,533,435 | 2,150 | eng_Latn | eng_Latn | 0.982311 | eng_Latn | 0.99421 | [
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LESSON: Analyzing Memes
GRADE LEVEL: Adaptable for grades 7–12
SUBJECT: Multidisciplinary
TIME REQUIRED: Approximately 60
RATIONALE
minutes
This is a foundational lesson that introduces key concepts and information to students.
Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse. While memes have the potential to replace thoughtful conversation and impede connections between different opinions, with proper scaffolding they can be the entry point for critical thinking.
NOTE: Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.
OVERVIEW
ESSENTIAL QUESTIONS
* What is the difference between opinion, fact, and belief?
* What are memes and how are they important in our culture today?
* What is an assertion? Reasoning? Evidence?
EDUCATIONAL OUTCOMES
At the end of this lesson, students understand:
* How to distinguish between opinion, fact, and belief
* That memes are an important cultural phenomenon that require critical thinking analysis
* How to determine what a meme is asserting and if there's evidence to support the claim
TEACHER PREPARATION
* Familiarize yourself with memes if necessary
* Decide if you will provide examples of memes to analyze or let students select examples
* If students bring examples provide appropriate guidelines that align with your classroom needs
* Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.
* Student interactive
LESSON: Analyzing Memes
DIRECTIONS:
1. Ask students to name some of their favorite social media sites. How does social media shape their identities? Do they feel like the person they are IRL (in real life) is the same as the image they present on social media? How do they feel about the accuracy of information they see on social media?
2. Ask students to articulate the differences between belief, opinion, and fact. Responses can be recorded on the board/ chart paper or you can use Menti or Padlet.
3. Share these definitions:
DEFINITIONS:
* A fact is verifiable. We can determine whether it is true by researching the evidence.
* Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values.
* An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence.
4. Ask students which one of these three (belief, opinion, fact) social media is the best at expressing.
5. Ask students if they are familiar with memes. What are they? Do they think they are influential? What do memes convey? After students have supplied answers ask if memes convey facts, opinions, or beliefs.
6. Share this information with students:
DEFINITION:
* Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse. The word "meme" was first coined by Richard Dawkins in 1976; he believed that cultural ideas, like genes, can spread and mutate. Their magnetism is scientific: a surge of dopamine is released when we see or share them because of the emotional responses they provoke . 1
1
https://www.theguardian.com/technology/2018/mar/04/has-dopamine-got-us-hooked-on-tech-facebook-apps-addictio
n
LESSON: Analyzing Memes
7. After briefly discussing the power of memes, share with students that they will be analyzing memes. Either provide a sample meme or students bring a meme to analyze. Share the student interactive.
8. For a meme to provoke critical thinking it should make a good argument, not simply express an opinion or belief. It should make an assertion that is backed by reason and evidence (ARE).
DEFINITIONS:
* Assertions (A) are statements about what is true or good or about what should be done or believed.
- Reasons (R) are statements of support for assertions, making those claims something more than mere opinions. Reasons can be linked to assertions with the word because.
* Assertions are backed by reasons (R)
* Assertions and reasons are supported by evidence (E)
- Evidence (E) supports the reasons offered and helps compel audiences to accept the assertion. Evidence answers challenge to the reasons given and can include examples, case studies, narratives, statistics, testimony, eyewitness accounts, and expert opinions . 2
9. Ask students to identify the assertion they think the meme is proposing.
10. Next, students construct the reason why the creator of the meme would make this assertion.
11. Students then conduct research to see if they can uncover credible evidence to support the message of the meme. Cite all sources.
12. Once completed, ask students what is the opposite message of the assertion? Ask them to try and find evidence to support the opposite message of the original assertion. Can it be done?
2 https://www.comm.pitt.edu/argument-claims-reasons-evidence | <urn:uuid:f0cad46c-1c65-4643-9802-d188b36dca2e> | CC-MAIN-2024-30 | https://www.ushmm.org/m/pdfs/USHMM-Meme-Lesson.pdf | 2024-07-16T12:44:26+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00468.warc.gz | 871,195,036 | 1,101 | eng_Latn | eng_Latn | 0.995396 | eng_Latn | 0.996194 | [
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Name: ______________________________________ Date: ________________________
Student Exploration: DNA Fingerprint Analysis
Vocabulary: codon, DNA, DNA fingerprint, genotype, identical twins, nitrogenous base, phenotype, trait Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. The two navy officers shown at left are identical twins. Why do you think identical twins look so similar?
_______________________________________________ _______________________________________________
2. Most brothers and sisters don’t look exactly the same. What causes most siblings to have different appearances?
_______________________________________________ _______________________________________________
Gizmo Warm-up
Most of an organism’s traits , or characteristics, are encoded in DNA . Traits are determined by a unique sequence of nitrogenous bases in the DNA molecule.
Except for identical twins, the order of every individual’s nitrogenous bases is unique. Scientists use this fact when studying DNA fingerprints —patterns of bands made from analyzing a strand of DNA. In the DNA Fingerprint Analysis Gizmo™, you will analyze DNA fingerprints of frogs.
1. Select the POPULATION tab. What are the three main traits that vary between the frogs?
_________________________________________________________________________
2. Which frog would you expect to have the most similar DNA to frog A? Why? ____________
_________________________________________________________________________
Activity A: Identical twins
Get the Gizmo ready:
- Select the FIND THE TWINS tab.
Question: How are DNA fingerprints used to analyze relationships?
1. Observe: Look at the three frogs on the TWINS tab. How does their appearance compare?
_________________________________________________________________________
2. Predict: What do you expect the DNA fingerprints of the three frogs to look like? _______
_________________________________________________________________________
3. Identify: Drag frog A to the scanning station and click SCAN. Drag the resulting DNA fingerprint to the bin at the upper right of the Gizmo. Each band on the fingerprint represents a single nitrogenous base of DNA. The band is dark if that base is present and pink if that base is absent.
Scan frogs B and C. Drag their DNA fingerprints into the bin. If two frogs are identical twins, they will have
exactly the same DNA fingerprint. Compare the three fingerprints.
Could any of these frogs be identical twins? If so, which frogs? _______________________
4. Analyze: DNA is composed of four different nitrogenous bases. For the type of DNA fingerprint used by the Gizmo, a complete DNA fingerprint would have scan readouts for all four nitrogenous bases. Knowing this, why can you not be entirely certain the frogs are identical twins using the simplified fingerprints on the Gizmo?
_________________________________________________________________________ _________________________________________________________________________
5. Apply: Click New. For the new frogs, find the possible pair of identical twins.
A. Which two frogs could be identical twins? _________________________________
B. How do you think DNA fingerprints can be used in the real world to identify relationships between
individuals? _______________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Activity B:
Comparing bands
Get the Gizmo ready:
-Select the POPULATION tab.
Introduction: In this frog population, traits such as eye color, skin color, and the presence or absence of spots are coded for by DNA. The nitrogenous bases in a strand of DNA make up an organisms genotype. The physical expression of the genotype is the phenotype.
Question: How are DNA fingerprints used to analyze traits?
1. Observe: Describe frog A’s phenotype. __________________________________________
2. Compare: Which frogs share frog A’s skin color, but not its eye color or spots? __________
3. Analyze: A group of three consecutive nitrogenous bases in a strand of DNA is a codon . In a real organism, hundreds of codons code for a trait. In the Gizmo, a single codon codes for a trait. Scan frog A and the two frogs that share only frog A’s skin color.
Turn on the Comparison guides, and compare the three DNA fingerprints. Codon 1 is made up of bases 1–3, the codon 2 is made up of bases 4–6, etc. The last two bases are part of codon 7, which was cut off when the scan was made.
A. Which codon or codons are identical in all three frogs? _______________________
___________________________________________________________________
B. Scan more frogs with orange skin until you are confident that you have identified the correct codon for orange skin. Describe the results:
___________________________________________________________________ ___________________________________________________________________
C. Which codon codes for orange skin in this frog population? ____________________
4. Analyze: Pick out two frogs with blue skin and nothing else in common.
A. Which codon do they share? ____________________________________________
B. Scan two more frogs with blue skin to confirm you have identified the correct codon. Describe the
results: __________________________________________________
___________________________________________________________________
B. Scan two more frogs with blue skin to confirm you have identified the correct codon. Describe the
results: __________________________________________________
___________________________________________________________________
5. Collect Data: Fill in the column for orange skin in the table below. For the codon pattern, shade in the dark bands but not the light colored bands. Then, continue scanning frogs until you are able to complete the rest of the columns in the table.
Orange skin Blue skin Pink eyes Green eyes Spots No spots
Codon
Bases
Codon
pattern
6. Analyze: Does the same codon always control skin color, eye color, and the presence of spots? Why do
you think this is the case? ________________________________________
_________________________________________________________________________ _________________________________________________________________________
7. Apply: Look at the DNA fingerprint at right. Describe the frog’s phenotype.
____________________________________________________________
8. Interpret: Click New to get a new population. Again, determine which codons code for which traits. Compare the results with the table above. How do the codons used to code for skin color, eye color, and spots in this new population of frogs compare to the first population you tested?
_________________________________________________________________________
9. Explain: Suppose a biologist found a rare frog and wanted to determine which species it belonged to. How could a biologist use a DNA fingerprint of the frog to accomplish this task?
_________________________________________________________________________ _________________________________________________________________________
10. Extend your thinking: What other applications of DNA fingerprints can you think of? _______
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
Which horse is likely the Father? ______
Explain your choice:
Look at the DNA fingerprint pattern shown.
Which pair of parents' DNA matched the soldier's DNA? ______
Do you think these children are related to the parents pictures here? Explain you answer for each.
D1 _______________________ __________________________
D2 _______________________ __________________________
D3 _______________________ __________________________
D4 _______________________ __________________________
Using DNA Evidence Beyond the Courtroom
Paternity testing and other cases where authorities need to prove whether individuals are related or not
Identification of John or Jane Does -- Police investigators often face the unpleasant task of trying to identify a body or skeletal remains.
Studying the evolution of human populations -- Scientists are trying to use samples extracted from skeletons and from living people around the world to show how early human populations might have migrated across the globe and diversified into so many different races.
Studying inherited disorders -- Scientist also study the DNA fingerprints of families with members who have inherited diseases like Alzheimer's disease to try to ferret out chromosomal differences between those without the disease and those who have it,
Catching poachers -- Wildlife biologists are now turning to DNA tests to catch people who hunt illegally.
Clarifying history -- Historians are turning to DNA evidence to learn more about the past. For example, Y-chromosome testing was used in 1998 to determine whether Thomas Jefferson, the third president of the United States, fathered children with one of his slaves or not. | <urn:uuid:f560817d-c848-434a-8d5f-b3e835411d43> | CC-MAIN-2023-06 | http://www.africangreyparrott.com/DNAFingerprintSE.pdf | 2023-02-05T19:46:21+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00556.warc.gz | 41,920,464 | 1,588 | eng_Latn | eng_Latn | 0.986354 | eng_Latn | 0.994446 | [
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Solutions is a newsletter published by ESS for parents, guardians and caretakers. Each issue highlights an important topic related to children's mental health and provides practical applications for parents in the home environment.
Paving the Road to Recovery with Self Care
As summer approaches, Americans are awakening from our collective nightmare. COVID-19 infection rates and hospitalizations are dramatically reduced; businesses and schools, restaurants and theaters, and all types of recreational venues have begun to move toward normalized schedules.
So, why aren't we feeling better? Despite the remarkable efficacy of vaccines, the easing of social distancing and mask-wearing requirements, and the ability to return to many of life's simple pleasures, many are still feeling uneasy, and are struggling to "reenter" their lives. Some are still reeling from unrecoverable losses: lost loved ones, financial ruin, or long-term health consequences from COVID. Many more, after living in a state of fear and uncertainty for 16 months, are feeling stagnant and empty.
The process of recovery from a prolonged state of fight-or-flight will be gradual, and this summer is the ideal time for students and their families to focus on self-care. Parents of school-age children have had some of the highest stress levels since the beginning of the pandemic. The usual recommendations to eat healthy, get plenty of sleep, and exercise regularly are a good place to start. Take a vacation if possible. But here are some other ideas for parents to consider:
[x] At least once a week, shake up your routine. Try a new food, learn a new song, take a different route home when on a walk or out for a drive.
[x] Make a list of friends and family members with whom you've been out of touch. Contact one or two people each week to re-establish connections.
[x] Organize one thing each day – a drawer, a briefcase, a handbag – to re-establish a sense of order and control.
[x] Create a daily "do not disturb" break – allow yourself to be unavailable, for example, between 3 and 3:15 each day.
[x] Take technology breaks, shutting down all screens for an hour or more each day. Turn off notifications on your phone so that you feel more in control about when to respond to messages. Create "phone-free" zones, e.g., the dining table and the bedroom. Use an alarm clock rather than relying on the phone's alarm. Journal, stretch, take your cup of coffee outside, before reaching for your phone each morning.
[x] Create a list of self-soothing activities to draw from if anxiety emerges: make a cup of tea, take a shower, dance to your favorite song, call a friend, spray on some perfume or cologne, put on a cozy or loved article of clothing, work on a puzzle, practice paced breathing, etc.
[x] Get outside: Psychologists who study positive psychology find that being out in nature can create a state of awe or wonder, and that this in turn can facilitate both gratitude and calm.
[x] Notice self-critical thoughts and beliefs, and actively practice more balanced perspectives. Replace "I'm not doing enough, I'm lazy", etc. with "I'm doing the best that I can, it's normal to feel depleted and unmotivated". Challenge your own black/white, allor-none thinking. Remind yourself of what you've accomplished despite the pandemic.
[x] Pick a regular time each week for your family to give thanks, each sharing 3 things from the week for which you are grateful.
[x] Extend an unexpected kindness – hold a door, send someone a handwritten note or small gift, smile and say "hello" to a stranger in line or in an elevator.
[x] ASK FOR HELP. If sad or anxious feelings or other mental health symptoms persist or worsen, consider starting or resuming mental health counseling, and see your PCP or a psychiatrist to explore medications if appropriate.
Resources:
Feeling Blah During the Pandemic? It's Called Languishing - The New York Times
We Have All Hit A Wall – New York Times
121 Chanlon Road, New Providence, NJ • 973-299-9954 • www.effectiveschoolsolutions.com | <urn:uuid:c3372e4c-4cc5-47b5-a018-f1626fc698c7> | CC-MAIN-2021-39 | https://go.effectiveschoolsolutions.com/rs/210-YIR-085/images/Solutions%202021-06%20Self%20Care.pdf?mkt_tok=MjEwLVlJUi0wODUAAAF9dd5jlESacUv4jKSSZDegOBeHVBm7FBK1ye8OUKsZybir_cChlDinxTnMq_H66QBbWg1xT2Y0EXUiPnZIvTFWe3abPjJ5STq0XDgA_6ZK | 2021-09-25T14:52:19+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057687.51/warc/CC-MAIN-20210925142524-20210925172524-00318.warc.gz | 342,563,999 | 865 | eng_Latn | eng_Latn | 0.998201 | eng_Latn | 0.998201 | [
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GYC101 Greening Your Curriculum
Rosen, Introduction to Dramatic Literature, LIT 218
Has "Gas" Ever Been Sustainable? An analysis and contextualization of Georg Kaiser's Gas Trilogy
Course End Competencies:
B. Describe the organization of a plot: including crisis, climax, denouement, etc.
A. Define and give examples of major types of drama: tragedy, comedy, farce, melodrama, etc.
C. Identify use of literary techniques in plays: rhyme, rhythm, meter, irony, alliteration, etc.
D. Compare and contrast styles of dramatic writing from ancient Greece to present day.
Assignment Competencies:
A. Identify genre and structure of the Gas trilogy by Georg Kaiser
B. Draw parallels of theme to contemporary society
C. Contextualize historical and sociopolitical aspects of the Gas trilogy
D. Consider contemporary concerns regarding sustainability, using Kaiser's trilogy as a parable
Students will use critical thinking skills as they read Georg Kaiser's Gas trilogy (Gas I, Gas II, The Coral). Gas, written during WW I, revolves around an industrialist and his family who run a factory that produces gas. Eventually the factory workers (Think of the mechanized world of Fritz Lang's Metropolis) are presented with the option of continuing their mundane existence or move to world full of natural wonder. The workers cannot make the sacrifices that would lead to change and decide to continue their life as is. Ultimately the hero's son finds out that the gas being produced is poisonous and blows up the factory in order to save the world.
The students will read the trilogy in the context of a parable for the audience in 1917-1920, as well as today's audience. Research, writing, and discussion will be a major part of the assessment as well. A creative component might require students to "update" the script using today's corporate environment as a context.
Assignment Guidelines:
Each student will read the three plays that make up Georg Kaiser's Gas trilogy, and then research and write about one of the following topics (assigned at random):
- Sustainability and business
- Sustainability and workforce
- Sustainability and environment
- Sustainability and family
- Sustainability and war
The paper must be 5-7 pages in length (thoroughly cited) and take into account Kaiser's perspective. Once you demonstrate your understanding of Kaiser's society, take the next step and relate it to our own.
Make sure your research focuses on aspects of the dramatic literature AND sustainability. Ask yourself if society learned any lessons from Kaiser and how it would be relevant today. Consider updating portions of the text to make them suitable for an audience in 2013. Don't forget to take into account the style (Expressionism) and consider the reason the playwright chose this style to best communicate his point. | <urn:uuid:98d5e21f-7175-4b98-91b5-29a3224f59b1> | CC-MAIN-2021-39 | http://misweb.morainevalley.edu/ssp/GYC101/GYC101ROSENLIT218.pdf | 2021-09-25T16:10:01+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057687.51/warc/CC-MAIN-20210925142524-20210925172524-00318.warc.gz | 46,123,822 | 579 | eng_Latn | eng_Latn | 0.995798 | eng_Latn | 0.996137 | [
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ARRANGING COMMUNITY ENGAGEMENT WITHIN A LARGE TOWN
PARTNERS: Love Your Clothes and Brighton Fashion Week
APPLICABLE TO:
Communities, charities, fashion events, universities, colleges and schools.
OVERVIEW
In partnership with Brighton Fashion Week and Cancer Research UK, Love Your Clothes deposited a tonne of clothing in a public location and encouraged local fashion students, school groups and the general public to take part in a range of activities focused on second hand clothing.
THE ISSUE
Every 2 minutes UK consumers throw away more than one tonne of clothes. Around one third of these clothes go to landfill, despite the fact that all textiles should be recycled or donated to charity.
WHAT WE DID
Brighton Fashion Week is a platform for new fashion design talent. It's SUSTAIN event has become a successful around the social and environmental impact of clothing.
in Brighton. This 'disturbance' showcased a fraction of the the UK.
part of the week, aimed at increasing consumer awareness Love Your Clothes collaborated with Brighton Fashion Week by depositing a tonne of clothing at the Open Market 300,000 tonnes of clothing that goes to landfill each year in
Local fashion students and groups were invited to see the tonne of clothing and were set a Fashion Salvage challenge. With the help of skilled upcyclers, participants were encouraged to rummage through the tonne to create new items and outfits. School groups (secondary and primary), were invited to participate in educational talks exploring the journey of clothing from raw material to waste.
Running over three days, the event highlighted the environmental issues of clothing waste and the benefits of second hand and upcycled clothing.
Free practical demonstrations and skills sessions were held for the general public at the weekend, including hand and machine sewing skills, repair, alteration and breaking down a garment and remaking it. They provided attendees with a host of sustainability tips and guidance.
Find out more about this event: https://storify.com/ loveyourclothes/tonne-of-clothes-at-brighton-fashion-week
SEE ACTION PLAN
www.loveyourclothes.org.uk facebook twitter ✉
11
ARRANGING COMMUNITY ENGAGEMENT WITHIN A LARGE TOWN
IMPACT
* This was a time intensive event to set up and plan but offered an extremely high level of return on investment for driving consumer behaviour change. Over three days the Love Your Clothes team distributed 8,000 tips leaflets and facilitated 316 workshop places covering everything from sewing on a button to creating a catwalk creation. The event achieved a 4.5 million social reach and over £200,000 in advertising value media coverage.
SEE ACTION PLAN
www.loveyourclothes.org.uk facebook twitter ✉
11 | <urn:uuid:ed446b1c-6479-458e-aac3-103545b79ac0> | CC-MAIN-2023-06 | http://www.ecap.eu.com/wp-content/uploads/2018/07/WRAP-7469-LYC-11-Case-Study-Community-Engagement.pdf | 2023-02-05T20:41:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00558.warc.gz | 61,872,511 | 565 | eng_Latn | eng_Latn | 0.997756 | eng_Latn | 0.99838 | [
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Extreme Natural Diets
"Diet" can refer to someone's natural eating pattern (without regimen), or to a specific regimen, such as for weight loss. These concepts get mixed when someone uses a particular type of natural eating pattern because they decide it is likely to be healthiest, and then systematically implement it. This raises the question as to which "natural" dietary pattern is best. All seam to lead to healthy populations: high-vegetable low-fat Okinawan versus low-vegetable high-protein with Arctic tribes, versus high-fat moderate-everything-else traditional Mediterranean. The low disease risk in these populations may stem from their over-all lifestyle, including unprocessed foods. The contrast in their eating patterns provide direct scientific evidence for there being no best way to eat. The human body can adapt to almost anything so long as those nutrients are processed slowly, meaning natural unprocessed foods, providing the equivalent of a continuous conveyor belt of nutrients to the body's cells. Processed foods surge nutrients into the blood faster than lean tissue can absorb and use them, forcing nutrients to be cleared as waste or as body fat, neither of which contribute to health. Unfortunately, processed foods are most prevalent in processed modern lifestyles, which add to the strains on the body, increasing nutrient needs just when they are either surging or absent, like a pendulum swing between a flood and drought. These unnatural strains are hard exercise, low sleep, chronic stress, and dietary patterns that flood then disappear. The healthiest people in the world do not spend time exercising or dieting; they just live a natural life. For the rest of us, we need interventions to compensate for the strains, including the one of not having time to really fix our situation. If we are going to make time, it has to be effective, because we don't really the time to fix it. Without an effect, it was lost time we didn't have. If the diet works, then we get extra years of life as well as greater mental and physical energy every day. That is worth making time we don't have. So what is the program? Moderation, starting from what you believe in.
Extreme diets: If the body needs to recover from illness, surgery, or exercise, the protein available in random foods might not be enough, even though there are natural societies that do not eat much "protein" food. If the body needs to recover from caloric excesses through life, vegetables will likely be the only viable solution even though there are natural societies that are perfectly healthy not eating vegetables. If you exercise you need immediate glucose recovery to maintain health, even though people who do not exercise do not need to eat carbohydrate. The body can make fats (except the "essential" ones, omega-3 and omega-6). Fats can be relatively low in the diet, but most long-lived societies eat 1/3-1/2 of their calories as fats, showing how variable this can be in healthy people.
* High protein: Studies from the early 1900s showed that diets based entirely on meats during the Winter months in the Arctic were roughly 50% fats, 15-25% carbohydrate (glycogen in the muscle of the animals being eaten), and the rest protein. It is fascinating to realize that what we might have thought was almost all protein, is really just a high-quality protein source much more balanced like the traditional Mediterranean diet. Protein sources in the grocery store are nothing like wild animals in these natural higher-protein diets in terms of the type of fats within them and how they are processed before and after slaughter. The link to high protein intake and most major modern diseases is real and the necessary consequence of not being able to feed the general public with wild animals. Optimizing the health of every person on the planet would deplete the planet in short order.
* High carbohydrate: Carbs are high in things that don't move, meaning plants. Most of the carbs in plants are locked up as fiber and therefore never enter our bloodstream. The usable fuel calories in plants are sucrose, which is equal parts fructose and glucose. Fructose mainly goes to the liver for conversion to glucose and is rereleased into the bloodstream to maintain blood sugar. Glucose is used as fuel directly by all of our tissues, particularly the brain and muscle during contraction. The most concentrated sucrose in the plant is fruit. Tubers (yam, potato) and cereals (rice, corn and other grains e.g. oats, what, quinoa) are mainly glucose. A high-carb diet could not be healthy because of conversion to fats, unless exercising at athletic levels. The main problem with carbohydrate is their processing, which make them unhealthy in even small amounts.
* High vegetables: If you take "carbs" to mean non-fiber carbohydrate, or carbohydrate that actually goes into the bloodstream, vegetables would not qualify. Technically vegetables are carbs, but functionally they are not. A high vegetable diet provides a large amount of phytonutrient, vitamins and minerals, but not calories. Many animals and human societies subsist mainly on vegetables and are likely the healthiest of all. But the amount of fat, protein, and carbohydrate calories fall short of what is needed for high-intensity exercise, surgery recovery, or other forms of intensive stress on the body, such as illness. Vegetables are the single healthiest thing you can eat, but that does not mean they are the only thing you need when under challenges that increase your needs.
* High fat: The traditional Mediterranean diet is roughly half dietary fats in terms of calories, but these fats are of much higher quality than what are consumed in modern societies. High fat appears to increase lifespan only | <urn:uuid:58840607-9479-4ce3-bd8f-85ea684212ec> | CC-MAIN-2023-06 | https://www.drclydewilson.com/wp-content/uploads/2017/06/5-Extreme-Natural-Diets-DrClyde.pdf | 2023-02-05T21:14:23+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00559.warc.gz | 755,453,772 | 1,199 | eng_Latn | eng_Latn | 0.998999 | eng_Latn | 0.998999 | [
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Im Yours Ukulele
If you're just starting out on the ukulele and are not sure where to start, then look no further. With this essential beginner's guide, you can learn how to master the basics of the ukulele in only one week. With step by step tutorials, detailed exercises and diagrams to help you navigate the instrument, it's never been easier to learn how to play the ukulele today. As well as the basics to playing ukulele, this book also includes a diverse variety of songs to start out with. From pop classics to rock hits and traditional ballads, you'll be taught to play ukulele in many different styles. - No prior knowledge of music required - Chord Diagrams - Step by Step Lessons and Exercises - Over 100 Practice Songs - Includes exclusive guide on 'How to Solo on the Ukulele'
The Book of Knowledge and Wonder is a memoir about claiming a legacy of wonder from knowledge of a devastating event. In some ways it has the feel of a detective story in which Steven Harvey pieces together the life of his mother, Roberta Reinhardt Harvey, who committed suicide when he was eleven, out of the 406 letters she left behind. Before he read the letters his mother had become little more than her death to him, but while writing her story he discovered a woman who, despite her vulnerability to depression, had a large capacity for wonder and a love of familiar things, legacies that she passed on to him. The book tackles subjects of recent fascination in American culture: corporate life and sexism in the fifties, mental illness and its influence on families, and art and learning as a consolation for life's woes, but in the end it is the perennial theme of abiding love despite the odds that fuels the tale. As the memoir unfolds, his mother changes and grows, darkens and retreats as she gives up her chance at a career in nursing, struggles with her position as a housewife, harbors paranoid delusions of having contracted syphilis at childbirth, succumbs to a mysterious, psychic link with her melancholic father, and fights back against depression with counseling, medicine, art, and learning. Harvey charts the way, after his mother's death, that he blotted out her memory almost completely in his new family where his mother was rarely talked about, a protective process of letting go that he did not resist and in a way welcomed, but the book grows out of a nagging longing that never went away, a sense of being haunted that caused the writer to seek out places alone-dribbling a basketball on a lonely court, going on long solitary bicycle rides, walking away from his family to the edge of a mountain overlook, and working daily at his writing desk-where he might feel her presence. In the end, the loss cannot be repaired. Her death, like a camera flash in the dark, blotted out all but a few lingering memories of her in his mind, but the triumph of the book is in the creative collaboration between the dead mother, speaking to her son in letters, and the writer piecing together the story from photographs, snatches of memory, and her words so that he can, for the first time, know her and miss her, not some made up idea of her. The letters do not bring her back-he knows the loss is irrevocable-but as he shaped them into art, the pain, that had been nothing more than a dull throb, changed in character, becoming more diffuse and ardent, like heartache.
Thomas Balinger The Ukulele Songbook Hyms & Songs of worship In this book you'll find a collection of 50 hymns and songs of worship arranged for easy Ukulele in standard C tuning (G-C-E-A). A collection of tunes you'll enjoy playing. Here are the songs known and loved all around the world like Amazing grace, A mighty fortress is our God, Jesus paid it all and Come, Thou fount of every blessing; but also some songs you might not know as well - there's lots of beauty to be found there, too. This book is aimed at the beginning to intermediate Ukulele player and with that in mind the songs have been transposed to "easy" Ukulele keys (and slightly simplified, if necessary). All songs in musical notation with chord symbols plus melody TAB - you don't have to read music to start playing right away! Whether you want to pick the melody, strum the chords or just need the complete lyrics: you'll find everything you need on these pages. And if you don't know how to play a particular chord, don't worry: each song features easy-to-read chord diagrams, too. For reference, there's a handy appendix listing all the chords used in this book plus a selection of easy strumming patterns you can use to accompany songs. Songs 1. Abide with me 2. All creatures of our God and king 3. All hail the power of Jesus' name 4. Amazing grace 5. A mighty fortress is our god 6. And did those feet in ancient time 7. Angels from the realms of glory 8. Angels we have heard on high 9. Away in a manger 10. Be Thou my vision 11. Come, Thou fount of every blessing 12. Crown Him with many crowns 13. Down at the cross (Glory to His name) 14. Fairest Lord Jesus 15. For the beauty of the earth 16. Give me that old time religion 17. Go down, Moses 18. Hark! The herald angels sing 19. Holy, holy, holy 20. How firm a foundation 21. I need Thee every hour 22. I surrender all 23. It is well with my soul 24. Jesus paid it all 25. Joyful, joyful we adore Thee 26. Joy to the world 27. Just as I am 28. Leaning on the everlasting arms 29. My faith looks up to Thee 30. My hope is built on nothing less 31. Nearer, my God, to Thee 32. Near the cross 33. Nothing but the blood 34. O come, all ye faithful 35. O holy night 36. O little town of Bethlehem 37. O worship the king 38. Rock my soul 39. Saviour, like a shepherd lead us 40. Shall we gather at the river 41. Silent night 42. Swing low, sweet chariot 43. Take my life and let it be 44. The battle hymn of the republic 45. The first Noel 46. To God be the glory 47. Wayfaring stranger 48. What a friend we have in Jesus 49. What child is this? 50. When I survey the wondrous cross
Mary Alice and Andy have drawn on their extensive experience in the classroom to assemble this collection: book/CD/DVD in one package, which includes fifty-four of their favorite movement activities for children in preschool, kindergarten and the early primary grades. Ukulele Chord Finder
I Am Yours Ukulele For Dummies, Enhanced Edition Ukulele in 7 Days Strum It Up! Why Not Me?
Take your ukulele playing to the next level - fast! - with hundreds of fun exercises, drills and practice tunes You have a ukulele, you know just enough to be dangerous, and now you're ready to do something with it. You're in luck: Ukulele Exercises For Dummies helps you become a better player. This practice-based book focuses on the skills that entry-level players often find challenging and provides tips, tricks and plenty of cool exercises that will have you creating music in no time that include: • Creating rock-steady strumming patterns and rhythms • Becoming a better fingerpicker with patterns, arpeggio exercises, and solo fingerpicking pieces • Expanding your fretboard knowledge and crafting your own rock, blues and jazz riffs and solos • Playing actual songs on the ukulele - everything from the classic ukulele tunes to the 12 bar blues! • Downloadable audio files of the exercises found in the book, providing you with a self-contained practice package No matter if you're a beginning ukulele player or you're wanting to stretch and improve your chops, Ukulele Exercises For Dummies puts you on your way to becoming a ukulele extraordinaire!
A book of seventy famous songs for the beginning ukulele player that uses just six different notes. (C-D-E-F-G-A) Easy to read over-sized notation includes two versions of each song - one with letters inside the note-heads and one with regular musical notation. Basic chord changes also included.
(Ukulele). Want to learn to play a wide variety of songs on the ukulele? Then this is the right book for you! An easy-to-use resource for the casual hobbyist or working musician, this collection features 50 full songs with standard notation, ukulele tablature, lyrics, and helpful performance notes. Tunes include: All You Need Is Love * Can't Help Falling in Love * Edelweiss * The Gambler * Hey, Soul Sister * Mr. Tambourine Man * Puff the Magic Dragon * (Sittin' on) The Dock of the Bay * Still the One * Tiny Bubbles * You Are My Sunshine * and more.
I'm Yours Sheet MusicHal Leonard Corporation
Alfred's Teach Yourself to Play Ukulele
The 5 Chord Songbook of Great Ukulele Songs
The Big Baritone Ukulele Book
Guitar Lesson World: The Book
Ukulele For Dummies
Developing Your School Ukulele Program
(Fretted). 20 Christmas classics arranged especially for the uke, including: Blue Christmas * The Christmas Song (Chestnuts Roasting on an Open Fire) * Christmas Time Is Here * Feliz Navidad * Frosty the Snow Man * I Saw Mommy Kissing Santa Claus * I'll Be Home for Christmas * Jingle-Bell Rock * Mele Kalikimaka * My Favorite Things * Rockin' Around the Christmas Tree * Santa Claus Is Comin' to Town * Silver Bells * and more!
I began listening to Celtic music in the early 90's when a friend introduced me to Fiona Ritchie's NPR radio program, The Thistle and Shamrock. I'd already become aware of some session tunes through the pennywhistle primer my father had given me in the 80's (when he was still a well, active musician and would play duets with me at family Christmas parties), but I had never before heard recordings of the masters of the whistle, fiddle, harp and uilleann pipes. Needless to say, it was a revelation. Shortly thereafter it seemed like the entire world was listening to the lilting jigs and high-stepping dance tunes in the wake of 1995's Riverdance phenomenon. I loved most everything I heard in that period, from the very traditional, but incredibly virtuosic playing of The Chieftains to the dreamy Celtic-inspired pop of Enya, to the amazing blend of the two extremes by artists like Loreena McKennitt. Fast forward to 2010s . . . Ever since I started writing and arranging for the ukulele I've been planning this book; one that combines my love of traditional Celtic music with my love of the reentrant ukulele (gCEA), which sounds fantastic on solo dance tunes played in the campanella-style (where you try to avoid playing two consecutive notes on the same string to give the sonic illusion of playing on a harp). I'd like to acknowledge Alistair Wood for introducing me to this style of playing as well as three other inspiring arrangers of Celtic tunes for uke: Jonathan Lewis, Rob MacKillop and Wilfried Welti (though I've avoided their books while working on this title to avoid any unintentional borrowing). If you love this style, please check out their work as well! How were the 'Top 25' Celtic session tunes chosen out of the thousands of tunes and variations that are available? Quite simply, I went to the top two sites for traditional tunes and chose to arrange the 25 most bookmarked tunes. Hardly scientific, but a good measure of tune popularity nonetheless. I hope you enjoy the results! Slainte mhaith (good health)! M. Ryan Taylor CONTENTS: There are no page numbers in this book. The contents are listed in alphabetical order, as follows. Although there are no 'easy' tunes in this volume, 10 of the 'easier' tunes are marked with an asterisk. Banish Misfortune Banshee* Blarney Pilgrim* Boys of Bluehill Butterfly Conaughtman's Rambles Cooley's Drowsy Maggie Gravel Walks* Harvest Home* Jimmy Ward's* Kesh Kid on the Mountain King of the Fairies Lilting Banshee* Maid Behind the Bar Mason's Apron Morrison's* Mountain Road Musical Priest* Out on the Ocean Rights of Man Silver Spear Tam Lin* Wind that Shakes the Barley* NOTES: * All of the tunes (except 'King of the Fairies') are arranged in the campanella-style. There are some places, however, where a repetition of a note on separate strings was not practical. * Slur marks have been used in the staff notation to indicate places you may wish to use a hammer-on, pull-off or slide. * A number of the arrangements go up to the 14th fret. I realize not all players have more than 12 frets, but I think enough do to warrant the inclusion. If your ukulele does not go above the 12th fret, experiment with taking these sections or phrases down an octave. * Although there are no 'easy' tunes
in this volume, 10 of the 'easier' tunes are marked with an asterisk on the contents page."
(Ukulele). 30 favorites to sing as you roast marshmallows and strum your uke around the campfire. Includes: Blowin' in the Wind * Drift Away * Edelweiss * God Bless the U.S.A. * Hallelujah * The House of the Rising Sun * I Walk the Line * Lean on Me * Let It Be * The Lion Sleeps Tonight * On Top of Spaghetti * Puff the Magic Dragon * Take Me Home, Country Roads * Wagon Wheel * You Are My Sunshine * and many more.
(Music Sales America). This book has been specially created for any guitarist who wants to learn note reading, be they beginners or more advanced players who have neglected this part of their musicianship. It starts with the very basics of written music and progressively introduces notes on each string one at a time until all notes in the "open position" (first five frets) of the guitar have been mastered, and up to 8th note rhythm subdivisions have been learned and applied. Also covered are sharps, flats, key signatures, accidentals, repeats and more. Each step includes practical exercises, handy tips and tricks and a simple repertoire for students to put their reading skills into practice. Spiral open so it lays flat no matter what page you're on.
21 Easy Ukulele Hymns Someone Like You Sheet Music Hymns and Songs of Worship Christmas Songs for Ukulele (Songbook) Ukulele Exercises For Dummies I'm Growing Up
This book is a tour de force for helping with reading and counting to ten, using a vocabulary of only 75 words! A lion, dog, and tiger find many interesting ways to balance ten apples vertically on their heads, building up from only one. Then the birds decide they would like the apples, and the fun really begins. The conclusion will leave your child giggling happily.
(Fretted). Learn to play chords on the ukulele with this comprehensive yet easy-to-use book. The Ukulele Chord Finder contains over 1,000 chord diagrams for the most important 28 chord types, including three voicings for each chord. Also includes a lesson on chord construction and a fingerboard chart of the ukulele neck!
(Ukulele). An amazing collection of 50 accessible, must-know favorites for the beginner who's learned enough to feel ready to step into songbooks! This book features melody, lyrics, and chord diagrams. Includes: Amazing Grace * Both Sides Now * Edelweiss * The 59th Street Bridge Song (Feelin' Groovy) * Hallelujah * Hey, Soul Sister * I Walk the Line * I'd like to Teach the World to Sing * I'm Yours * Mack the Knife * Over the Rainbow * Peaceful Easy Feeling * Puff the Magic Dragon * The Rainbow Connection * Riptide * Singin' in the Rain * Take Me Home, Country Roads * This Land Is Your Land * We Are the World * You Are My Sunshine * and many more.
Foregrounds the importance of arts education to children's development and learning.
20 Favorites to Strum & Sing
The Book of Knowledge and Wonder
One man band
The Ukulele Songbook
Justin Guitar - Note Reading for Guitarists
Fingerplays, Action Songs, Singing Games and Stories for Young Children
(Guitar Collection). 25 classic songs from the Fab Four are presented in lyrics, chord symbols and guitar chord diagrams, making Beatles' music accessible to beginning guitarists just learning their craft. Songs include: Beautiful Dreamer * Come Together * Don't Let Me Down * Eleanor Rigby * Helter Skelter * I Saw Her Standing There * Let It Be * Ob-La-Di, Ob-La-Da * Paperback Writer * Twist and Shout * You've Got to Hide Your Love Away * and more.
The 5 Chord Songbook of Great Ukulele Songs puts some of the greatest songs ever written at your fingertips. Rather than having to learn a ream of obscure chord shapes, each piece in this collection can be played with only five! Chord boxes, full lyrics and a handy playing guide are all included. Songlist: - 3:00 AM [Matchbox 20] - All Or Nothing [The Small Faces] - Blue Moon Of Kentucky [Bill Monroe] - Boulder To Birmingham [Emmylou Harris] - Gold Dust Woman [Fleetwood Mac] - Hallelujah [Leonard Cohen] - I Pity The Poor Immigrant [Bob Dylan] - Lady Day & John Coltrane [Gil Scott-Heron] - Little Deuce Coupe [The Beach Boys] - More Than This [Roxy Music] - Sultans Of Swing [Dire Straits] - Take A Chance On Me [ABBA] - That's Entertainment [The Jam] - The Ballad Of John And Yoko [The Beatles] - The Days Of Pearly Spencer [David McWilliams] - The Man Who Sold The World [David Bowie] - The Passenger [Iggy Pop] - Two Fingers [Jake Bugg] - White Riot [The Clash] - You'll Always Find Me In The Kitchen At Parties [Jona Lewie]
SONGS INCLUDE: The A Team (Ed Sheeran); Chasing Pavements (Adele), Counting Stars (OneRepublic); Creep (Radiohead); Get Lucky (Daft Punk); Happy (Pharrell Williams); Ho Hey (The Lumineers); How Long Will I Love You (Ellie Goulding); Jolene (Dolly Parton); Pompeii (Bastille); Royals (Lorde); Scarborough Fair (Traditional); Smile (Lily Allen);
Sugar Man (Rodriguez); Video Games (Lana Del Rey); Viva La Vida (Coldplay); Wake Me Up (Avicii). Plus 84 more.
(Ukulele). Over 400 songs packed into one convenient songbook that lets you play all the songs you've ever wanted to, including: All Shook Up * Blowin' in the Wind * California Dreamin' * Don't Worry, Be Happy * Edelweiss * Free Fallin' * Georgia on My Mind * Hallelujah * Hey, Soul Sister * Hotel California * Imagine * Jambalaya * Kokomo * Lean on Me * Margaritaville * Over the Rainbow * Proud Mary * Que Sera, Sera * Rolling in the Deep * Singin' in the Rain * Stand by Me * Tears in Heaven * Ukulele Lady * Viva La Vida * What a Wonderful World * Your Cheatin' Heart * Zip-a-Dee-Doo-Dah * and hundreds more! Includes chord grids for soprano, concert and tenor ukuleles.
Easy-to-use Guide to Over 1000 Ukulele Chords
Learn Ukulele the Easy Way
Ten Apples Up on Top
Top 25 Celtic Session Tunes for Ukulele
First 50 Songs You Should Play on Ukulele
The Justinguitar.com Acoustic Songbook
On odd days, Tripp uses a school practice room to let loose on a borrowed guitar. Eyes closed, strumming that beat-up instrument, Tripp escapes to a world where only the music matters. On even days, Lyla Marks uses the same practice room. To Tripp, she's trying to become even more perfect—she's already a straight-A student and an award-winning cellist. But when Lyla begins leaving notes for him in between the strings of the guitar, his life intersects with hers in a way he never expected. What starts as a series of snippy notes quickly blossoms into the sharing of interests and secrets and dreams, and the forging of a very unlikely friendship. Challenging each other to write songs, they begin to connect, even though circumstances threaten to tear them apart. From beloved author Mary Amato comes a YA novel of wit and wisdom, both heartfelt and heartbreaking, about the power of music and the unexpected chords that draw us together. The Easy Ukulele Method books give you music at your fingertips! Book II reviews many of the fundamentals presented in Book I. It tests your music reading skills with worksheets, expands your knowledge with additional chords, and gives you many more songs to play. Both notation and tablature are used, allowing you to strum along using the chord symbols or play the melody with the tablature.
(Ukulele). 25 church favorites arranged for uke, including: Amazing Grace (My Chains Are Gone) * Blessed Be Your Name * Come, Now Is the Time to Worship * Everyday * God of Wonders * Here I Am to Worship * How Great Is Our God * Lord, I Lift Your Name on High * Mighty to Save * Open the Eyes of My Heart * Sing to the King * We Fall Down * You Are My King (Amazing Love) * You're Worthy of My Praise * and more.
Learn everything ukulele—from chord progressions to playing pop, folk, and holiday favorites—and, yes, even Hawaiian music! The ukulele is hot. The season one finale of Glee featured a ukulele. The recent hit song "Hey Soul Sister" by Train includes the dulcet tones of a uke. Not to mention the runaway success of the Ukulele Orchestra of Great Britain. For anyone wishing to master this fun, surprisingly versatile instrument, Ukulele For Dummies covers all the basics—from chords and strumming patterns to guidance on finger-picking. The print version of the book includes a CD with audio tracks of the entire musical notation in the book—creating a total musical instruction package Offers instruction in a variety of styles—including pop, folk, holiday favorites, and Hawaiian music Features a buying guide for the novice—with tips on purchasing a ukulele plus other necessary accessories With its simple and clear instruction, and inspiration on every page, Ukulele For Dummies will have fans and first-time musicians making beautiful music—as they tiptoe through the tulips—in no time. Note: CD files are available to download after purchasing the e-Book version
How to Play Ukulele for Absolute Beginners
Seventy Famous Songs Using Just Six Notes
Ukulele Fake Book
Guitar Notes
125 Popular Songs
Campfire Songs for Ukulele
Adam is at a crossroads. He has Katie on his mind and Jada in his bed. Now with the ultimate choice before him, he must decide between fantasy and reality. Katie's his dream girl, but Jada's his best friend, his partner. As a paramedic, he's supposed to save lives, not wreck them. Yet his failure to commit leaves a trail of heartache in his wake. Things come to a head at his brother's wedding when a surprise announcement leaves Adam scrambling to pick up the pieces. Sure, women find his shaggy blond hair and aquamarine eyes irresistible. But to him, sex is nothing more than a means of escape ... until it turns into a psychological trap. His mind is telling him one thing, while his heart is beating another. He's not sure what he wants when it comes to a serious relationship. Sorting out his feelings, he finally comes to a startling realization. He is capable of love. But what if it's too late?
(Ukulele). Are you just beginning to play the baritone ukulele? This one-of-a-kind collection of melodies, lyrics and chord diagrams is just for you! It includes accessible, must-know favorites from the Beatles and Eagles to Train and Jason Mraz. Includes: Blowin' in the Wind * Edelweiss * Hallelujah * Hey, Soul Sister * I'm Yours * Imagine * Leaving on a Jet Plane * Mr. Tambourine Man * Over the Rainbow * Peaceful Easy Feeling * The Rainbow Connection * Singin' in the Rain * This Land Is Your Land * What a Wonderful World * When I'm Sixty-Four * You Are My Sunshine * and more. (Ukulele). Twenty songs perfect for wedding ceremonies in arrangements for ukuleles with standard G-C-E-A tuning featuring melody, lyrics and chord frames for each song. Includes: All of Me * Better Together * Can't Help Falling in Love * Grow Old with Me * The Hawaiian Wedding Song (Ke Kali Nei Au) * I'm Yours * Just the Way You Are * Marry Me * Thinking Out Loud * A Thousand Years * Wedding Song (There Is Love) * You Are the Sunshine of My Life * and more.
Hollywood starlet Mindy Kaling shares her ongoing, laugh-out-loud journey to find contentment and excitement in her adult life.
Ukulele Sing-Along Songs
Songs with Just 3 or 4 Chords
Campanella-Style Arrangements of 25 of the Most Popular Celtic Session Tunes.
Wedding Songs for Ukulele
Learn How to Play Ukulele with this Complete Course!
Easy Ukulele Method Book 2
Do you want to play hymns with ease and grace? Move from confusion to confidence with an ordered music educational program? Progress from playing solo to playing with others? 21 Easy Ukulele Hymns has everything you need to master inspirational worship songs. And you'll learn amazing ukulele skills that will transform your playing. Are you tired of simply strumming chords? Do you want to get the resources and knowledge you need to make your own song arrangements? Would you like to play sacred music with others? Or create versions where you can give an easy part to a new beginner and a more complicated part to yourself? 21 Easy Ukulele Hymns will give you the musical knowledge you need to be able to progress and grow. You'll learn how to read tab play a melody on your ukulele combine and vary elements of a song to create beautiful arrangements for solo or group playing We've put the songs in order from easiest to hardest. You'll probably be able to play some right away. The first one, "Simple Gifts", uses only two chords and a simple strumming pattern. And you'll be delighted when you see that there are 13 hymns that use only three chords. We've also included many ways to play each song. For example, there are 5 versions of "Simple Gifts". You can sing the melody and strum the chords play the melody. There's melody tab for each of the 21 hymns so you can learn the melody without reading music. play "Simple Gifts" in two different keys. We give 15 of the songs in two keys. You can choose a key that is either comfortable for singing or works with other instruments. fingerpick an accompaniment. 2 of the songs have fingerpicking accompaniments written out in tab. You'll love learning this beautiful playing style. choose a simple or complex strumming pattern. Or choose a different strumming pattern for each verse. 9 of the songs have strumming patterns written underneath the music. This format makes it easy to see how the melody fits with the accompaniment. By trying many versions of the same song you can learn what makes music easier or harder to play express your musical creativity get the excitement of tackling challenges when you're ready have fun making arrangements to play with others. Some people can sing and strum and some people can play the melody. Imagine the gladness and connection you'll feel playing this sacred music in a group. And you can be sure that this collection of worship ukulele songs has all the essential elements you need. For each song you get chord stamps and a suggested strumming pattern several verses so you can sing it at a club or in a devotional setting historical information Please note, for a digital version of this book plus a video course we recommend you buy the hymn kit from our website. Song List Simple Gifts What a Friend We Have in Jesus Joyful, Joyful We Adore Thee Church in the Wildwood Shall We Gather at the River? Nearer My God to Thee Jesus Loves Me Give Me That Old Time Religion Fairest Lord Jesus Blest Be the Tie That Binds How Great Thou Art Rock of Ages This Little Light of Mine I Come to the Garden Alone For the Beauty of the Earth Be Thou My Vision The Doxology Amazing Grace (bonus song) Prayer of Thanksgiving All Things Bright and Beautiful Be Still My Soul A Mighty Fortress Is Our God If you want to experience the joy of creativity and self expression now, grab your copy of 21 Easy Ukulele Hymns today!
This book teaches you how to play the D-tuned ukulele with an easy-to-follow approach that will have you playing instantly. Different strumming techniques help you play in any style including folk, blues, and country. Great songs like "This Land Is Your Land," "When the Saints Go Marching In," "St. Louis Blues," and many others are included with lyrics. A special section on playing by ear teaches how to figure out your own favorite songs, and a handy chart shows how to transpose any song to the key of your choice. Upon completion of this book, you will be able to play your favorite songs on the ukulele in any key.
(Ukulele). Arranged for the 4-string baritone uke (D-G-B-E tuning, low to high), this comprehensive collection includes the melody, lyrics and chord frames to 125 songs, including: American Pie * Big Yellow Taxi * Crazy Little Thing Called Love * Drift Away * Everybody Hurts * Go Your Own Way * Ho Hey * I'm Yours * Kokomo * The Lazy Song * Margaritaville * No Woman No Cry * Riptide * Sweet Home Alabama * Tears in Heaven * Viva La Vida * Yesterday * and more.
(Ukulele). A fun collection of ukulele chords and lyrics for 43 tunes that will get the whole crowd singing! Includes: Alison * American Pie * California Dreamin' * Do You Believe in Magic * Happy Together * I Love Rock 'N Roll * Knockin' on Heaven's Door * Kokomo * Lean on Me * Mrs. Robinson * One Love * Rocky Mountain High * Sweet Caroline * and more.
Teaching the Arts
The Real Book for Beginning Ukulele Players
101 Hits for Ukulele: the Red Book
First 50 Songs You Should Play on Baritone Ukulele
Ukulele Songs for Dummies (Songbook)
Copyright : lsamp.coas.howard.edu
Strum & Sing with Family & Friends
Learn from professional musicians how to play the ukulele in six days.
At the elementary or secondary level, students can use the ukulele to explore everything from music theory, improvisation, composition, and ear training, to repertoire that includes contemporary popular music. At a lesser expense than any other instrument which can do as much, the ukulele is perfect for breathing fresh air into any music program.
(Piano Vocal). This sheet music features an arrangement for piano and voice with guitar chord frames, with the melody presented in the right hand of the piano part, as well as in the vocal line.
Ukuleles are a beautiful addition to elementary music classrooms. By playing ukuleles, students learn about chord progressions, develop vocabulary, and accompany vocal and instrumental melodies. The ukulele's timbre supports the child's voice, often allowing students to hear and sing harmony more accurately with ukulele accompaniment. Such experiences promote independent musicianship; many students purchase their own ukulele and enjoy playing at home, even beyond their elementary years.As with recorder instruction, we believe ukuleles should be integrated with other classroom instruments, and in this book, you find orchestrations with barred instruments, unpitched percussion, and recorder. Some lessons include creative movement and improvisation. Keep in mind these lessons may span several class sessions.As music teachers, we strive to be lifelong learners. We encourage you to branch out, pick up a uke, and STRUM IT UP!
The Beatles
Soprano Ukulele Pieces in Orff Style
21 Songs in 6 Days
Worship Songs for Ukulele (Songbook)
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2001-2010 warmest decade on record: WMO
March 23 2012
Paul Lavers salvages the laundry from his flooded backyard after heavy rains caused flash flooding across Sydney on March 8. The UN weather agency noted that during the decade, "numerous weather and climate extremes affected almost every part of the globe with flooding, droughts, cyclones, heat waves and cold waves."
Climate change has accelerated in the past decade, the UN weather agency said Friday, releasing data showing that 2001 to 2010 was the warmest decade on record.
The 10-year period was also marked by extreme levels of rain or snowfall, leading to significant flooding on all continents, while droughts affected parts of East Africa and North America.
"The decade 2001-2010 was the warmest since records began in 1850, with global land and sea surface temperatures estimated at 0.46 degrees
1/3
Celsius above the long term average of 14.0 degrees Celsius (57.2 degrees Fahrenheit)," said the World Meteorological Organisation.
Nine of the 10 years also counted among the 10 warmest on record, it added, noting that "climate change accelerated" during the first decade of the 21st century.
The trend continued in 2011, which was the warmest year on record despite La Nina -- a weather pattern which has a cooling effect.
The average temperature in 2011 was 0.40 degrees Celsius above the long term average, said the WMO.
"This 2011 annual assessment confirms the findings of the previous WMO annual statements that climate change is happening now and is not some distant future threat," said WMO Secretary-General Michel Jarraud.
"The world is warming because of human activities and this is resulting in far-reaching and potentially irreversible impacts on our Earth, atmosphere and oceans," he added.
The UN weather agency noted that during the decade, "numerous weather and climate extremes affected almost every part of the globe with flooding, droughts, cyclones, heat waves and cold waves."
Historical floods hit Eastern Europe in 2001 and 2005, Africa in 2008, Asia and Australia in 2010.Global precipitation -- including rain or snow -- reached the second highest average since 1901. The highest average was recorded for the decade 1951-1960.
Meanwhile for the North Atlantic basin, the 10 years marked the highest level of tropical cyclone activity, including Hurricane Katrina which
2/3
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struck the United States in 2005 and Cyclone Nargis which hit Myanmar in 2008.
(c) 2012 AFP
Citation: 2001-2010 warmest decade on record: WMO (2012, March 23) retrieved 5 February 2023 from https://phys.org/news/2012-03-warmest-decade-wmo.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | <urn:uuid:4887b071-c3bd-4ceb-988f-97e46f2cbf2a> | CC-MAIN-2023-06 | https://phys.org/news/2012-03-warmest-decade-wmo.pdf | 2023-02-05T19:58:37+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00557.warc.gz | 464,906,154 | 649 | eng_Latn | eng_Latn | 0.98347 | eng_Latn | 0.996484 | [
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Feeding Our Youngest
4 Months
Your baby is growing and changing — and these changes tell us it will soon be time to begin some gradual changes in her diet. Although there are no hard and fast rules about when to add solid foods to baby's diet, a gradual start, beginning around age 6 months, is recommended. It is best to let your baby take the lead.
For now, your baby is getting all the nutrition he or she needs from breast milk (or infant formula). You may wonder "How will I know when it is time for my baby to start solid food?" It is better for your baby to wait to start solid foods until she is ready for them. Look for these signs of readiness:
* Sits up with support.
* Opens mouth for spoon.
* Holds head steady.
* Keeps most food in her mouth and swallows.
At age 4 to 5 months, your baby's mouth is developing beyond just sucking — she now is beginning a swallowing pattern. This will help her move food to the back of the tongue and swallow without choking. So very soon will be the right time to gradually introduce first solid foods, such as infant cereal, to baby's diet. Talk to your doctor before starting your baby on solid foods.
Building Blocks: Will solid foods help my baby sleep through the night?
This question is the reason many parents first think
about introducing solid foods to their baby. But the answer is no — it is not solid food, but your baby's growth and development that will gradually allow her to sleep for longer stretches. Often these two milestones occur at about the same time, but adding solid food doesn't help baby to sleep longer.
Research shows that sleeping through the night is associated with mental development, not a full tummy. Infants 2 to 12 months sleep
13 to 14 hours per day — but not all at once. Your 4-month-old is developing a more regular sleeping pattern but expect her to wake 2 to 3 times at night to eat. These nighttime feedings of breast milk (or infant formula) are important for your baby's growth and development.
Thinking about new foods and allergies
You may be concerned about allergic reactions when your baby starts solid food. Current research says there is no need to delay possible allergenic foods when your baby is ready for solids. New studies have shown that waiting to start potentially allergenic foods may, in fact, set your baby up for allergies. Visit with your healthcare provider or WIC (Women, Infants and Children) clinic for more information about the new feeding guidelines.
Enjoy the ease of feeding your youngest!
Publications from Kansas State University are available at: www.bookstore.ksre.ksu.edu
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 Sandy Procter, Ph.D., RD/LD, and Lisa Martin, MPH, RD/LD, Feeding Our Youngest: 4 Months, Kansas State University, August 2021.
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, in cooperation with the U.S. Department of Agriculture, Director of K-State Research and Extension, Kansas State University, County Extension Councils, Extension Districts. | <urn:uuid:d0cf8b54-bc53-4b86-8b5d-b0221e2793f4> | CC-MAIN-2023-06 | https://bookstore.ksre.ksu.edu/pubs/MF3573.pdf | 2023-02-05T21:33:16+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00557.warc.gz | 151,928,036 | 708 | eng_Latn | eng_Latn | 0.995271 | eng_Latn | 0.998333 | [
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Bridgeport Public Schools Special Education Department Paul de Regt, PT, DPT -- Physical Therapist Physical Therapy Home Activity Program
Seated Arm & Leg Activities
Student:
DOB:
School:
Date:
General instructions: Please see video link, below.
1. Parent should ensure the student is securely seated and parent should be with student at all times when doing these activities.
2. Student should be reminded to pay attention to the activity for better movements and for safety.
3. Tell the student what you are going to do before starting each activity.
4. Move slowly and carefully.
5. Do not push against any resistance.
6. Try each activity and pick several to do each day.
8. Stop if student shows any signs of falling, illness, pain, shortness of breath, or any discomfort.
9. Please see activity illustrations.
10. Do each of these activities once per day, Monday through Friday.
11. Try to spend at least 5-10 minutes each day doing these activities, so the student is able to spend about 30 minutes per week on these activities.
12. Contact your physical therapist with any questions about these activities.
7. Work up to doing all the activities during each week.
13. Be safe and be gentle.
Goal: Student will be able to have safe supervised and assisted mobility in school and be able to participate as fully as possible in the school curriculum.
Video of seated exercises (Bridgeport Public Schools Microsoft Streams website): You can watch the physical therapist performing these seated exercises. https://web.microsoftstream.com/video/15f9d56d-8b84-4cc4-b98c-aea50e5d15a5
Activity 1: Seated Leg Activities
1. Knee Raises: Lift each knee up & down; parent may assist with moving leg if necessary; alternate left & right legs; do each leg 10 times.
2. Straighten Leg: Straighten each knee, moving foot up and down; parent may assist with moving leg if necessary; alternate left & right legs; do each leg 10 times.
3. Seated kicking: Work on a game of kicking a slowly moving light 7" ball. Roll the ball forward slowly. Work on kicking carefully at least times in a row without missing and without falling.
Activity 2: Seated Arm Activities
1. Seated Finger to Nose: Do this sitting in a chair; lift arms out to the side, touch nose with each hand, alternating; parent may assist with moving arms if necessary; do this 10 times.
2. Seated Arm Circles: Do this sitting in a chair; raise arms out to the side, up & down; parent may assist with moving arms if necessary; do this 10 times.
3. Seated throw and catch: Work on a game of throw and catch with a light 7" ball. Work on at least 10 cycles in a row.
4. Seated Reach-and-Touch: Assist the student to use left and/or right arms, as student is able, to reach and touch an object of interest, such as an iPad, musical toy, or other favorite object. Help the student to do as much as possible. Hold the object at different points around the student to make it challenging, but possible to touch. Do at least 10 touches with each hand, if possible. | <urn:uuid:fe53ac52-245b-4c22-bb78-4c001347e522> | CC-MAIN-2023-06 | https://ct02210097.schoolwires.net/site/handlers/filedownload.ashx?moduleinstanceid=24772&dataid=25456&FileName=Home%20Activity%20Program%20Seated%20Arm-Leg-Reach-Video-Illust%2012-6-21.pdf | 2023-02-05T20:34:59+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00560.warc.gz | 212,695,143 | 688 | eng_Latn | eng_Latn | 0.997724 | eng_Latn | 0.99744 | [
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7th Edition
Abstract and Keywords Guide
NOTE: Abstracts and keywords are not typically required for student papers. Students should consult their instructor or institution to determine whether to include an abstract and/or keywords.
ABSTRACT: The abstract needs to provide a brief but comprehensive summary of the contents of your paper. It provides an overview of the paper and helps readers decide whether to read the full text. Limit your abstract to 250 words. 1
Abstract Content
Abstract Format
The abstract addresses the following (usually 1–2 sentences per topic):
* key aspects of the literature review
* problem under investigation or research question(s)
* clearly stated hypothesis or hypotheses
* methods used (including brief descriptions of the study design, sample, and sample size)
* study results
* implications (i.e., why this study is important, applications of the results or findings)
* recommended fonts: 11-point Calibri, 11-point Arial, 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern 2
* 1-in. margins on all sides
* placement: second page of the paper
* section label: "Abstract"
* centered and in bold
* written on the first line of the page
* text:
* one line below the section label
* not indented and written as a single paragraph
* double-spaced
1 Unless requested otherwise; consult your instructor for appropriate formatting guidelines. In academic journals, abstracts typically are limited to no more than 250 words. However, some instructors or journals have different abstract length and formatting requirements.
2 Other fonts are also acceptable so long as they are legible and widely available.
KEY WORDS: Keywords need to be descriptive and capture the most important aspects of your paper. They are used for indexing in databases and as search terms for readers. Include three to five words, phrases, or acronyms as keywords.
Keywords Content
Keywords Format
Keywords address essential paper elements, such as the following:
* research topic
* population
* method
* application of results or findings
* recommended fonts: 11-point Calibri, 11-point Arial, 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern (see Footnote 2)
* placement: second page of paper
* written one line below the abstract
* label: "Keywords:"
* indented (like a regular paragraph)
* italic (but not bold)
* text:
* written on the same line as and one space after the label
* lowercased (but capitalize proper nouns)
* not italic or bold
* each keyword separated by a comma and a space
* no ending punctuation after the final keyword
* listed in any order (not necessarily alphabetical)
* if the keywords run onto a second line, double-space the two lines and do not indent the second line | <urn:uuid:d6f602f5-7b89-4c02-be28-69f77cf86e6d> | CC-MAIN-2023-06 | https://www.freeessaywriter.net/blog/how-to-write-an-abstract/how-to-write-an-abstract-apa.pdf | 2023-02-05T20:17:52+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00558.warc.gz | 803,280,624 | 602 | eng_Latn | eng_Latn | 0.991879 | eng_Latn | 0.99366 | [
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Download File Guided Reading Lesson Plans 5th Grade Free Download Pdf
Brother Eagle, Sister Sky Mar 02 2020 The Earth does not belong to us. We belong to the Earth. The great American Indian Chief Seattle spoke these words over a hundred years ago. His remarkably relevant message of respect for the Earth and every creature on it has endured the test of time and is imbued with passion born of love of the land and the environment. Illustrated by award-winning artist Susan Jeffers, the stirring pen-and-color drawings bring a wide array of Native Americans to life while capturing the splendor of nature and the land. Children and parents alike will enjoy the timeless, poignant message presented in this beautifully illustrated picture book. "Together, Seattle's words and Jeffers's images create a powerful message; this thoughtful book deserves to be pondered and cherished by all." (Publishers Weekly ) Illustrated by Susan Jeffers.
The Roadmap to Literacy: A Guide to Teaching Language Arts in Waldorf Schools Grades 1 Through 3 Oct 28 2019
When We Are Kind Aug 31 2022 When We Are Kind celebrates simple acts of everyday kindness and encourages children to explore how they feel when they initiate and receive acts of kindness in their lives. Celebrated author Monique Gray Smith has written many books on the topics of resilience and reconciliation and communicates an important message through carefully chosen words for readers of all ages. Beautifully illustrated by artist Nicole Neidhardt, this book encourages children to be kind to others and to themselves.
Plan in a Can! 4th and 5th Grades Mar 14 2021 How many times have you wished you had a knockout set of lesson plans at-the-ready for days when emergencies, an illness, or workshops keep you out of the classroom? Plan in a Can! for 4th-5th grades saves you all of the time you'd spend prepping for a substitute, and includes everything you need to ensure that your students spend their day engaged in meaningful learning activities. Here's what inside: 1. Fall Festival Math Practice: 3-page Fall-themed review of word problems featuring fractions, percents, fraction addition, multiplication with decimals, perimeter, and division. 2. Independent Book Response: multi-use, thoughtful prompts for responding to chapter books uses skills like summarizing, prediction, using text evidence to support answers, and personal reflection. 3. Secret Code Math: Students complete multiplication and division problems (numbers under 100) to crack a secret code and reveal the punchlines to silly jokes. 4. "The Story of Hot Chocolate": a fun, 800-word non-fiction reading passage on the history of hot chocolate, plus short-answer comprehension questions. 5. ABC Chart: a multi-use graphic organizer for use with any content-area reading material of your choice (Science, Social Studies, Health, etc.). 6. Sentence Scramble: Students hone their skills at organizing information and comprehending reading by "unscrambling" sentences in a three-paragraph essay about hedgehogs! 7. Spelling Practice: A 15-word list of grade-appropriate, commonly misspelled words, along with "Monkey on My Back" original Spelling game. 8. Helpful forms for substitutes, including templates for important information on students' medical conditions, schedule, discipline plan, end-of-day procedures, and more. 9. Copy Room Quick Guide for when you're really in a pinch and need someone else to make copies for you (or just want to stay extra-organized). If you're planning an absence (or just want lots of fresh and fun materials), give yourself the gift of time and peace of mind that your plans are already ready--just open a Plan in a Can!
Restart Feb 10 2021 The amazing New York Times bestseller about what you can do when life gives you a second chance. Chase's memory just went out the window. Chase doesn't remember falling off the roof. He doesn't remember hitting his head. He doesn't, in fact, remember anything. He wakes up in a hospital room and suddenly has to learn his whole life all over again . . . starting with his own name. He knows he's Chase. But who is Chase? When he gets back to school, he sees that different kids have very different reactions to his return. Some kids treat him like a hero. Some kids are clearly afraid of him. One girl in particular is so angry with him that she pours her frozen yogurt on his head the first chance she gets. Pretty soon, it's not only a question of who Chase is -- it's a question of who he was . . . and who he's going to be. From the #1 bestselling author of Swindle and Slacker, Restart is the spectacular story of a kid with a messy past who has to figure out what it means to get a clean start.
The Next Step Forward in Guided Reading Sep 07 2020 Jan Richardson s highly anticipated update to the classic bestseller The Next Step in Guided Reading helps you and your students move forward."
Turning on Learning Apr 14 2021 TURNING ON LEARNING How do you practice multicultural education in the classroom? Put the principles of diversity to work???and turn your students on to learning! How can a teacher work with diversity, putting theory into practice to excite students and improve their academic achievement? With a wealth of ready-to-use lesson plans for grade levels K-12 covering a variety of subject areas, Turning on Learning, Fifth Edition shows you how to apply the principles of multicultural education in your classroom. This practical, lesson-based companion to Sleeter and Grant???s Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender offers a complete toolbox of ready-to-use lesson plans covering a variety of subject areas for grades K-12. This text features additional lesson plans and new resource material, along with updates of existing lesson plans. What do we mean by multicultural education? The Sixth Edition of Making Choices for Multicultural Education explores the latest theoretical perspectives on race, language, culture, class, gender, and disability in teaching, and encourages you to examine your own personal beliefs about classroom diversity.
ACADEMY of LEARNING Your Complete Preschool Lesson Plan Resource - Volume 5 Nov 29 2019 This book is designed for a teacher working with children ages 3-5 in a classroom, homeschool or home preschool environment. One of the most important aspects of this series is that it includes fun activities that will enhance their skills.These are complete lessons and activities that have been designed for compliance with federal and state guidelines for education. We go above and beyond to bring you MORE than what's expected in the public school system. The skills we will be working with include: listening skills, music, movement, language and literacy, mathematics, science, fine motor, creative art, sensory, dramatic play, and social skills. The book is organized by themes which will help you quickly find just the right information. The headings in the book will direct you quickly to large group, small group, and free time activities. It will also provide ideas for field trips. This volume covers: Winter Weather, Holiday Happenings, Machines and Tools, Fairy Tales in Three's.
Lesson Plan Book May 16 2021
The Sweetest Fig May 28 2022 After being given two magical figs that make his dreams come true, Monsieur Bibot sees his plans for future wealth upset by his long-suffering dog.
Reading Wonders Literature Anthology Grade 5 Dec 11 2020 Bursting with stories and informational text selections by award-winning authors and illustrators, the Wonders Literature Anthology lets students apply strategies and skills from the Reading/Writing Workshop to extended complex text. Integrate by reading across texts with the Anchor Text and its Paired Selection for each week Build on theme, concept, vocabulary, and comprehension skills & strategies of the Reading/Writing Expand students' exposure to genre with compelling stories, poems, plays, high-interest nonfiction, and expository selections from Time to Kids
Chrysanthemum Big BookJan 24 2022 She was a perfect baby, and she had a perfect name. Chrysanthemum. Chrysanthemum loved her name—until she started school. A terrific read-aloud for the classroom and libraries!
Parallel Curriculum Units for Grades K–5 Dec 31 2019 The empirically based Parallel Curriculum Model shows teachers how to create meaningful, emotive, and engaging curriculum that challenges all learners according to their interests and abilities.
Interpretation Book Clubs
Amy Wu and the Perfect Bao Jan 30 2020 Meet the funny, fierce, and fearless Amy Wu, who is determined to make a perfect bao bun today. Can she rise to the occasion? Amy loves to make bao with her family. But it takes skill to make the bao taste and look delicious. And her bao keep coming out all wrong. Then she has an idea that may give her a second chance…Will Amy ever make the perfect bao?
The Daily 5
Jan 12 2021
Return to Sender Dec 23 2021 After Tyler's father is injured in a tractor accident, his family hires migrant Mexican workers to help save their Vermont farm from foreclosure. Tyler isn' t sure what to make of these workers. Are they undocumented? And what about the three daughters, particularly Mari, the oldest, who is proud of her Mexican heritage but also increasingly connected her American life. Her family lives in constant fear of being discovered by the authorities and sent back to the poverty they left behind in Mexico. Can Tyler and Mari find a way to be friends despite their differences? In a novel full of hope, but no easy answers, Julia Alvarez weaves a beautiful and timely story that will stay with readers long after they finish it.
Jul 06 2020 Describes the philosophy of the Daily 5 teaching structure and includes a collection of literacy tasks for students to complete daily.
K-5 Lesson Plans Nov 02 2022 The Functional Approach to Character Education (FACE) Anti-bullying Curriculum is a K through 5th grade interactive model for alleviating the conditions that often cause students to intimidate other students, including lack of respect for another's feelings, lack of appreciation for physical/behavioral differences, and poor self-esteem. Used by over 10,000 students dating back to 2001, this curriculum is now available via e-Book, both by individual grade or as a K through 5th grade package. Each of the 38 lessons includes a theme, classroom activity, discussion ideas, and takeaway points. Initially authored by Dr. Daniel Price, a licensed clinical psychologist, the curriculum has undergone revisions by grade level teachers since 2001, and modified to include activities that are fun and educational at the same time. Topics covered include: Responsibility, Respect, Caring, Fairness, Trustworthiness, and Citizenship.
The Memory String Oct 21 2021 Each button on Laura's memory string represents a piece of her family history. The buttons Laura cherishes the most belonged to her mother—a button from her prom dress, a white one off her wedding dress, and a single small button from the nightgown she was wearing on the day she died. When the string breaks, Laura's new stepmother, Jane, is there to comfort Laura and search for a missing button, just as Laura's mother would have done. But it's not the same—Jane isn't Mom. In Eve Bunting's moving story, beautifully illustrated by Ted Rand, Laura discovers that a memory string is not just for remembering the past: it's also for recording new memories.
The Mathematics Lesson-Planning Handbook, Grades 3-5 Nov 21 2021 YOU are the architect in the mathematics classroom. This daily reference offers practical guidance for when and how to pull together mathematics routines, resources, and effective teaching techniques into a coherent and manageable set of lesson plans. This resource will Lead teachers through a process of lesson planning based on various learning objectives Set the stage for lesson planning using relatable vignettes Offer sample lesson plans for Grades 3–5 Create opportunities to reflect on each component of a mathematics lesson Suggest next steps for building a unit from the lessons Provide teachers the space and tools to create their own lesson plans going forward
First Grade Lesson Plans Oct 09 2020 The Functional Approach to Character Education (FACE) Anti-bullying Curriculum is a K through 5th grade interactive model for alleviating the conditions that often cause students to intimidate other students, including lack of respect for another's feelings, lack of appreciation for physical/behavioral differences, and poor self-esteem. Used by over 10,000 students dating back to 2001, this curriculum is now available via e-Book, both by individual grade or as a K through 5th grade package. Each of the 38 lessons includes a theme, classroom activity, discussion ideas, and takeaway points. Initially authored by Dr. Daniel Price, a licensed clinical psychologist, the curriculum has undergone revisions by grade level teachers since 2001, and modified to include activities that are fun and educational at the same time. Topics covered include: Responsibility, Respect, Caring, Fairness, Trustworthiness, and Citizenship. STEM to Story Apr 26 2022 Bring STEM to life for students with zombies, rockets, celebrities, and more STEM to Story: Enthralling and Effective Lesson Plans for Grades 5-8 inspires learning through fun, engaging, and meaningful lesson plans that fuse hands-on discovery in science, technology, engineering, and math (STEM) with creative writing. The workshop activities within the book are the innovative result of a partnership between 826 National's proven creative writing model and Time Warner Cable's Connect a Million Minds, an initiative dedicated to connecting young people to the wonders of STEM through hands-on learning. Authentically aligned with both the Common Core State Standards and the Next Generation Science Standards, this book provides teachers, after-school and out-of-school providers, and parents with field-tested lessons, workshops, and projects designed by professionals in each field. Including reflective observations by arts and science celebrities like Jon Scieszka, Mayim Bialik, and Steve Hockensmith, lessons feature bonus activities, fun facts, and teaching points for instructors at every level. These quirky, exploratory lessons will effectively awaken student imaginations and passions for both STEM and creative writing, encourage identity with scientific endeavors, and make both science and writing fun. Grades five through eight is the critical period for engaging students in STEM, and this book is designed specifically to appeal to – and engage – this age group. The guided curricula fosters hands-on discovery, deep learning, and rich inquiry skills while feeling more like play than school, and has proven popular and effective with both students and teachers. Awaken student imagination and get them excited about STEM Fuse creative writing with STEM using hands-on activities Make scientific principles relevant to students' lives Inspire students to explore STEM topics further The demand for STEM workers is closely linked to global competitiveness, and a successful future in STEM depends upon an early introduction to the scientific mindset. The challenge for teachers is to break through students' preconceptions of STEM fields as "hard" or "boring," to show them that STEM is everywhere, it's relevant, and it's loads of fun. For proven lesson plans with just a dash of weird, STEM to Story is a dynamic resource, adaptable and applicable in school, after school, and at home. The Report Card Aug 19 2021 Nora Rose Rowley is a genius, but don't tell anyone. Nora's managed to make it to the fifth grade without anyone figuring out that she's not just an ordinary kid, and she wants to keep it that way. But then Nora gets
One Crazy Summer Feb 22 2022 Eleven-year-old Delphine has it together. Even though her mother, Cecile, abandoned her and her younger sisters, Vonetta and Fern, seven years ago. Even though her father and Big Ma will send them from Brooklyn to Oakland, California, to stay with Cecile for the summer. And even though Delphine will have to take care of her sisters, as usual, and learn the truth about the missing pieces of the past. When the girls arrive in Oakland in the summer of 1968, Cecile wants nothing to do with them. She makes them eat Chinese takeout dinners, forbids them to enter her kitchen, and never explains the strange visitors with Afros and black berets who knock on her door. Rather than spend time with them, Cecile sends Delphine, Vonetta, and Fern to a summer camp sponsored by a revolutionary group, the Black Panthers, where the girls get a radical new education. Set during one of the most tumultuous years in recent American history, one crazy summer is the heartbreaking, funny tale of three girls in search of the mother who abandoned them—an unforgettable story told by a distinguished author of books for children and teens, Rita Williams-Garcia.
fed up with the importance everyone attaches to test scores and grades, and she purposely brings home a terrible report card just to prove a point. Suddenly the attention she's successfully avoided all her life is focused on her, and her secret is out. And that's when things start to get really complicated....
Writing Effective Lesson Plans Jan 04 2023 Developed by two educators with experience in both elementary and secondary classrooms, Writing Effective Lesson Plans details a unique a step-by-step procedure designed to streamline the process of lesson planning and make teaching smoother and more efficient. Coined the "Five-Star Lesson Plan" by the authors, this model consists of five classic components: lesson description, goals and objectives, materials and tools, procedures, and reflective assessment and evaluation. This workbook guides beginning and experienced teachers through each step to create lesson plans that best meet the needs of every student. It also explores the inherent challenges to effective lesson planning, such as time efficiency, knowledge construction, skill development, involving the students' families, and implementing your plan. With its mix of concise theory and hands-on activities, this book is a one-stop resource encouraging a deep and thoughtful approach to a skill that is often not sufficiently developed in teacher preparation programs.
The Breadwinner Sep 27 2019 Because the Taliban rulers of Kabul, Afghanistan impose strict limitations on women's freedom and behavior, eleven-year-old Parvana must disguise herself as a boy so that her family can survive after her father's arrest.
A Raisin in the Sun Mar 26 2022 "Never before, in the entire history of the American theater, has so much of the truth of Black people's lives been seen on the stage," observed James Baldwin shortly before A Raisin in the Sun opened on Broadway in 1959. This edition presents the fully restored, uncut version of Hansberry's landmark work with an introduction by Robert Nemiroff. Lorraine Hansberry's award-winning drama about the hopes and aspirations of a struggling, working-class family living on the South Side of Chicago connected profoundly with the psyche of Black America—and changed American theater forever. The play's title comes from a line in Langston Hughes's poem "Harlem," which warns that a dream deferred might "dry up/like a raisin in the sun." "The events of every passing year add resonance to A Raisin in the Sun," said The New York Times. "It is as if history is conspiring to make the play a classic."
Goodbye Winter, Hello Spring Jun 16 2021 In a simple, cheerful conversation with nature, a young boy observes how the season changes from winter to spring in Kenard Pak's Goodbye Winter, Hello Spring. As days stretch longer, animals creep out from their warm dens, and green begins to grow again, everyone knows—spring is on its way! Join a boy and his dog as they explore nature and take a stroll through the countryside, greeting all the signs of the coming season. In a series of conversations with everything from the melting brook to chirping birds, they say goodbye to winter and welcome the lushness of spring.
Turning on Learning Apr 02 2020 This is a very applied companion text to Making Choices for Multicultural Education by Sleeter & Grant. It is based on the five major approaches to multicultural education; especially on the Social Reconstructionist approach advocated in Making Choices for Multicultural Education. This text educates readers on how to take existing lesson plans and re-work them to become multicultural. A discussion explaining why the changes were made follows each lesson plan.
The Invisible Boy Sep 19 2021 A gentle story that teaches how small acts of kindness can help children feel included and allow them to flourish, from esteemed author and speaker Trudy Ludwig and acclaimed illustrator Patrice Barton. A simple act of kindness can transform an invisible boy into a friend... Meet Brian, the invisible boy. Nobody in class ever seems to notice him or think to include him in their group, game, or birthday party . . . until, that is, a new kid comes to class. When Justin, the new boy, arrives, Brian is the first to make him feel welcome. And when Brian and Justin team up to work on a class project together, Brian finds a way to shine. Any parent, teacher, or counselor looking for material that sensitively addresses the needs of quieter children will find The Invisible Boy a valuable and important resource. Includes a discussion guide and resources for further reading.
Henry's Freedom Box Jun 04 2020 A stirring, dramatic story of a slave who mails himself to freedom by a Jane Addams Peace Award-winning author and a Coretta Scott King Award-winning artist. Henry Brown doesn't know how old he is. Nobody keeps records of slaves' birthdays. All the time he dreams about freedom, but that dream seems farther away than ever when he is torn from his family and put to work in a warehouse. Henry grows up and marries, but he is again devastated when his family is sold at the slave market. Then one day, as he lifts a crate at the warehouse, he knows exactly what he must do: He will mail himself to the North. After an arduous journey in the crate, Henry finally has a birthday -- his first day of freedom.
Holes May 04 2020 #1 NEW YORK TIMES BESTSELLER • NEWBERY MEDAL WINNER • NATIONAL BOOK AWARD WINNER Dig deep in this award-winning, modern classic that will remind readers that adventure is right around the corner--or just under your feet! Stanley Yelnats is under a curse. A curse that began with his no-good-dirty-rotten-pig-stealing-great-great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys' detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes. It doesn't take long for Stanley to realize there's more than character improvement going on at Camp Green Lake. The boys are digging holes because the warden is looking for something. But what could be buried under a dried-up lake? Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment—and redemption. "A smart jigsaw puzzle of a novel." —New York Times *Includes a double bonus: an excerpt from Small Steps, the follow-up to Holes, as well as an excerpt from the New York Times bestseller Fuzzy Mud.
I Am Human Aug 07 2020 I am human I am a work in progress Striving to be the best version of ME From the picture book dream team behind I Am Yoga and I Am Peace comes the third book in their wellness series: I Am Human. A hopeful meditation on all the great (and challenging) parts of being human, I Am Human shows that it's okay to make mistakes while also emphasizing the power of good choices by offering a kind word or smile or by saying "I'm sorry." At its heart, this picture book is a celebration of empathy and compassion that lifts up the flawed fullness of humanity and encourages children to see themselves as part of one big imperfect family—millions strong. The Rainbow Fish Nov 09 2020 The most beautiful fish in the entire ocean discovers the real value of personal beauty and friendship.
Fifth Grade Lesson Plans Jul 30 2022 The Functional Approach to Character Education (FACE) Anti-bullying Curriculum is a K through 5th grade interactive model for alleviating the conditions that often cause students to intimidate other students, including lack of respect for another's feelings, lack of appreciation for physical/behavioral differences, and poor self-esteem. Used by over 10,000 students dating back to 2001, this curriculum is now available via e-Book, both by individual grade or as a K through 5th grade package. Each of the 38 lessons includes a theme, classroom activity, discussion ideas, and takeaway points. Initially authored by Dr. Daniel Price, a licensed clinical psychologist, the curriculum has undergone revisions by grade level teachers since 2001, and modified to include activities that are fun and educational at the same time. Topics covered include: Responsibility, Respect, Caring, Fairness, Trustworthiness, and Citizenship. Reading Fluency Jun 28 2022 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students' reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Seedfolks Jul 18 2021 ALA Best Book for Young Adults ? School Library Journal Best Book ? Publishers Weekly Best Book ? IRA/CBC Children's Choice ? NCTE Notable Children's Book in the Language Arts A Vietnamese girl plants six lima beans in a Cleveland vacant lot. Looking down on the immigrant-filled neighborhood, a Romanian woman watches suspiciously. A school janitor gets involved, then a Guatemalan family. Then muscle-bound Curtis, trying to win back Lateesha. Pregnant Maricela. Amir from India. A sense of community sprouts and spreads. Newbery-winning author Paul Fleischman uses thirteen speakers to bring to life a community garden's founding and first year. The book's short length, diverse cast, and suitability for adults as well as children have led it to be used in countless one-book reads in schools and in cities across the country. Seedfolks has been drawn upon to teach tolerance, read in ESL classes, promoted by urban gardeners, and performed in schools and on stages from South Africa to Broadway. The book's many tributaries—from the author's immigrant grandfather to his adoption of two brothers from Mexico—are detailed in his forthcoming memoir, No Map, Great Trip: A Young Writer's Road to Page One. "The size of this slim volume belies the profound message of hope it contains." —Christian Science Monitor And don't miss Joyful Noise: Poems for Two Voices, the Newbery Medal-winning poetry collection! Lesson Planning with Purpose Dec 03 2022 "Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses Perceptive Teaching and then explores five unique approaches to lesson planning: behaviorist, constructivist, aesthetic, ecological, and integrated social-emotional learning. Chapters end with a sample lesson that can be compared across approaches"--
Standards-Based Lesson Plans for the Busy Elementary School Librarian Aug 26 2019 This helpful resource provides all-new tested, standard-based lessons accompanied by reproducible handouts and easy-to-follow directions. • Furnishes tested, ready-made lessons and reproducible handouts for every grade level K–5 • Provides a time-saving tool for school librarians and educators in teaching integrated information literacy skills • Features lessons that are coordinated with the Common Core State Standards, the McREL Compendium of Standards and Benchmarks, and the AASL Information Literacy Standards
Kodály in the Fifth Grade Classroom Oct 01 2022 Since the mid-twentieth century, Zoltán Kodály's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodály Today handbook series is the first comprehensive system to update and apply the Kodály concepts to teaching music in elementary school classrooms. Kodály in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltán Kodály), authors Micheál Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodály in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodály philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodály in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.
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How to: Care for your garden in the winter
Many gardeners will visit and working their garden daily during the hot summer months by preparing the garden, weeding, caring for the young crops, watering and harvesting, but it's very important that you don't just visit your garden during the vegetables' growth seasons. By providing the correct winter care, you can keep your garden healthy all year long and better prepare it for its prime season.
Protecting plants:
Some plants may not die off and instead, go dormant during the winter season. It is important to prepare these plants correctly for the colder months so you will be able to enjoy them again in the next year. This includes plants like roses, bulbs and more. For perennials, the easiest to care for during the winter, most times gardeners just need to cut them back a tad and add a thick layer of mulch to protect the bulbs under the surface for the coming cold months. Depending on the type of perennial you grow in the garden may determine the amount of protection it needs, so be sure to do your research.
For annuals, you may want to collect the seeds of your favorite plants since the cold will end up killing them. Once a killing frost has hit, pull up the dead annuals and discard of them or compost them. Sometimes, annuals drop self-sown seeds so to be safe, add a thick layer of mulch if you think your annuals will self-sow and germinate again in the spring.
For bulbs, oftentimes you will need to dig them up and store them during the cold
months so you can plant them again when it gets warmer. Dig them up and brush off excess dirt. Then, mulch the bulb beds anyway so the soil doesn't shift too much during the winter. Store the bulbs in a breathable container like cardboard. Do not store them in plastic. Then, place the bulbs in a cool, dry area until you are ready to plant them again.
Beautifying the garden:
During the winter, or mostly in the early but chilly months, make sure you remove debris and any dead plants from your garden so they don't serve as a house for unwanted pests. By removing rotted and dead plants, you will be taking care of your garden by preventing the spread of fungus, disease and pests. Make sure you dispose of the spent plants correctly because sometimes, placing them in your compost pile can spread potential disease even more.
Copyright 2018 © Urban Farmer. All rights reserved.
Pruning:
For the plants that stay, make sure you prune out the dead or diseased branches before the winter season hits. Don't remove any branches that are necessary for the structure, but adequate pruning can help your plant go dormant for the winter season.
At Urban Farmer, we have everything you need for your garden at ufseeds.com!
Everything you need for your garden at ufseeds.com
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Continuing Education
Caries Process and Prevention Strategies: Intervention
Course Author(s): Robert V. Faller
CE Credits: 1 hour
Intended Audience: Dentists, Dental Hygienists, Dental
Assistants, Dental Students, Dental Hygiene Students, Dental Assistant Students
Date Course Online: 08/19/2011
Last Revision Date: 09/20/2021
Course Expiration Date: 09/19/2024
Cost: Free
Method: Self-instructional
AGD Subject Code(s): 11
Online Course: www.dentalcare.com/en-us/professional-education/ce-courses/ce376
Disclaimers:
* P&G is providing these resource materials to dental professionals. We do not own this content nor are we responsible for any material herein.
* Participants must always be aware of the hazards of using limited knowledge in integrating new techniques or procedures into their practice. Only sound evidence-based dentistry should be used in patient therapy.
Conflict of Interest Disclosure Statement
* Mr. Faller is a retired employee of P&G.
Introduction
This is part 9 of a 10-part series entitled Caries Process and Prevention Strategies. This course introduces the dental professional to the important role of fluoride in the prevention and control of dental caries. Systemic and topical forms of fluoride delivery are discussed as options for the majority of patients, and professional forms of fluoride delivery are discussed as sometimesnecessary measures for high-risk patients with severe caries.
Course Contents
* Learning Objectives
* Overview
* Glossary
* Course Test
* Video: Intervention
* References / Additional Resources
* About the Author
Overview
This course introduces the dental professional to the important role of fluoride in the prevention and control of dental caries. Systemic and topical forms of fluoride delivery are discussed as options for the majority of patients, and professional forms of fluoride delivery are discussed as sometimes necessary measures for high-risk patients with severe caries.
Learning Objectives
* Be familiar with the history of fluoride in caries control.
Upon completion of this course, the dental professional should be able to:
* Discuss how fluoride is processed by the body.
* Identify the multiple ways in which fluoride provides protection from caries.
* Describe how fluoride concentration varies in different parts of the tooth.
* Explain the dental health consequences of too much fluoride exposure.
* Understand when professional forms of fluoride delivery may be necessary.
* Discuss the primary methods of systemic and topical fluoride delivery.
Glossary
biofilm – An aggregation of microorganisms in which cells adhere to each other forming small communities that are held together by an extracellular polymeric matrix. Different communities are co-dependent on each other, and the whole biofilm forms a defensive mechanism requiring much higher concentrations of antimicrobials to control its growth. Dental plaque is a classic biofilm.
demineralization – The chemical process by which minerals (mainly Calcium) are removed from the dental hard tissues – enamel, dentin, and cementum. The chemical process occurs through dissolution by acids or by chelation, and the rate of demineralization will vary due to the degree of supersaturation of the immediate environment of the tooth and the presence of fluoride. In optimal circumstances, the minerals may be replaced through the process of remineralization.
dental fluorosis – An abnormal condition caused by the excessive intake of fluorine, such as from fluoridated drinking water, during the period in which tooth buds are developing (amelogenesis), and is characterized in the developed tooth chiefly by mottling of the enamel. This condition can range from white flecks in the enamel (mild fluorosis) up to brown, stained and pitted enamel (severe).
enzyme – Protein that catalyzes, or facilitates, biochemical reactions.
fluoride – The anion of the halogen fluorine (F-). Compounds containing the fluoride anion are collectively called fluorides. Fluoride compounds very commonly occur, from simple fluoride toothpastes to PTFE (Teflon).
fluoride dentifrice – A toothpaste that has been formulated to deliver clinically proven amounts of fluoride into the oral cavity, and to bind to tooth surfaces creating fluorapatite and Calcium fluoride, both of which protect the tooth from the acids produced by cariogenic bacteria.
fluoride supplements – The diet of children can be supplemented with sodium fluoride, similar to vitamin supplementation, in areas where water fluoridation, or availability of fluoride by other means, such as milk or salt, may not be available.
fluorapatite – A crystal structure in tooth mineral [Ca10 (PO4)6 F2] resulting from the replacement of hydroxyl ions (OH-) in the hydroxyapatite structure with fluoride ions (F-). Fluorapatite (also commonly referred to as fluoroapatite, fluorhydroxyapatite or fluorohydroxyapatite) is stronger and more acid resistant than hydroxyapatite.
hydroxyapatite – Crystals of calcium phosphate - [Ca10(PO4)6 OH2] - that form the mineral structure of teeth and bone. Enamel comprises approximately 98% hydroxyapatite. Much of the hydroxyapatite in enamel, however, is a calcium-deficient carbonated hydroxyapatite, the crystals of which are readily dissolved by acids. The addition of fluoride creates fluorapatite, which is less soluble and more acid-resistant.
hypomineralization – Relating to or characterized by a deficiency of minerals.
milk fluoridation – Milk provides an ideal vehicle to deliver the correct amount of fluoride to children. However, well-controlled studies have not yet been conducted to confirm the anticaries benefits of this approach, and this is necessary before this method can be recommended for implementation in the United States.
mottled enamel – A chronic endemic form of hypoplasia (incomplete development) of the dental enamel caused by excessive intake of fluoride by a child during key stages of tooth formation. It is characterized by defective calcification that results in a chalky appearance to the enamel, which gradually undergoes brown discoloration.
remineralization – The chemical process by which minerals (mainly Calcium) are replaced into the substance of the dental hard tissues - enamel, dentin and cementum. The process requires an ideal environment that includes supersaturation with calcium and phosphate ions, the presence of fluoride, and adequate buffering.
water fluoridation – The addition or removal of fluoride from domestic water supplies to achieve the optimal concentration of fluoride. The optimal concentration varies due to ambient temperature of the climate and thus water intake. Hexafluorosilicic acid (H2SiF6) and its salt sodium hexafluorosilicate (Na2SiF6) are the more commonly used additives, especially in the United States.
Video: Intervention
Click on image to view video online.
Course Test Preview
To receive Continuing Education credit for this course, you must complete the online test. Please go to: www.dentalcare.com/en-us/professional-education/ce-courses/ce376/test
1. Which of the following is a key finding that led to the understanding of the benefit of fluoride in public dental health?
B. A new pipeline with an alternative water source pumped into the town of Oakley, Idaho, led to the disappearance of "brown stain" on teeth.
A. Children who lived in towns with abnormally high levels of fluoride in the water supply had perfectly healthy teeth.
C. Analysis of the water supply of Bauxite, Arkansas, uncovered an unusually high level of fluoride and this was confirmed in other towns with fluorosis.
D. B and C
5
2. The majority of fluoride ingested in water or food is absorbed in which body organ(s)?
A. Lymphatic system
B. Kidneys
C. Stomach and small intestine
D. Liver
3. Fluoride incorporates into the enamel structure as ____________.
A. hydroxyapatite
B. apatite crystal
C. fluorapatite
D. enameloxyapatite
4. Which of the following is false about the concentration of fluoride in teeth?
A. Fluoride concentration is highest on surface enamel.
B. Fluoride concentration is high in dentin.
C. Fluoride accumulates over a lifetime at the dentin-pulp interface.
D. Fluoride only adsorbs onto the surface of the teeth; it does not penetrate into the teeth themselves.
5. What is the main mechanism by which fluoride protects the tooth from caries?
A. Fluoride helps to reduce demineralization and enhance remineralization.
B. Fluoride increases saliva production.
C. Fluoride helps keep tooth enamel white.
D. Fluoride is able to kill P. gingivalis bacteria, a major contributor to caries.
6. Which of the following is true regarding the mode of action for the antimicrobial effects of fluoride?
A. Inhibits growth and metabolism of streptococci.
B. At higher concentrations, it can inhibit acid production by plaque bacteria.
C. Fluoride has no significant antimicrobial effects.
D. A and B
7. Chalky white lines or stains are believed to be caused by which of the following?
A. An abnormally high level of Streptococcus mutans in plaque.
B. An abnormally high concentration of fluoride that leads to hypomineralization of tooth enamel.
C. Excessive consumption of vitamin C.
D. Excessive consumption of calcium.
8. What is the average percentage in caries reduction among children where community drinking water contains 1 ppm fluoride?
B. 30%
A. 10%
C. 50%
D. 90%
9. Which of the following research findings validates that consistent fluoride protection is needed to maintain a reduction in caries rate?
B. Children who move from fluoridated areas to non-fluoridated areas experienced a caries increase.
A. Children who move from non-fluoridated areas to other non-fluoridated areas experienced a caries decrease.
C. Children who move from non-fluoridated areas to fluoridated areas experienced a caries increase.
D. Children who move from fluoridated areas to non-fluoridated areas experienced a caries decrease.
10. Fluoride supplements are recommended for which population of people?
B. Adults only, regardless of caries risk.
A. Everyone.
C. Children at high risk of caries residing in non-fluoridated areas.
D. Children only, regardless of caries risk.
11. How much fluoride does most over-the-counter dentifrice contain in the United States?
B. 850 ppm to 1150 ppm
A. 100 ppm to 200 ppm
C. 3000 ppm
D. 1 ppm
12. Which forms of fluoride are the most commonly used in dentifrice?
B. Sodium fluoride, Stannous fluoride and Sodium monofluorophosphate.
A. Stannous fluoride, Potassium fluoride and Amine fluoride.
C. Sodium bi-fluorophosphate, Amine fluoride and Calcium fluoride.
D. Sodium fluoride, Fluorapatite and Calcium fluoride.
13. Which of the following mechanisms explains why using a cup to rinse the mouth with water after brushing with fluoridated dentifrice is linked to more caries?
B. Water diminishes fluoride's ability to work as an antimicrobial.
A. Water makes fluoride more acidic.
C. Water reduces saliva production.
D. The large amount of water from using a cup as a rinsing aide flushes away the beneficial fluoride.
14. Which of the following types of fluoride should be recommended with caution due to the potential for it to cause pitting and etching of porcelain or composite restorations?
B. Sodium monofluorophosphate
A. Stannous fluoride
C. Acidulate phosphate fluoride
D. Sodium fluoride
15. Which of the following is true about professionally applied fluoride varnish?
B. It forms a hardened deposit of calcium fluoride on the tooth acting as a reservoir for the release of fluoride over time.
A. Used correctly, it is linked to a 38% reduction in caries.
C. It usually contains about 1,100 ppm of fluoride.
D. Professionally applied dental varnishes do not contain fluoride.
References
2. Black GV, McKay FS. Mottled enamel. An endemic developmental imperfection of the teeth, heretofore unknown in the literature of dentistry. II. An investigation of mottled teeth. Dental Cosmos. 1916;58:129-56.
1. Fejerskov O, Nyvad B, Kidd EAM, eds. Dental Caries: The Disease and its Clinical Management, 3rd ed. Oxford, United Kingdom. Wiley/Blackwell. 2015.
3. Ainsworth NJ. Mottled Teeth. Br Dent J. 1933;55:233-50.
5. Kempf GA, McKay FS. Mottled enamel in a segregated population. Public Health Rep. 1930;45:2923-40.
4. McKay FS. Mottled teeth: the prevention of its further production through a change in the water supply at Oakley, Idaho. J Am Dent Assoc. 1933;20:1137-49.
6. Churchill HV. The occurrence of fluorides in some waters of the United States. J Dent Res. 1932;12(1):141-8.
8. Dean HT, Jay P, Arnold FA, et al. Domestic water and dental caries. II. A study of 2832 white children, aged 12-14 years, of eight suburban Chicago communities, including Lactobacillicus acidophilus studies of 1761 children. Public Health Rep. 1941;56:761-92.
7. Dean HT, Jay P, Arnold FA, et al. Domestic water and dental caries, including certain epidemiological aspects of oral L. acidophilus. Public Health Rep. 1939;54:862-88.
9. Dean HT, Jay P, Arnold FA, et al. Domestic water and dental caries. V. Additional studies of the relation of fluoride domestic waters to dental caries experience in 4425 white children, aged 12-14 years, of 13 cities in 4 states. Public Health Rep. 1942;57:1151-79.
11. Den Besten P, Faller R, Nakano Y. Dental fluorosis, fluoride and remineralizing agents. In: Goldberg M, ed. Understanding Dental Caries – From Pathogenesis to Prevention and Therapy. Springer Switzerland; 2016. doi: 10.1007/978-3-319-30552-3_15. Accessed September 13, 2021.
10. Baron S. ed. Medical Microbiology. 4th. Galveston, Texas: University of Texas Medical Branch;1996.
12. Murray JJ, Rugg AJ, Jenkins GN. Fluorides in Caries Prevention, 3rd ed. Oxford, United Kingdom. Wright. 1991.
14. Jones S, Burt BA, Petersen PE, Lennon MA. The effective use of fluorides in public health. Bull World Health Organ. 2005 Sep;83(9):670-6. Epub 2005 Sep 30.
13. Marthaler TM, Steiner M, Menghini G, Bandi A. Kariesprävalenz bei Schülern im Kanton Zürich, Resultate aus dem Zeitraum 1963 bis 1987 [Caries prevalence in schoolchildren in the canton of Zurich. The results in the period of 1963 to 1987]. Schweiz Monatsschr Zahnmed. 1988;98(12):1309-15. German.
15. Stephen KW, Banockzy J, Pahkamov GN. Milk Fluoridation for the Prevention of Dental Caries. Geneva: World Health Organization/Borrow Milk Foundation. 1996.
17. Stephen KW, Creanor SL, Russell JI, et al. A 3-year oral health dose-response study of sodium monofluorophosphate dentifrices with and without zinc citrate: anti-caries results. Community Dent Oral Epidemiol. 1988 Dec;16(6):321-5. doi: 10.1111/j.1600-0528.1988.tb00574.x.
16. Rozier RG, Adair S, Graham F, et al. Evidence-based clinical recommendations on the prescription of dietary fluoride supplements for caries prevention: a report of the American Dental Association Council on Scientific Affairs. J Am Dent Assoc. 2010 Dec;141(12):1480-9. doi: 10.14219/jada.archive.2010.0111.
18. Baysan A, Lynch E, Ellwood R, Davies R, Petersson L, Borsboom P. Reversal of primary root caries using dentifrices containing 5,000 and 1,100 ppm fluoride. Caries Res. 2001 JanFeb;35(1):41-6. doi: 10.1159/000047429.
20. Walker A, Gregory J, Bradnock G, et al. National Diet and Nutrition Survey: young people aged 4-18 years, Vol. 2; Report of the Oral Health Survey 2000. London: The Stationery Office; 2000. Accessed September 7, 2021.
19. Ashley PF, Attrill DC, Ellwood RP, Worthington HV, Davies RM. Toothbrushing habits and caries experience. Caries Res. 1999 Sep-Oct;33(5):401-2. doi: 10.1159/000016540.
21. Ripa LW. A critique of topical fluoride methods (dentifrices, mouthrinses, operator-, and selfapplied gels) in an era of decreased caries and increased fluorosis prevalence. J Public Health Dent. 1991 Winter;51(1):23-41. doi: 10.1111/j.1752-7325.1991.tb02172.x.
22. Helfenstein U, Steiner M. Fluoride varnishes (Duraphat): a meta-analysis. Community Dent Oral Epidemiol. 1994 Feb;22(1):1-5. doi: 10.1111/j.1600-0528.1994.tb01559.x.
Additional Resources
* No Additional Resources Available.
About the Author
Robert V. Faller, BS
resides in the UK and is a consultant to the Oral Care industry.
Robert Faller has in excess of 40 years in the Oral Care Research field. He retired from P&G after more than 31 years in Oral Care, where he focused on caries and enamel related research as P&G's chief cariologist. He is editor of Volume 17 – Monographs in Oral Science: Assessment of Oral Health – Diagnostic Techniques and Validation Criteria. He has written 3 book chapters, published 34 papers in peer-reviewed journals and has over 100 published abstracts on fluoride, caries, dental erosion, and various oral care technologies, along with 5 patents related to Oral Care and 6 Continuing Education courses. He currently
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250748 Flight Lieutenant William Ellis Newton
VC, No. 22 Squadron, RAAF
KIA 29 March 1943
Photograph: P02134.001
Today we remember and pay tribute to Flight Lieutenant William Ellis Newton.
Bill Newton was born in St Kilda, Melbourne, on the 8th of June 1919. He attended the Melbourne Church of England Grammar School and went on to work in a silk warehouse. Newton was a popular sportsman who represented his school in swimming, was vice-captain of the school football team, and eventually played cricket for the Victorian second 11. He enlisted in the Royal Australian Air Force in early February 1940. On receiving his commission Newton spent time as a flying instructor before being posted to No. 22 Squadron in 1942, flying Boston light bombers from Port Moresby.
Newton flew 52 operational sorties during his career. Most of these were "against difficult targets under intense tropical weather conditions and under enemy fire". He was known to be a "well-balanced, all round and highly trained and developed" officer with a "cheerful, natural and infectious personality".
Newton also possessed remarkable courage as a pilot. On at least three occasions he dived through intense anti-aircraft fire to drop bombs on his target. On the 16th of March 1943, while he and his crew of two were leading an attack on Salamaua through intense shell-fire from the ground, their Boston bomber was hit repeatedly by the enemy. Their aircraft suffered bad tears to its fuselage and wings; it had a hole in its petrol tank, its engines were badly damaged, and one tyre was burst. Nevertheless, Newton continued the attack, flew nearly 200 miles back to base and, despite the flat tyre, made a safe landing.
Two days later he attempted an attack on the same location. This time his aircraft, hit by flak, burst into flames. Newton flew along the shore and brought his plane safely down on the water. Sergeant Basil Eastwood was killed in the crash, but Newton and Sergeant John Lyon escaped, swimming to shore.
The following day Newton and Lyon were captured by a company of the Imperial Japanese Navy. They were taken to Lae, where Sergeant Lyon was executed by bayonet. Newton was returned to
Salamaua and beheaded by the Japanese on the 29th of March 1943. He was 23.
William Ellis Newton was posthumously awarded the Victoria Cross for his "great valour and devotion to duty". His was the only Victoria Cross awarded to a member of the RAAF in the Pacific theatre.
The Royal Australian Air Force press release following Newton's award in October 1943 read
The story of his brave deeds will become a legend in the Royal Australian Air Force and will be read with pride by those who serve in that Force for years to come.
On his last home leave William Newton had mentioned to his mother that he didn't think she would see him again. He said: "If you hear – when you hear – there's a bottle of sherry on the mantelpiece. Have a drink for me, will you? Don't make a fuss." His body was later recovered and now lies in Lae Cemetery.
The name of Flight Lieutenant William Ellis Newton is listed on the Roll of Honour on my left, along with those of around 40,000 men and women who died in the Second World War. His photograph is displayed today beside the Pool of Reflection
This is one of the many stories of service and sacrifice told here at the Australian War Memorial. We now remember Flight
Lieutenant William Ellis Newton and all of those Australians who have given their lives in the service of our nation.
___________________________________________________________
________
Dr Meleah Hampton Historian, Military History Section
590 words
Sources:
- Australian Dictionary of Biography.
- National Archives of Australia, service record, William Ellis Newton.
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HANI CORE STORY LIST
1. Creation of angels – Job 38:4-7, Isa. 14.12-15, Ezek. 28.12-17
2. Creation of the world – Gen 1.1-25
3. Creation of man – Gen 1.26-2.25
4. The first sin and judgment – Gen 3
5. Cain and Abel Gen. 4
6. Judgment of a sinful world – Noah & the flood – Gen 6.1-9.19
7. The Tower of Babel – Gen 11.1-9
8. God's Promise to Abraham – Gen 12.1-8
9. Birth of Isaac and God provides the substitute sacrifice for Isaac – Gen 17:1-19; 18.1-15, 21.1-8, 22.1-18
10. Jacob – Joseph – Israel into Egypt – Gen 25.19-26, 28.10-17, Gen 35.22-27, Ex. 1.1-14
11. Calling of Moses and the Plagues – Ex 2.1-3.22, 7.1-7
12. The Passover--the blood and the lamb – Ex 11-12
13. God gives His Holy Law--the Ten Commandments – Ex 19.1-20.21; Deut 6:4-9
14. The Sacrificial System – The Tabernacle and the Sacrifices – Exod 40, Lev. 1, 10, 16-17
15. God Sends Prophets to Call the People Back from Their Sin – Judges 2, 2 Kings 17:7-18; Jeremiah 25:4-7
16. The Message of the Prophet Isaiah - Isaiah 6.1-10, 44.6-20 (making idols), 59.1-8 (sinfulness)
17. The Message of the Prophet Elijah – 1 Kings 16.29-18.46
18. The Message of the Prophet Jeremiah: Jer. 1.1-9, 2.1-37, 3.12-15, Jer. 36, 38.1-13
19. The Message of the Prophet Jonah - Jonah 1-4
20. The Prophets Promise a Coming Savior – Isa 7.14, 8.19 - 9.7, Isa. 53
21. The Story of the Vineyard (Transitions into Christ) – Mark 12.1-12; Matt 22.33-45
22. Birth of Jesus – Luke 1.26-2.20, 2.52
23. The Baptism of Jesus – Luke 3:1-33; John 1:19-37; Matthew 3:13-15; Mark 1:12-15
24. Calling of apostles – Mark 1.14-20; Luke 5.1-11; Matt. 4.23-25
25. Jesus and Nicodemus--"You must be born again" – John 3.1-21
26. Jesus Has Authority to Forgive Sin – The Story of the Paralyzed Man & Jesus Eats With Sinners – Mark 1:45 - 2:17
27. Jesus has power over nature--Calms the Sea – Mark 4.35-41
28. Jesus has authority over demons--Gadarene Demoniac – Mark 5.1-20
29. Jesus Feeds Five Thousand Men – Matthew 14:13-36; John 6:1-9
30. Jesus Raises Lazarus to Life – John 11:1-53
31. Abraham, Lazarus and the Rich Man – Luke 16.19-31
32. The Last Supper – Matthew 26:1-5, 14-35; Luke 22:14-20
33. Jesus Promises the Holy Spirit – John 13:26 – 14:31
34. The Betrayal and Trial of Jesus – John 18:1 – 19:16
35. The Crucifixion and Burial – John 19:16-42; Luke 23:32-48; Mark 15:37-39; Matthew 27:51-66
36. The Resurrection – Luke 24:1-49; John 20:24-31
37. Jesus Returns to the Father – Acts 1:1-11; Matthew 28:18-20
38. Jesus is Our High Priest and Suitable Sacrifice – Hebrews 1:1-3, 8:1-6, 9:1-28, 10:11-23
39. The Giving of the Holy Spirit and the Young Church – Acts 1:12-14; 2:1-41
40. The Bold Witness of the Believers – Acts 4:1-37; Acts 5
41. Jesus Will Return One Day in Judgment – Revelation 20:10 – 21:8; 22:1-21
1. Creation of angels – Job 38:4-7, Isa. 14.12-15, Ezek. 28.12-17
I will tell you the story of the Most High God, the Creator of this world, and about His love for all of us. This story is long, and I will only tell you parts of it. Each small story I tell is a part of the larger story in a book called the Bible. The Bible is not the word of man, but the word of God. God spoke these words to men thousands of years ago, and the men wrote them down for us to remember, understand and obey. The words are completely true and we can trust them, because they are the words of God. These words will show us the path to live as God wants us to live, and to know Him forever.
This first small story is the story of what things were like before the world was created. Before the world was created, the one true God, the Creator, the Most High created the spirits. These spirits were not God, but were made by God to live in heaven with Him. God made them perfect and beautiful. They lived in the presence of God and were set apart to serve Him. The spirits were sinless and good. This holy gathering of spirits was created to worship God and serve His purposes. The Bible called them angels. They are mighty beings, but are created to be lower than God and subject to His control.
The angels were with God when he created our world. They sang together and shouted for joy when God laid the foundations of the world
There was one angel who was the most perfect, wise and beautiful. He was especially chosen by God as the highest angel. But his perfection caused him to want more. He desired to sit on the throne of God and be God himself. He said, "I will rise to the top of heaven. I will raise my throne above the stars of God, and I will sit on God's mountain. I will rise above the heights of the clouds. I will make myself like the Most High God."
But the Most High God saw this evil in him, this pride, this wanting to be God. The Most High, who is perfectly good, cast him away from the mountain of God where the angels assembled, for he is not God, nor can he match God's power. The angel who was cast away was named Satan, the devil, which means the one who accuses, because he accuses or condemns. Satan gathered many angels with him in his rebellion to leave the assembly of God. These angels became evil, also, and are called demons. Together, as they follow their leader Satan, they seek to deceive men with lies, to lead them away from God and to ruin their lives.
But many, many more angels continue to live in the assembly of God, singing his praises all the time. They are the special, powerful messengers of God and serve his purposes in the world.
1. Creation of the world – Gen 1.1-25
In the beginning, God created the sky and the earth. The earth was empty and had no shape. Darkness covered the ocean and the Spirit of God was moving over the water. Then God said, "Let there be light!" And there was light. God saw that the light was good. So he divided the light from the darkness. God named the light "day" and the darkness "night." Evening passed, and morning came. This was the first day.
Then God said, "Let there be something to divide the water in two!" So God made the air to divide the water in two. Some of the water was above the air, and some of the water was below it. God named the air "sky." Evening passed, and morning came. This was the second day.
Then God said, "Let the water under the sky be gathered together so the dry land will appear." And it happened. God named the dry land "earth." He named the water that was gathered together "seas." God saw that this was good.
Then God said, "Let the earth produce plants. Some plants will make grain for seeds. Others will make fruit with seeds in it. Every seed will produce more of its own kind of plant." And it happened. The earth produced plants. Some plants had grain for seeds. The trees made fruit with seeds in it. Each seed grew its own kind of plant. God saw that all this was good. Evening passed, and morning came. This was the third day.
Then God said, "Let there be lights in the sky to separate day from night. These lights will be used for signs, seasons, days and years. They will be in the sky to give light to the earth." And it happened. So God made the two large lights. He made the brighter light to rule the day. He made the smaller light to rule the night. He also made the stars. God put all these in the sky to shine on the earth. They are to rule over the day and over the night. He put them there to separate the light from the darkness. God saw that all these things were good. Evening passed, and morning came. This was the fourth day.
Then God said, "Let the water be filled with living things. And let birds fly in the air above the earth." So God created the large sea animals. He created every living thing that moves in the sea. The sea is filled with these living things. Each one produces more of its own kind. God also made every bird that flies. And each bird produces more of its own kind. God saw that this was good. God blessed them and said, "Have many young ones and grow in number. Fill the water of the seas, and let the birds grow in number on the earth." Evening passed, and morning came. This was the fifth day.
Then God said, "Let the earth be filled with animals. And let each produce more of its own kind. Let there be tame animals and small crawling animals and wild animals. And let each produce more of its kind." And it happened. So God made the wild animals, the tame animals and all the small crawling animals to produce more of their own kind. God saw that this was good.
3. Creation of man – Gen 1.26-2.25
Also on the sixth day God said, "Let us make human beings in our image and likeness. And let them rule over the fish in the sea and the birds in the sky. Let them rule over the tame animals, over all the earth and over all the small crawling animals on the earth."
When the Lord God created the sky and earth, he took dust from the ground and formed man from it. The Lord breathed the breath of life into the man's nose. And the man became a living person. Then the Lord God planted a garden in the East, in a place called Eden. He put the man he had formed in that garden. The Lord God caused every beautiful tree and every tree that was good for food to grow out of the ground. In the middle of the garden, God put the tree that gives life. And he put there the tree that gives the knowledge of good and evil. A river flowed through Eden and watered the garden.
The Lord God put the man in the garden of Eden to care for it and work it. The Lord God commanded him, "You may eat the fruit from any tree in the garden. But you must not eat the fruit from the tree which gives the knowledge of good and evil. If you ever eat fruit from that tree, you will die!"
Then the Lord God said, "It is not good for the man to be alone. I will make a helper who is right for him." From the ground God formed every wild animal and every bird in the sky. He brought them to the man so the man could name them. Whatever the man called each living thing, that became its name. The man gave names to all the tame animals, to the birds in the sky and to all the wild animals. But the man Adam did not find a helper that was right for him. So the Lord God caused the man to sleep very deeply. While the man was asleep, God took one of the ribs from the man's body. Then God closed the man's skin at the place where he took the rib. The Lord God used the rib from the man to make a woman. Then the Lord brought the woman to the man.
And the man said, "Now, this is someone whose bones came from my bones. Her body came from my body. I will call her 'woman,' because she was taken out of man." So a man will leave his father and mother and be united with his wife. And the two people will become one body. The man and his wife were naked, but they were not ashamed.
So God created human beings in his image. In the image of God he created them. He created them male and female. God blessed them and said, "Have many children and grow in number. Fill the earth and be its master. Rule over the fish in the sea and over the birds in the sky. Rule over every living thing that moves on the earth."
God said, "Look, I have given you all the plants that have grain for seeds. And I have given you all the trees whose fruits have seeds in them. They will be food for you. I have given all the green plants to all the animals to eat. They will be food for every wild animal, every bird of the air and every small crawling animal." And it happened. God looked at everything he had made, and it was very good. Evening passed, and morning came. This was the sixth day.
So the sky, the earth and all that filled them were finished. By the seventh day God finished the work he had been doing. So on the seventh day he rested from all his work. God blessed the seventh day and made it a holy day. He made it holy because on that day he rested. He rested from all the work he had done in creating the world.
4. The first sin and judgment – Genesis 3
Now the snake was the most clever of all the wild animals the Lord God had made. One day the devil came in the form of a snake and spoke to the woman. He said, "Did God really say that you must not eat fruit from any tree in the garden?"
The woman answered the snake, "We may eat fruit from the trees in the garden. But God told us, 'You must not eat fruit from the tree that is in the middle of the garden. You must not even touch it, or you will die.'"
But the snake said to the woman, "You will not die. God knows that if you eat the fruit from that tree, you will learn about good and evil. Then you will be like God!"
The woman saw that the tree was beautiful. She saw that its fruit was good to eat and that it would make her wise. So she took some of its fruit and ate it. She also gave some of the fruit to her husband, and he ate it. Then, it was as if the man's and the woman's eyes were opened. They realized they were naked. So they sewed fig leaves together and made something to cover themselves.
Then they heard the Lord God walking in the garden. This was during the cool part of the day. And the man and his wife hid from the Lord God among the trees in the garden. But the Lord God called to the man. The Lord said, "Where are you?"
The man answered, "I heard you waking in the garden. I was afraid because I was naked. So I hid."
God said to the man, "Who told you that you were naked? Did you eat fruit from that tree? I commanded you not to eat from that tree?"
The man said, "You gave this woman to me. She gave me fruit from the tree. So I ate it."
Then the Lord God said to the woman, "What have you done?"
She answered, "The snake tricked me. So I ate the fruit."
The Lord God said to the snake, "Because you did this, a curse will be put on you. You will be cursed more than any tame animal or wild animal. You will crawl on your stomach, and you will eat dust all the days of your life. I will make you and the woman enemies to each other. You descendants and her descendants will be enemies. He child will crush you head. And you will bite his heel."
Then God said to the woman, "I will cause you to have much trouble when you are pregnant. And when you give birth to children, you will have great pain. You will greatly desire your husband, but he will rule over you."
Then God said to the man, "You listened to what your wife said. And you ate fruit from the tree that I commanded you not to eat from. So I will put a curse on the ground. You will have to work very hard for food. In pain you will eat its food all the days of your life. The ground will produce thorns and weeds for you. And you will eat the plants of the field. You will sweat and work hard for your food. Later you will return to the ground. This is because you were taken from the ground. You are dust. And when you die, you will return to the dust."
The man named his wife Eve. This is because she is the mother of everyone who ever lived. The Lord God made clothes from animal skins for the man and his wife. And so the Lord dressed them. Then the Lord God said, "Look, the man has become like one of us. He knows good and evil. And now we must keep him from eating some of the fruit from the tree of life. If he does, he will live forever." So the Lord God forced the man out of the garden of Eden. He had to work the ground he was taken from. God forced the man out of the garden. Then God put angels on the east side of the garden. He also put a sword of fire there. It flashed around in every direct. This kept people from getting to the tree of life.
Cain and Able Story is important to put here!
5. Judgment of a Sinful World – Noah and the Flood – Genesis 6:1 – 9:19
As Adam and Eve had children, the number of people on earth began to grow. Hundreds of years passed and the number continued to grow. But the Lord saw that the human beings on the earth had become very wicked. He also saw that the thoughts in their hearts were only about evil all the time. The Lord was sorry he had made human beings on the earth. His heart was filled with pain. So the Lord said, "I will destroy all human beings that I made on the earth. And I will destroy every animal and everything that crawls on the earth. I will also destroy the birds of the air. This is because I am sorry that I have made them."
But a man named Noah pleased the Lord. He was a good man. He was the most innocent man of his time, and he walked with God. Noah had three sons: Shem, Ham and Japheth.
People on earth did what God said was evil. Violence was everywhere. God saw that all the people of the earth only did evil. So God said to Noah, "People have made the earth full of violence. So I will destroy all the people from the earth. Build a large boat of cypress wood for yourself. Make rooms in it and cover it inside and outside with tar. This is how big I want you to build the boat: 140 meters (450 feet) long, 23 meters (75 feet) wide and 14 meters (45 feet) high. Put a door in the side and an upper, middle and lower deck inside the boat. I will bring a flood of water on the earth. I will destroy all living things that live under the sky. But I will make an agreement with you. You, your sons, your wife and your son's wives will all go into the boat.
"So you and your family go into the boat. Take with you seven pairs, each male with its female, of every kind of clean animal. And take one pair, each male with its female of every kind of unclean animal. Take seven pairs of all the birds of the sky, each male with its female. This will allow all these animals to continue living on the earth after the flood. I will send rain on the earth. It will rain 40 days and 40 nights. I will destroy from the earth every living thing that I made."
Noah did everything that the Lord commanded. He and his family went into the boat to escape the waters of the flood. All the clean animals, unclean animals, birds and everything that crawls upon the ground came to Noah. They went into the boat in groups of two. Then the Lord closed the door behind them.
On that day the underground springs split open and the clouds in the sky poured out rain. The rain fell on the earth for 40 days and nights. Water flooded the earth for 40 days. As the water rose, it lifted the boat off the ground. The water continued to rise, and the boat floated on the water above the earth. The water rose so much that even the highest mountains under the sky were covered by it. The water continued to rise until it was more than 6 meters (20 feet) above the mountains.
So God destroyed from the earth every living thing that was on the land. All that was left was Noah and what was with him in the boat. And the waters continued to cover the earth for 150 days.
But God remembered Noah and all the animals with him in the boat. God made a wind blow over the earth, and the water went down. After 150 days, the water had gone down so much that the boat touched land again. It came to rest on one of the mountains. After many more days, the water drew back and the land dried out. So Noah went out with his sons, his wife and his sons' wives. Every animal and every bird went out of the boat. They left by families.
Then Noah built an altar to the Lord. Noah took some of the clean birds and animals. And he burned them on the altar as offerings to God. The Lord was pleased with these sacrifices. He said to himself, "I will never again curse the ground because of human beings. Their thoughts are evil even when they are young. But I will never again destroy every living thing on the earth as I did this time. As long as the earth continues, there will be planting and harvest. Cold and hot, summer an winter, day and night will not stop."
Then God blessed Noah and his sons. He said to them, "Have many children. Grow in number and fill the earth. Every animal on earth and every bird in the sky will respect and fear you. So will every animal that crawls on the ground and every fish in the sea respect and fear you. I have given them to you. Everything that moves, everything that is alive, is yours for food. Earlier I gave you the green plants. And now I give you everything for food. But you must not eat meat that still has blood in it, because blood gives life. I will demand your blood for your lives. That is, I will demand the life of any animal that kills a person. And I will demand the life of anyone who takes another person's life. Whoever kills a human being will be killed by a human being. This is because God made humans in his own image."
Then God said to Noah and his sons, "Now I am making my agreement with you and your people who will live after you. I will never again destroy all living things by floodwaters. A flood will never again destroy the earth. I am putting my rainbow in the clouds as a sign of the agreement between me and the earth."
6. The Tower of Babel – Genesis 11:1-9
As time went by, the people of the earth began to multiply greatly. At this time, the whole world spoke one language. Everyone used the same words. As people moved from the East, they found a large flat area in the land of Shinar. They settled there to live.
They said to each other, "Let's make bricks and bake them to make them hard." So they used bricks instead of stones, and tar instead of mortar. Then they said to each other, "Let's build for ourselves a city and a tower. And let's make the top of the tower reach high into the sky. We will become famous. If we do this, we will not be scattered over all the earth."
The Lord came down to see the city and the tower that the people had built. The Lord said, "Now, these people are united. They all speak the same language. This is only the beginning of what they will do. The will be able to do anything they want. Come, let us go down and confuse their language. Then they will not be able to understand each other."
So the Lord scattered them from there over all the earth. And they stopped building the city. That is where the Lord confused the language of the whole world. So the place is called Babel. So the Lord caused them to spread out from there over all the whole world.
7. God's Promise to Abraham – Genesis 12:1-8
Many years later, a man named Terah took his son Abram, Abram's wife Sarai and Abram's nephew Lot. They moved away from the land of Shinar and planned to go to the distant land of Canaan. But they stopped halfway in the city of Haran. There they settled down to live.
After Terah died, the Lord said to Abram, "Leave your country, your relatives and your father's family. Go to the land I will show you. I will make you a great nation, and I will bless you. I will make you famous. And you will be a blessing to others. I will bless those who bless you. I will place a curse on those who harm you. And all the people on the earth will be blessed through you."
So Abram left Haran as the Lord had told him. And Lot went with him. At this time Abram was 75 years old. Abram took his wife Sarai, his nephew Lot and everything they owned. Abram had no children because his wife Sarai was not able to have children. They took all the servants they had gotten in Haran. They set out from Haran, planning to go to the land of Canaan. In time they arrived there.
Abram traveled through that land. He went as far as the great tree of Moreh at the city of Shechem. The Canaanite people were living in the land at that time. The Lord appeared to Abram. The Lord said, "I will give this land to your descendants." So Abram built an altar there to the Lord, who had appeared to him. Then Abram traveled from Shechem to the mountain east of the city of Bethel. And he set up his tent there. There Abram built anther altar to the Lord and worshiped him.
Abram was very rich in cattle, silver and gold. During this time Lot was traveling with Abram. Lot also had many sheep, cattle and tents. Abram and Lot had so many animals that the land could not support both of them together. Abram's herders and Lot's herders began to argue.
So Abram said to Lot, "There should be no arguing between you and me. Your herders and mine should not argue either. We are brothers. We should separate. The whole land is there in front of you. I you go to the left, I will go to the right. I you go to the right, I will go to the left."
Lot looked all around and saw the whole Jordan River Valley. He saw that there was much water there. It was like the Lord's garden. So Lot chose to move east and live there. In this way Abram and Lot separated. Abram lived in the land of Canaan, but lot lived among the cities in the Jordan Valley.
After Lot left, the Lord said to Abram, "Look all around you. Look north and south and east and west. All this land that you see I will give to you and your descendants forever. I will make your descendants as many as the dust of the earth. I anyone could count the dust on the earth, he could count your people. Get up! Walk through all this land. I am now giving it to you."
So Abram moved his tents. He went to live near the great trees of Mamre. This was at the city of Hebron. There he built an altar to the Lord.
8. The Birth of Isaac and God Providing a Substitute Sacrifice for Isaac – Genesis 17: 1-19; 18:1-15; 21:1-8; 22:1-18
When Abram was 99 years old and his wife Sarai 89 years old, the Lord appeared to him. The Lord said, "I am God All-Powerful. Obey me and do what is right. I will make a special agreement between us. I will make you the ancestor of many people."
Then Abram bowed facedown on the ground. God said to him, "I am making my agreement with you: I will make you the father of many nations. I am changing your name from Abram to Abraham. This is because I am making you a father of many nations. This agreement will last forever. I will be your God and the God of all your descendants."
God also said to Abraham, "I will change the name of Sarai, your wife. Her new name will be Sarah. I will bless her. I will give her a son, and you will be the father. She will be the mother of many nations. Kings of nations will come from her."
Abraham bowed facedown on the ground and laughed. He said to himself, "Can a man have a child when he is 100 years old? Can Sarah give birth to a child when she is 90?"
But God said to Abraham, "Sarah your wife will have a son, and you will name him Isaac. I will make my agreement with him."
When Sarah heard this, she laughed to herself, "My husband and I are too old to have a baby."
Then the Lord said to Abraham, "Why did Sarah laugh? Why did she say, 'I am too old to have a baby'? Is anything too hard for the Lord? No! I will return to you at the right time a year from now. And Sarah will have a son."
The Lord cared for Sarah as he had said. He did for her what he had promised. Sarah became pregnant. And she gave birth to a son for Abraham in his old age. Everything happened at the time God had said it would. Abraham named his son Isaac.
When the child grew older, God tested Abraham's faith. God said to him, "Abraham!"
And he answered, "Here I am."
Then God said, "Take your only son, Isaac, the son you love. Go to the land of Moriah. There kill him and offer him as a whole burnt offering. Do this on one of the mountains there. I will tell you which one."
Early in the morning Abraham got up and saddled his donkey. He took Isaac and two servants with him. He cut the wood for the sacrifice. Then they went to the place God had told them to go. On the third day Abraham looked up and saw the place in the distance. He said to this servants, "Stay here with the donkey. My son and I will go over there and worship. Then we will come back to you."
Abraham took the wood for the sacrifice and gave it to his son to carry. Abraham took the knife and the fire. So Abraham and his son went on together.
Isaac said to his father Abraham, "Father!"
Abraham answered, "Yes, my son."
Isaac said, "We have the fire and the wood. But where is the lamb we will burn as a sacrifice?"
Abraham answered, "God will give us the lamb for the sacrifice, my son." So Abraham and his son went on together. They came to the place God had told him about. There, Abraham built an altar. He laid the wood on it. Then he tied up his son Isaac. And he laid Isaac on the wood on the altar. Then Abraham took the knife and was about to kill his son.
But the angel of the Lord called to him from heaven. The angel said, "Abraham! Abraham!"
Abraham answered, "Yes."
The angel said, "Don't kill your son or hurt him in any way. Now I can see that you respect God. I see that you have not kept your son, you only son, from me."
The Abraham looked up and saw a male sheep. Its horns were caught in a bush. So Abraham went and took the sheep and killed it. He offered it as a whole burnt offering to God. Abraham's son was saved. So Abraham named that place "The Lord will provide."
The angel of the Lord called to Abraham from heaven a second time. The angel said, "The Lord says, 'You did not keep back your son, your only son, from me. Because you did this, I make you this promise by my own name: I will surely bless you and give you many descendants. They will be as many as the stars in the sky and the sand on the seashore. And they will capture the cities of their enemies. Through your descendants all the nations on the earth will be blessed. This is because you have obeyed me.'"
9. Jacob – Joseph – Israel into Egypt – Genesis 25.19-26, 28.10-17, Gen 35.22-27, Exodus 1.1-14
When Isaac was 40 years old, he married Rebekah. She could not have children. So Isaac prayed to the Lord for her. The Lord heard Isaac's prayer, and Rebekah became pregnant. And when the time came, Rebekah gave birth to twins. The older was named Esau and the younger Jacob.
When Jacob was older, his father Isaac commanded him, "You must not marry a Canaanite woman from this land. Go instead to our relatives in Haran and marry a woman from there. May God AllPowerful bless you and give you many children. May the Lord give you and your descendants the blessing of Abraham."
So Jacob set out for Haran. In Haran God gave him two wives. When Jacob came back from there, God appeared to him. God blessed him and said, "Your name is Jacob. But you will not be called Jacob any longer. Your new name will be Israel. I am God All-Powerful. Have many children and grow in number as a nation. You will be the ancestor of many nations and kings. I gave Abraham and Isaac land. I will give that same land to you and your descendants." Then God left him. Jacob set up a stone on edge in that place where God had talked to him. He poured a drink offering and oil on it to make it special for God. And Jacob named the place Bethel, which means "the house of God."
Jacob had 12 sons. He had six sons by his wife Leah: Reuben the first born, Simeon, Levi, Judah, Issachar and Zebulun. He had 2 sons by his wife Rachel: Joseph and Benjamin. He had 2 sons by Rachel's slave girl Bilhah: Dan and Naphtali. And he had 2 sons by Leah's slave girl Zilpah: Gad and Asher.
Many years later there was a very bad famine. The famine lasted for seven years and there was no food in Canaan. But God provided for Israel and his family. He led them to move to the land of Egypt where there was food. Israel took his 12 sons. And each son took his own family with him. There was a total of 70 people who went there. Joseph, Israel's son, was very famous in Egypt and loved by the king. The king treated the family of Israel kindly because of Joseph.
Some time later, Joseph and his brothers died, along with all the people who had lived at that same time. But the people of Israel had many children, and their number grew greatly. They became very strong, and the country of Egypt was filled with them.
Then a new king began to rule Egypt. He did not know who Joseph was. This king said to his people, "Look! The people of Israel are too many! And they are too strong for us to handle! We must make plans against them. If we don't, the number of their people will grow even more. Then if there is a war, they might join our enemies. Then they could fight us and escape from the country!"
So the Egyptians made life hard for the people of Israel. The put slave masters over the Israelites. The slave masters forced the Israelites to build cities for the king. These cities were supply centers in which the Egyptians stored things. The Egyptians forced the Israelites to work even harder. But this made the Israelites grow in number and spread more. So the Egyptians became more afraid of them. The forced the Israelites to work even harder. The Egyptians made life hard for them. They forced the Israelites to work very hard making bricks and mortar. They also forced them to do all kinds of hard work in the fields. The Egyptians showed no mercy to them in all their hard work.
The kind of Egypt commanded all his people: "Every time a boy is born to the Israelites, you must throw him into the river. But let all the girl babies live." But the Israelite nurses who helped the women have babies did not do as the king told them because they feared God instead. They let all the boys babies live. God blessed the nurses. And the Israelites continued to grow in number and become stronger.
10. The Calling of Moses and the Plagues – Exodus 2.1-3.22, 7.1-7
An Israelite woman from the family of Levi gave birth to a beautiful baby boy. She hid him for three months. When she could hide him no longer, she put him in a basket. She put the basket among the tall grass at the edge of the river. Later, the daughter of the king of Egypt came to the river to take a bath. There she found the baby and felt sorry for it. She raised the child as her own and named him Moses.
When Moses became a man, he visited his people, the Israelites. He saw that they were forced to work very hard. He saw an Egyptian beating an Israelite man. Moses looked all around and saw that no one was watching. So he killed the Egyptian and hid his body in the sand. When the king heard about what Moses had done, he tried to kill Moses. But Moses ran away from the king an went to live in the land of Midian. He married a woman and lived there forty years.
One day Moses was taking care of his father-in-law's sheep. He was in the desert and came to Sinai, the mountain of God. There the angel of the Lord appeared to Moses in flames of fire coming from a bush. Moses saw that the bush was on fire, but it was not burning up. So Moses said, "I will go closer to this strange thing. How can a bush continue burning without burning up?"
The Lord saw Moses was coming to look at the bush. So God called to him from the bush, "Moses, Moses!"
And Moses said, "Here I am."
Then God said, "Do not come any closer. Take off your sandals. You are standing on holy ground. I am the God of your ancestors. I am the God of Abraham, the God of Isaac and the God of Jacob." Moses covered his face because he was afraid to look at God.
The Lord said, "I have seen the troubles my people have suffered in Egypt. And I have heard their cries when the Egyptian slave masers hurt them. I am concerned about their pain. I have come down to save them from the Egyptians. I will bring them out of that land. I will lead them to a good land with lots of room. This is the land where food grows – the land of Canaan. So now I am sending you to the king of Egypt. Go! Bring my people, the Israelites, out of Egypt!"
But Moses said to God, "I am not a great man! Why should I be the one to go to the king and lead the Israelites out of Egypt?"
God said, "I will be with you. This will be the proof that I am sending you: You will lead the people out of Egypt. Then all of you will worship me on this mountain. But I know that the king of Egypt will not let you go. Only a great power will force him to let you go. So I will use my great power against Egypt. I will make miracles happen in that land. After I do this, he will let you go. And I will cause the Egyptian people to think well of the people of Israel. So when you leave, they will give gifts to your people."
But Moses answered, "I am not a good speaker. The king will not listen to me."
The Lord said to Moses, "I have made you like God to the king of Egypt. And your brother Aaron will be like a prophet for you. Tell Aaron your brother everything that I command you. Then let him tell the king of Egypt to let the Israelites leave his country. But I will make the king stubborn. Hen I will do many miracles in Egypt. But he will still refuse to listen. So then I will punish Egypt terribly. And I will lead my divisions, my people the Israelites, out of that land. I will punish Egypt with my power. And I will bring the Israelites out of that land. Then they will know that I am the Lord."
Moses and Aaron did just as the Lord had commanded them. Moses was 80 years old, and Aaron was 83 when they spoke to the king.
11. The Passover: The Blood and the Lamb – Exodus 11-12
Through Moses and Aaron, God worked many miracles to show his power to the king. In these mighty ways he punished the king of Egypt. God turned all the water in Egypt to blood. Then he sent frogs to cover the land. After this he sent small gnats that were like dust everywhere. Then he sent insects to plague all the Egyptians. After this the Lord sent a disease to kill all the farm animals of the Egyptians. Then he sent a plague of sores that covered the Egyptian people all over their bodies. Later he sent very large hailstorm upon the land that destroyed the crops and the trees. Next the Lord God sent locusts to eat all that was left by the hail. After this he sent a darkness over the land of the Egyptians for three days. It was so thick that the people could not see one another.
After each plague, God gave the king of Egypt the chance to set the people of Israel free. But the king of Egypt was stubborn and refused. And during each plague, God protected the people of Israel. He did that all would know that he was with them. God showed his might power so that his name would be known through all the earth.
Now the Lord had told Moses, "I have one more way to punish the king and the people of Egypt. After this, the king will send all of you away from Egypt. Tell the men and women of Israel to ask their neighbors for things made of silver and gold." The Lord had caused the Egyptians to respect the Israelites.
The Lord spoke to Moses and Aaron: "Both of you are to tell the whole community of Israel: On the tenth day of this month each man must get one lamb. It is for the people in his house. There may not be enough people in his house to eat a whole lamb. Then he must share it with his closest neighbor. There must be enough lamb for everyone to eat. The lamb must be a one-year-old male. It must have nothing wrong with it. Keep the animal with you to take care of it until the fourteenth day of the month. On that day all the people of the community of Israel will kill these animals. They will do this as the sun goes down. The people must take some of the blood. They must put it on the sides and tops of the doorframes of the houses where they eat the lambs. On this night they must roast the lamb over a fire. Then they must eat it with bitter herbs and bread mad without yeast.
"This is the way you must eat it: You must be fully dressed as if you were going on a trip. You must have your sandals on, and you must have your walking stick in your hand. You must eat it in a hurry. This is the Lord's Passover. That night I will go through the land of Egypt. I will kill all the first-born of animals and people in the land of Egypt. I will punish all the gods of Egypt. I am the Lord. But the blood will be a sign on the houses where you are. When I see the blood, I will pass over you. Nothing terrible will hurt you. You are always to remember this day. Celebrate it with a feast to the Lord. Your descendants are to honor the Lord with this feat from now on."
So now the people bowed down and worshiped the Lord. They did just as the Lord commanded Moses and Aaron.
At midnight the Lord killed all the firstborn sons in the land of Egypt. The firstborn of the king, who sat on the throne, died. Even the firstborn of the prisoner in jail died. Also all the firstborn farm animals died. The king, his officers and all the Egyptians got up during the night. Someone had died in every house. So there was loud crying everywhere in Egypt.
During the night the king called for Moses and Aaron. He said to them, "Get up and leave my people. You and your people may do as you have asked. Go and worship the Lord. Take all your sheep and cattle as you have asked. Go. And also bless me." The Egyptians also asked the Israelites to hurry and leave. They said, "If you don't leave, we will all die!"
The people of Israel did what Moses told them to do. They asked the Egyptian neighbors for things made of silver and gold and for clothing. The Lord caused the Egyptians to think well of the Israelites. So the Israelites too rich gifts from the Egyptians.
Then on that same day, the Lord led the Israelites out of Egypt. There were about 600,000 men walking. This does not include the women and children. Many other people who were not Israelites went with them. A large number of sheep, goats and cattle went with them.
The people of Israel had lived in Egypt for 430 years. On the day the 430 years ended, the Lord's divisions of people left Egypt. That night the Lord kept watch to bring them out of Egypt.
12. God Gives His Holy Law--the Ten Commandments – Exodus 19:120:21, Deuteronomy 6:4-9
Exactly three months after the Israelites had left Egypt, they reached the Desert of Sinai. They camped in desert front of Mount Sinai. Then Moses went up on the mountain to God. The Lord called to him from the mountain. The Lord said, "Say this to the family of Jacob. And tell this to the people of Israel: "Every one of you has seen what I did the to he people of Egypt. You saw how I carried you out of Egypt. I did it as an eagle carries her young on her wings. And I brought you here to me. So now obey me and keep my agreement. Do this, and you will be my own possession, chosen from all nations. Even though the whole earth is mine, you will be my kingdom of priests. You will be a nation that belongs to me alone.' You must tell the Israelites these word."
So Moses went down and called the older leaders of the people together. He told them all the words the Lord had commanded him to say. And all the people answered together, "We will do everything he has said." Then Moses took their answer back to the Lord. The Lord told Moses, "Go to the people and have them spend today and tomorrow preparing themselves. They must wash their clothes and be ready by the after tomorrow. On that day I, the Lord, will come down on Mount Sinai. And all the people will see me. But you must set a limit around the mountain. The people are not to cross. Anyone who touches the mountain must be put to death.
Then Moses went down from the mountain to the people. He made them prepare themselves for service to God. And the people washed heir clothes. Then Moses said to the people, "Be ready in three days. Do not have sexual relations during this time."
It was the morning of the third day. There was thunder and lightning with a thick cloud on the mountain. And there was a very loud blast from a trumpet. All the people in the camp were frightened. Then Moses led the people out of camp to meet God. They stood at the foot of the mountain. Mount Sinai was covered with smoke. This happened because the Lord came down on it in fire. The smoke rose from the mountain like smoke from a furnace. And the whole mountain shook wildly. The sound from the trumpet became louder. Then Moses spoke, and the voice of God answered him.
Then God spoke all these words: "I am the Lord your God. I brought you out of the land of Egypt where you were slaves.
"You must not have any other gods except me.
"You must not make for yourselves any idols. Don't' make something that looks like anything in the sky above or on the earth below or in the water below the land. You must not worship or serve an idol. This is because I, the Lord your God, am a jealous God. A person may sin against me and hate me. I will punish his children, even his grandchildren and great-grandchildren. But I will be very kind to the thousands who love me and obey my commands.
"You must not use the name of the Lord your God thoughtlessly. The Lord will punish anyone who is guild and misuses his name.
"Remember to keep the Sabbath as a holy day. You may work and get everything done during six days each week. But the seventh day is a day of rest to honor the Lord your God. ON that day no one may do any work: not you, you son or daughter, or your men or women slaves. Neither your animals nor the foreigners living in your cities may work. The reason is that in six days the Lord made everything. He made the sky, earth, sea and everything in them. And on the seventh day, he rested. So the Lord blessed the Sabbath day and made it holy.
"Honor your father and your mother. Then you will live a long time in the land. The Lord your God is going to give you the land.
"You must not murder anyone.
"You must not be guilty of adultery.
"You must not steal.
"You must not tell lies about your neighbor.
"You must not want to take your neighbor's house. You must not want his wife or his men or women slaves. You must not want his ox or his donkey. You must not want to take anything that belongs to your neighbor."
The people heard the thunder and the trumpet. They saw the lightning on the mountain and smoke rising from the mountain. They shook with fear and stood far away from the mountain. Then they said to Moses, "Speak to us yourself. Then we will listen. But don't let God speak to us, or we will die."
Then Moses said to the people, "Don't be afraid. God has come to test you. He wants you to respect him so you will not sin." The people stood far away from the mountain while Moses went near the dark cloud where God was. God gave Moses many more laws to help explain the Ten Commandments.
Then Moses taught the people, "Listen, people of Israel! The Lord is our God. He is the only Lord. Love the Lord your God with all your heart, soul and strength. Always remember these commands I give you today. Teach them to your children. Talk about them when you sit at home and walk along the road. Talk about them when you lie down and when you get up. Write them down and tie them to your hands as a sign. Tie them on your forehead to remind you. Write them on your doors and gates."
13. The Sacrificial System – The Tabernacle and Sacrifices – Exodus 40, Leviticus 1, 10, 16-17
The Lord said to Moses, "On the first day of the month, set up the Holy Tent, which is the tent where I will meet them. Put the Holy Box, that contains the Ten Commandments, in the Meeting Tent. It is the Box of the Agreement between us. Above this box is where I will meet with you. Hang the curtain in front of the Holy Box. Then bring in table that should be there. Also bring the golden lampstand and set up its lamps. Put a gold altar for burning incense in front of the Box of Agreement. Then put another curtain at the entrance to the Holy Tent. Put an altar for burnt offerings in front of the entrance of the Holy Tent. Put a large bowl between the Holy Tent and the altar. This is where Aaron and his sons, who will be priests, will wash their hand and feet before entering the Holy Tent or offering sacrifices on the altar."
Then a cloud covered the Meeting Tent. The greatness of the Lord filled the Holy Tent.
The Lord called to Moses and spoke to him from the Meting Tent. The Lord said, "Tell the people of Israel: 'On whatever days you bring an offering to the Lord, bring as your offering one of the cattle. Or you may bring one of the sheep or goats. If anyone offers a whole burnt offering from the cattle, it must be male. It must have nothing wrong with it. The person must take the animal to the entrance of the Meeting Tent. Then the Lord will accept the offering. The person must put his hands on the animal's head. Then the Lord will accept that burnt offering. It will remove the person's sin so he will belong to God. The person must kill the young bull before the Lord. Then the priests must bring its blood to the altar. They must sprinkle the blood on all sides of the altar. Then the priest must burn all the animal's parts on the altar. And its smell is pleasing to the Lord. The burnt offering may also be a sheep, goat or bird.'"
God told Moses about many other types of sacrifices the people should make year-round to be forgiven of various types of sins and not to be cut off from God.
Two of Aaron's sons Nadab and Abihu took their pans for burning incense before God. But they did not use the special incense God as commanded them to use. So fire came down from the Lord and destroyed Nadab and Abihu. Then Moses said to Aaron, "This is what the Lord was speaking about when he said, 'I must be respected as holy by those who come near me. Before all the people I must be given honor.'"
At that time the Lord spoke to Moses. "Each year, Aaron, your brother the high priest, and future high priests may enter the Most Holy Place in the Tent of Meeting only on one day -- the Day of Cleansing. Before he enters, he must offer a bull for a sin offering. And he must offer a male sheep for a whole burnt offering. He must wash his whole body with water, then put on his special high priest clothes.
"Aaron must take two goats. He will bring them before the Lord at the entrance to the Meeting Tent. Aaron will throw lots for the two goats. One lot will be for the Lord. The other lot will be for the goat that removes sin. Then Aaron will take the goat that was chose for the Lord and offer it as a sin offering. He must bring its blood into the room behind the curtain, the Most Holy Place. There he will sprinkle the blood on the Holy Box. The people in Israel have been unclean. So Aaron will perform the acts to make the Most Holy Place ready for service to the Lord. Then it will be clean from the sins and crimes of the people of Israel. He must do this because the Meeting Tent stays in the middle of the unclean people. So Aaron will perform the acts to remove the sins from himself and his family and all the people of Israel so they will belong to the Lord.
"The other goat was chosen by lot to remove the sin. Aaron must bring it alive to the Lord. He will put both his hands on the head of the living goat. Then he will confess all the sins and crimes of Israel over the goat. In this way Aaron will put the people's sins on the goat's head. Then he will send the goat away into the desert. So the goat will carry all the people's sins on itself. It will go to a lonely place in the desert. The special law for removing the sins of the Israelites so they will belong to the Lord should be done one time every year."
So they did all the things the Lord had commanded Moses.
14. God Sends Prophets To Call the People Back From Their Sin – Judges 2, 2 Kings 17:7-18; Jeremiah 25:4-7
After many years, God brought the people of Israel to the land of Canaan. For a while they followed God. After those people had died, however, their children grew up. They did not know the Lord or what he had done for Israel. So they did evil and worshiped the idols of the other people who lived around them. The Israelites did what the Lord said was wrong. The Lord was angry with them. He sent robbers to attack them and take their possessions. He let their enemies who lived around them defeat them. They lost because the Lord was not on their side. The Lord had sworn to them this would happen. So the Israelites suffered very much.
Then the Lord chose leaders called judges. These leaders saved the people of Israel from the robbers. But the Israelites did not listen to their judges. They were not faithful to God In the past the people of Israel obeyed the Lord's commands. But now the Israelites stopped obeying the Lord. Many times the enemies of Israel hurt the Israelites. So the Israelites would cry for help. And each time the Lord felt sorry for them. Each time he sent a judge to save them from their enemies. The Lord was with those judges. But when each judge died, the Israelites again sinned and worshiped the false gods. They became worse than their ancestors. The Israelites were very stubborn; they refused to change their evil ways.
Many, many years passed and eventually the people of Israel chose kings to rule them. Some kings like David were men who followed God and taught the people to follow God. But many more were evil and taught the people of Israel to do evil. The Israelites sinned against the Lord their God. He had brought them out of Egypt. He had rescued them from the power of the king of Egypt. But the Israelites honored other gods. They secretly sinned against the Lord their God. They built places in all their cities where false gods were worshiped. The put stone pillars and idols on every high hill and under every green tree. There they burned incense to the false gods. The Israelites did wicked things that made the Lord angry. They served idols. They also tried to find out the future by magic and witchcraft. And the Lord had said, "You must not do this." The Lord sent prophets to warn them. They were men who spoke God's words to them accurately. The Lord said, "Stop your evil ways. Obey my commands and laws. Follow all the teachings that I commanded your ancestors to obey. I sent you this law through my servants the prophets."
But the people would not listen. They were stubborn, just as their ancestors had been. They rejected the Lord's laws and the agreement he had made with their ancestors. And they refused to listen to his warnings. They worshiped useless idols and become useless themselves. They did what the nations around them did. And the Lord had warned them not to do this. They always chose to do what the Lord said was wrong. So he was very angry with the people of Israel. He removed them from his presence. Enemies conquered them and took them away from the land of Canaan. Only the one Israelite tribe descended from Israel's son Judah was left in the land of Canaan. But even the tribe of Judah did not obey the commands of the Lord their God.
The Lord spoke to his people through the prophets. They said, "The Lord has sent his servants the prophets to you over and over again. But you have not listened to them. You have not paid any attention to them. They have said, 'Stop your evil ways. Stop doing what is wrong. Do this so you can stay in the land. This is the land that the Lord gave to you and your ancestors long ago. He gave it to you to live in forever. Don't follow other gods to serve them or to worship them. You must not worship idols that are the work of someone's hands. That makes the Lord angry and he will punish you.'
"'But you did not listen to me,' says the Lord.
15. The Message of the Prophet Isaiah – Isaiah 6:1-10, 44:6-20, 59:1-8
This is the story of Isaiah, a might prophet sent from God to call the people of Israel back to himself. This is the vision Isaiah son of Amoz saw. God showed Prophet Isaiah what would happen:
In the year that King Uzziah died, I saw the Lord. He was sitting on a high throne. His long robe filled the Temple. Flaming heavenly creatures stood aboe him. Each creature had six wings. They used two wings to cover their faces. They used two wings to cover their feet. And they used two wings for flying. Each creature was calling to the others:
"Holy, holy, holy is the Lord of heaven's armies. His glory fills the whole earth."
Their voices caused the frame around the door to shake. The Temple filled with smoke. I said, "Oh, no! I will be destroyed. I am not pure. And I live among people who are not pure. But I have seen the King, the Lord of heaven's armies."
On the altar there was a fire. One of the flaming heavenly creatures used a pair of tongs to take a hot coal from the fire. Then he flew to me with the hot coal in his hand. The creature touched my mouth with the hot coal. Then he said, "Look, your guilt is taken away because this hot coal has touched your lips. Your sin is taken away."
Then I heard the Lord' voice. He said, "Whom can I send? Who will go for us?"
So I said, "Here I am. Send me!"
Then the Lord said, "God and tell this to the people: 'You will listen and listen, but you will not understand. You will look and look, but you will not learn.' Make these people stubborn. Make them not able to understand what they hear and see. Otherwise, they might really understand what they see with their eyes and hear with the ears. They might really understand in their minds. If they did this, they would come back to me and be forgiven."
This is the message of Isaiah:
The Lord says, "I am the beginning and the end. I am the only God. There is no other God like me. If there is, then that god should come and prove it. Who has announced coming events from the beginning? He should tell what will happen in the future. Don't be afraid! Don't worry! I have always told you what will happen. You are my witnesses. There is no other God. I know of no other Rock. I am the only one."
Some people make idols, but they are worth nothing. People love them but they are useless. Who made these false gods? Who made these useless idols? The workmen who made those gods will be ashamed! Those workmen are only human. If they all would come together, they would all be ashamed and afraid.
A man cuts down a tree. That tree grew by its own power in the forest. The man burns half the wood in the fire. He uses the fire to cook his meat. And he eats the meat until he is full. He burns the wood to keep himself warm. He says, "Good! Now I am warm. I can see because of the fir's light."
But the man makes a statue from the wood that is left. He calls it his god. He bows down to it and worships it. He prays to it and says, "You are my god. Save me!" Those people don't know what they are doing. They don't understand! It is as if their eyes are covered so they can't see. Their minds don't understand. That man who makes the idol doesn't know what he is doing. His confused mind leads him the wrong way. He cannot save himself. He cannot say, "This statue I am holding is a false god."
Surely the Lord's power is enough to save you. He can hear you when you ask him for help. It is your evil that has separated you from your God. Your sins cause him to turn away from you. And then he does not hear you. With your hands you have killed others. Your fingers are covered with blood from killing people. With your lips you have lied. With your tongue you say evil things. People take each other to court unfairly. No one tells the truth in arguing his case. They accuse each other falsely and tell lies. They cause trouble and create more evil. They hatch evil like eggs from poisonous snakes. If you eat one of those eggs, you will die. If you break one open, a poisonous snake comes out. People tell lies as they would spin a spider's web. The webs they make cannot be used for clothes. You can't cover yourself with those webs. The things they do are evil. They use their hands to hurt others. They eagerly run to do evil. They are always ready to kill innocent people. They think evil thoughts. Everywhere they go they cause ruin and destruction. They don't now hoe to live in peace. There is no fairness in their lives. The are dishonest. Anyone who lives as they live will never have peace.
16. The Message of the Prophet Elijah – 1 Kings 16:29 – 18:46
Ahab was one of the kings who ruled in Israel. He did more evil than any of the kings who were before him. He built altars to the false god Baal. He did more things to make the Lord, the God of Israel, angry than all other kings before him.
Now Elijah was a prophet from Israel. Elijan said to King Ahab, "I serve the Lord, the God of Israel. As surely as the Lord lives, I tell you the truth. No rain or dew will fall during the next few years unless I command it."
The Lord spoke his worked to Elijah: "Leave this place. Go and hide near the Kerith brook. You may drink from the brook. And I have commanded birds to bring you food there." So Elijah did what the Lord told him to do. The birds brought Elijah bread and meat every morning and every evening. And he drank water from the brook.
After a while the brook dried up because there was no rain. Then the Lord spoke his word to Elijah, "Go to the town of Zarephath and live there. I have commanded a widow there to take care of you." So Elijah went the Zarephath. When he reached the town gate. He saw a widow there. He was gathering wood for a fire. Elijiah asked her, "Would you bring me a little water in a cup? I would like to have a drink." As she was going to get his water, Elijah said, "Please bring me a piece of bread, too."
The woman answered, "I have no bread. I have only a handful of flour in a jar. And I have only a little oil in a jug. I came here to gather some wood. I will take it home to cook our last meal. My son and I will eat it and then die from hunger."
Elijah said to her, "Don't worry. Go home and cook your food as you have said. But first make a small loaf of bread from the flour you have. Bring it to me. Then cook something for yourself and your son. The Lord, the God of Israel, says, 'That jar of flour will never become empty. The jug will always have oil in it. This will continue until the day the Lord sends rain to the land'"
So the woman went home. And she did what Elijah told her to do. So Elijah, the woman and her son has enough food every day. The jar of flour and the jug of oil were never empty. This happened just as the Lord, through Elijah, said it would.
Some time later the widow's son became sick. He grew worse and worse. Finally he stopped breathing. So the woman said to Elijah, "You are a man of God. What have you done to me? Did you come here to remind me of my sin? Did you come here to kill my son?"
Elijah said to her, "Give me your son." So Elijah took the boy from her and carried him upstairs. Elijah laid the boy on the bed in the room where he was staying. Then he prayed to the Lord. He said, "Lord my God, this widow is letting me stay in her house. Why have you done this terrible thing to her? Why have you caused her son to die?" Then Elijah lay on top of the boy three times. Elijah prayed to the Lord, "Lord my God, let this boy live again!" The Lord answered Elijah's prayer. The boy began breathing again, and he was alive. Elijah gave the boy to his mother and said, "See! Your son is alive!"
The woman said to Elijah, "Now I know you really are a man from God. I know that the Lord truly speaks through you!"
During the third year without rain, the Lord said to Elijah, "Go and meet King Ahab. I will soon send rain." So Elijah went to meet Ahab.
When the king saw Elijah, he said, "Is it you – the biggest troublemaker in Israel?"
Elijah answered, "I have not caused trouble in Israel. You and your father's family have caused all this trouble. You have not obeyed the Lord's commands. You have followed the false god Baal. Now tell all Israel to me at Mount Carmel. Also bring the 450 prophets of Baal there."
So Ahab called all the Israelites and those prophets to Mount Carmel. Elijah stood before the people. He said, "How long will you try to serve both Baal and the Lord. If the Lord is the true God, follow him. But if Baal is the true God, follow him!" But the people said nothing.
Elijah said, "I am the only prophet of the Lord here. But there are 450 prophets of Baal. So bring two bulls. Let the prophets of Baal choose one bull. Let them kill it and cut it into pieces. Then let them put the meat on the wood. But the are not to set fire to it. Then I will do the same with the other bull. You prophets of Baal, pray to your god. And I will pray to the Lord. The god who answers the prayer will set fire to his wood. He is the true God." All the people agreed that this was a good idea.
So the prophets of Baal prayed to Baal from morning until noon. They shouted, "Baal, answer us!" But there was no sound. No one answered. They danced around the altar they had built. In the afternoon they prayed louder. They cut themselves with swords and spears until their blood flowed. The afternoon passed and the prophets continued to act wildly. But no voice was heard. Baal did not answer.
Then Elijah said to all the people, "Now come to me." So they gathered about him. Elijah rebuilt the altar of the Lord because it had been torn down. Then he dug a small ditch around it. Elijah put wood on the altar. He cut the bull into pieces and laid them on the wood. Then Elijah told the people to pour 12 large jars of water on the meat and the wood. There was so much water that it filled the ditch.
The prophet Elijah went near the altar. He prayed, "Lord, you are the God of Abraham, Isaac and Israel. I ask you now to prove that you are the God of Israel. And prove that I am your servant. Show these people that you, Lord, are God. Then the people will know that you are bringing them back to you."
Then fire from the Lord came down. It burned the sacrifice, the wood, the stones of the altar and the ground around the altar. It also dried up the water in the ditch. When all the people saw this, they fell down to the ground. They cried, "The Lord is God! The Lord is God!" Then the people captured all the prophets of Baal, and Elijah killed them all.
The Elijah said to Ahab, "Now, go, eat and drink. A heavy rain is coming." After a short time the sky was covered with dark clouds. The wind began to blow. Then a heavy rain began to fall.
17. The Message of the Prophet Jeremiah – Jeremiah 1:1-9; 2:1-37; 3:12-15; 36, 38:1-13
At another time, the Lord spoke these words to Jeremiah. "Before I made you in your mother's womb, I chose you. Before you were born, I set you apart for a special work. I appointed you as a prophet to the nations."
Then I, Jeremiah, said, "But Lord God, I don't know how to speak. I am only a young man."
But the Lord said to me, "Don't say, 'I am only a young man.' You must go everywhere that I send you. You must say everything I tell you to say. Don't be afraid of anyone, because I am with you. I will protect you," says the Lord. Then the Lord reached out with his hand and touched my mouth. He said to me, "See, I am putting my words in your mouth."
This is what the Lord says:
"When you were a young nation, you were faithful to me. You loved me like a young bride. You followed me through the desert. It was a land that had never been planted. The people of Israel were holy to the Lord. They were like the first fruits of his harvest. Those who tried to hurt Israel were judged guilty. Disasters happened to them," says the Lord.
This is what the Lord says, "I was fair to your ancestors. Whey did they turn away from me? Your ancestors worshiped useless idols. Ad they became useless themselves. I brought you out of Egypt. I brought you into a fertile land. Id did this so you could eat its fruit and produce. But you cam and made my land unclean. You made it a hated place. The priests didn't ask, 'Where is the Lord?' The people who know the teachings didn't know me. The leaders turned against me. The false prophets prophesied in the name of Baal. They worshiped useless idols.
"Go look to the ends of the earth. See if there has ever been anything like this! Has a nation ever exchanged their old gods for new ones? (Of course, their gods are not really gods at all.) But my people have exchanged their glorious God for idols worth nothing! Skies, be shocked at the things that have happened. Shake with great fear!" says the Lord.
"My people have done two sins. They have turned away from me. And I am the spring of living water. And they have dug their own wells. But they are broken wells that cannot hold water. Your evil will bring punishment to you. The wrong you have done will teach you a lesson. Thing about it and understand. It is a terrible evil to turn away from the Lord your God. It is wrong not to fear me," says the Lord, the Lord of heaven's armies.
"Why do my people say, 'We are free to wander. We won't come to you anymore'? A young woman does not forget her jewelry. A bride does not forget the decorations for her dress. But my people have forgotten me for more days than can be counted! You really know how to chase after love. Even the worst women can learn evil ways from you. You say, "I am innocent. God is not angry with me.' But I will judge you guilty of lying. It is because you say, 'I have not sinned.'
"Come back, unfaithful people of Israel," says the Lord. "I will stop frowning at you. I am full of mercy. I will not be angry with you forever. All you have to do is admit your sin."
The Prophet Jeremiah's servant wrote down all these words from the Lord and many more on paper. The words were sent to the king. But when he and all his officers heard the words, the king had the papers burned in a fire. The king and his servants were not frightened! They did not tear their cloths to show their sorrow. The king's servants tried to keep him from burning the papers, but he would not listen to them. Instead he tried to arrest Jeremiah. But the Lord hid him from the king.
At a later time, under a new king, the officers took Jeremiah and threw him into a well. The well did not have any water in it, only mud. And Jeremiah sank down into the mud and was left there to die. However, later men came and lifted Jeremiah out of the well by ropes. And Jeremiah stayed under guard in jail.
18. The Message of the Prophet Jonah – Jonah 1-4
During these days, Israel was surrounded by many strong nations. Many of these nations did evil in God's eyes. One of the most powerful and evil of these nations was Assyria. The capital of that nation was the city of Nineveh.
The Lord spoke his word to an Israelite named Jonah son of Amittai: "Get up, and go to the great city of Nineveh and preach against it. I see the evil things they do."
But Jonah got up to run away from the Lord. He went to a city of the seacoast. There he found a ship that was going the opposite way from Nineveh! Jonah paid for the trip and went aboard. He wanted to run away from the Lord.
But the Lord sent a great wind on the sea. This wind made the sea very rough. So the ship was in danger of breaking apart. The sailors were afraid. Each man cried to his own god. The men began throwing the cargo into the sea. This would make the ship lighter so it would not sink.
But Jonah had gone down into th ship to lie down. He fell fast asleep. The captain of the ship came and said, "Why are you sleeping? Get up! Pray to your god! Maybe your god will pay attention to us. Maybe he will save us!"
Then the men said to each other, "Let's throw lots to see who caused these trobles to happen to us." So the men threw lots. The lot showed that the trouble had happened because of Jonah. Then the men said to Jonah, "Tell us what you have done. Why has this terrible thing happened to us?"
Jonah said to them, "I am an Israelite. I fear the Lord, the God of heaven. He is the God who made the sea and the land." Jonah told them that he was running away from the Lord.
The men were very afraid. They asked Jonah, "What should we do to you to make the sea calm down?"
Jonah said to them, "Pick me up, and throw me into the sea. Then it will calm down. I know it is my fault that this great storm has come on you."
So the men cried to the Lord, "Lord, please don't let us die because of taking this man's life. Please don't think we are guilty of killing an innocent man. Lord, you have caused all this to happen. You wanted it this way." Then the men picked up Jonah and threw him into the sea. So the sea became calm. Then they began to fear the Lord very much. They offered a sacrifice to the Lord. The also made promises to him.
And the Lord caused a very big fish to swallow Jonah. Jonah was in the stomach of the fish three days and three nights. While Jonah was in the stomach of the fish, he prayed to the Lord his God. Jonah said, "I was in danger. So I called to the Lord, and he answered me. I was about to die. So I cried to you, and you heard my voice."
Then the Lord spoke to the fish. And the fish spit Jonah out of its stomach onto the dry land. Then the Lord spoke his word to Jonah again. The Lord said, "Get up. Go to the great city Nineveh. Preach against it what I tell you."
So Jonah obeyed the Lord. He got up and went to Nineveh. It was a very large city. It took a person three days just to walk across it. Jonah entered the city. When he had walked for one day, he preached to the people. He said, "After 40 days, Nineveh will be destroyed!"
Then the people of Nineveh believed in God. They announced they would stop eating for a while. They put on rough cloth to show how sad they were. All the people in the city did this. People from the most important tot he least important did this.
When the king of Nineveh heard this news, he got up fro his throne. He took off his robe. He covered himself with rough cloth and sat in ashes to show how upset he was.
He made an announcement and sent it through the city. The announcement said:
"By command of the king and his important men: No person or animal should eat anything. No herd or flock will be allowed to taste anything. Do not let them eat food or drink water. But every person and animal should be covered with rough cloth. People should cry loudly to God. Everyone must turn away from his evil life. Everyone must stop doing harm. Maybe God will change his mind. Maybe he will stop being angry. Then we will not die."
God saw what the people did. He saw that they stopped doing evil things. So God changed his mind and did not do what he had warned. He did not punish them.
But Jonah, the Israelite, was very unhappy that God did not destroy the foreign city. He complained to the Lord, "I knew this would happen. I knew it when I was still in my own country. It is why I quickly ran away. I knew that you are a God who is kind and shows mercy. You don't become angry quickly. You have great love. I know you would rather forgive than punish them. Lord, please kill me."
Then the Lord said, "Do you think it is right for you to be angry?"
Jonah went out and sat down outside the city to see what would happen. The Lord made a plant grow quickly up over Jonah. This made a cool place for him to sit. Jonah was pleased to have the plant for shade. The next day God caused the plant to die. God sent a hot wind to blow. The sun became very hot on Jonah's head. He became very weak. He wished he were dead.
But God said this to Jonah: "Do you think iti is right for you to be angry because of the plant?"
Jonah answered, "It is right for me to be angry! I will stay angry until I die!"
And the Lord said, "You showed concern for that plant, which was here one day and gone the next. Then surely I can show concern for the great city of Nineveh. There are 120,000 people living there. Those people simply do not know right from wrong!"
19. The Prophets Promise a Coming Savior – Isaiah 7:14, 8:19 – 9:7, Isaiah 53
Again, the prophet Isaiah spoke God's word:
Some people say, "Ask the mediums and fortune-tellers what to do. They whisper and mutter and ask dead people what to do." But I tell you that people should ask their God for help. Why should people who are still alive ask something from the dead? You should follow the teachings and the agreement with the Lord. The mediums and fortune-tellers do not speak the word of the Lord. Their words are worth nothing.
People will wander through the land troubled and hungry. When they become hungry, the will become angry. Then they will look up and curse their king and their God. The will see only trouble and darkness and awful gloom. And they will be forced into the darkness.
But suddenly there will be no more gloom for the land that suffered. Now those people live in darkness. But they will see a great light. They live in a place that is very dark. But a light will shine on them. God, you will cause the nation to grow. You will make the people happy. And they will show their happiness to you. It will be like the joy during harvest time. It will be like the joy of people taking what the have won in war.
The Lord himself will give you a sign: A virgin will be pregnant. She will have a son, and she will name him Immanuel, which means "God is with us."
A child will be born to us. God will give a son to us. He will be responsible for leading the people. His name will be Wonderful Counselor, Powerful God, Father Who Lives Forever, Prince of Peace. Power and peace will be in his kingdom. It will continue to grow. He will rule as king on David's throne and over David's kingdom. He will make it strong, by ruling with goodness and fair judgment. He will rule it forever and ever. The Lord of heaven's armies will do this because of his strong love for his people.
The Prophet Isaiah continued to speak God's word:
Who would have believed what we heard? Who saw the Lord's power in this? He grew up like a small plant before the Lord. He was like a root growing in a dry land. He had no special beauty or form to make us notice him. There was nothing in his appearance to make us desire him. He was hated and rejected by people. He had much pain and suffering. People would not even look at him. He as hated, and we didn't even notice him.
But he took our suffering on him and felt our pain for us. We saw his suffering. We though God was punishing him. But he was wounded for the wrong things we did. He was crushed for the evil things we did. The punishment, which made us well, was given to him. And we are healed because of his wounds. We all have wandered away like sheep. Each of us has gone his own way. But the Lord has put on him the punishment for all the evil we have done. He was beaten down and punished. But he didn't say a word. He was like a lamb being led to be killed. He was quiet, as a sheep is quiet while its wool is being cut. He never opened his mouth. Men took him away roughly and unfairly. He died without children to continue his family. He was put to death. He was punished for the sins of my people. He was buried with wicked men. He died with the rich. He had done nothing wrong and had never lied.
But it was the Lord who decided to crush him and make him suffer. So the Lord made his life a penalty offering. But he will see his descendants and live a long life. He will complete the things the Lord wants him to do. He will suffer many things in his soul. But then he will see life and be satisfied. My good servant will make many people right with God. He carried away their sins. For this reason I will make him a great man among people. He will share in all things with those who are strong. He willingly gave his life. He was treated like a criminal. But he carried away the sins of many people. And he asked forgiveness for those who sinned.
Isaiah spoke these words from God 700 years before the birth of Jesus Christ.
20. The Story of the Vineyard – Mark 12:1-12; Matthew 22:33-45
It was this same Jesus Christ who told this story to teach the people:
"A man planted a vineyard. He put a wall around I and dug a hole for a winepress. Then he built a tower. He leased the vineyard to some farmers and left for a trip. Later, it was time for the grapes to be picked. So the man sent a servant to the farmers to get his hare of the grapes. But the farmers grabbed the servant and beat him. They sent him away with nothing. Then the man sent another servant. They hit him on the head and showed no respect for him. So the man sent another servant. They killed this servant. The man sent many other servants. The farmers beat some of them and killed others.
"The man had one person left to send, his son whom he loved. He sent him last of all, saying 'The farmers will respect my son.'
"But they said to each other, 'This is the owner's son. This vineyard will be his. If we kill him, then it will be ours.' So they took the son, killed him, and threw him out of the vineyard.
"So what will the owner of vineyard do to these farmers when he comes?"
The people said to him, "He will surely kill those evil men. Then he will lease the vineyard to some other farmers. They will give him his share of the crop at harvest time."
And Jesus said, "So I tell you that the kingdom of God will be taken away from you. It will be give to people who do the things God wants in his kingdom."
21. The Birth Of Jesus – Luke 1:26 – 2:20, 2:52
Several hundred years passed after the prophets spoke to the Israelite people who were also called the Jews. God sent the angel Gabriel to a virgin who lived in the Jewish town of Nazareth, in an area called Galilee. She was engages to Mary a man named Joseph from the family of King David. Her name was Mary. The angel came to her and said, "Greetings! The Lord has blessed you and is with you."
But Mary was very confused by what the angel said. Mary wondered, "What does this mean?"
The angel said to her, "Don't be afraid, Mary, because God is pleased with you. Listen! You will become pregnant. You will give birth to a son, and you will name him Jesus. He will be great, and people will call him the Son of the Most High God. The Lord God will give him the thone of King David, his ancestor. He will rule over the people of Jacob forever. His kingdom will never end."
Mary said to the angel, "How will this happen? I am a virgin!"
The angel said to Mary, "The Holy Spirit of God will come upon you, and the power of the Most High will cover you. The baby will be holy. He will be called the Son of God. God can do everything!"
Mary said, "I am the servant girl of the Lord. Let this happen to me as you say!" Then the angel went away.
Several months later, the Roman emperor, Augustus Caesar sent an order to all people in the countries, including Israel, that were under Roman rule. The order said that they must list their names in a register. And everyone went to his own hometown to be registered.
So Joseph left the Nazareth in the area of Galilee. He went to the town of Bethlehem in the Israelite area of Judea. This town was known as the town of King David. Joseph went there because he was from the family of David. Joseph registered with Mary because she was engaged to marry him. (Mary was now pregnant.) While Joseph and Mary were in Bethlehem, the time came for her to have the baby. She gave birth to her first son. There were no rooms left in the inn. So she wrapped the baby with cloths and laid him in a box where animals are fed.
That night, some shepherds wer in the fields nearby watching their sheep. And angel of the Lord stood before them. The glory of the Lord was shining around them, and suddenly they became very frightened. The angel said to them, "Don't be afraid, because I am bringing you some good news. It will be a joy to all the people. Today your Savior was born in David's town. He is Christ the Lord. (Christ means "the chosen one.") This is how you will know him: You will find a baby wrapped in cloths and lying in a feeding box."
Then a very large group of angels from heaven joined the first angel. All the angels were praising God, saying: "Give glory to God in heaven, and on earth let there be peace to the people who please God."
Then the angels left the shepherds and went back to heaven. The shepherds said to each other, "Let us go to Bethlehem and see this thing that has happened. We will see this thing the Lord told us about."
So the shepherds went quickly and found Mary and Joseph. And the shepherds saw the baby lying in a feeding box. Hen they told what the angels had said about this child. Everyone was amazed when they heard what the shepherds said to them. Mary hid these things in her heart; she continued to think about them. Then the shepherds went back to their sheep, praising God and thanking him for everything that they had seen and heard. It was just as the angel had told them.
The baby was named Jesus. This name had been given by the angel before the baby began to grow inside Mary. As Jesus grew, he learned more and more and grew physically. People liked him, and he pleased God.
22. The Baptism of Jesus – Luke 3:1-33; John 1:19-37; Matthew 3:13-15; Mark 1:12-15
About thirty years after the birth of Jesus, God spoke through the prophet John. John lived in the desert. He went all over the area around the Jordan River and preached to the people. He told them that they should be baptized (that is, lowered and the water and raised back up) and change their hearts to turn away from their sins. Then they would be forgiven of their sins.
The prophet Isaiah spoke about him 700 years before. He said: "This is a voice of a man who calls out in the desert, saying, 'Prepare the way for the Lord. Make the roads straight for him. Every valley should be filled in. Every mountain and hill should be made flat. Roads with turns should be made straight, and rough roads should be made smooth. And all people will know about the salvation of God!'"
Crowds of people came to be baptized by John. He said to them, "You poisonous snakes! Who warned you to run away from God's anger that is coming? You must do the things that will show that you really have changed your hearts. Don't say, 'Abraham is our father.' I tell you that God can make children for Abraham from these rocks here. The ax is now ready to cut down the trees. Every tree that does not produce good fruit will be cut down and thrown into the fire."
The people asked John, "What should we do?"
John answered, "If you have two shirts, share with the person who does not have one. If you have food, share that too."
Even tax collectors came to John to be baptized. They said to John, "Teacher, what should we do?"
John said to them, "Don't take more taxes from people than you have been ordered to take."
The soldiers asked John, "What about us? What should we do?"
John said to them, "Don't force people to give you money. Don't lie about them. BE satisfied with the pay you get."
All the people were hoping for the Christ, the Chosen One, to come, and they wondered about John. They thought, "Maybe he is the Christ."
John answered everyone, "I baptize you with water, but there is one coming later who can do more than I can. I am not even good enough to untie his shoes. He will baptize you with the Holy Spirit and with fire.
The next day John saw Jesus coming toward him. John said, "Look, the Lamb of God. He takes away the sins of the whole world! This is the One I was talking about. I said, 'A man will come after me, but he is greater than I am, because he was living before me.' I came baptizing with water so that the people of Israel could know who he is."
Jesus came to John and wanted John to baptize him. But John tried to stop him. John said, "Why do you come to me to be baptized? I should be baptized by you!"
Jesus answered, "Let it be this way for now. We should fulfill all that is right." So John agree to baptize Jesus.
Jesus was baptized and came up out of the water. While he was praying, heaven opened and the Holy Spirit of God came down on him. The Spirit was in the form of a dove. Then a voice came from heaven and said, "You are my Son and I love you. I am very pleased with you."
Then the Spirit sent Jesus into the desert alone. He was in the desert 40 days and ate nothing during that time. While he was in the desert, he was tempted by Satan, but did not sin. Then angels came and took care of Jesus.
After this Jesus went into the Jewish land of Galilee and preached the Good News from God. Jesus said, "The right time has come. The kingdom of God is near. Change your hearts and lives. Believe the Good News!"
23. Jesus Calls the Apostles – Mark 1:14-20; Luke 5:1-11; 6:12-16; Mark 3:11-15; Matthew 4:23-25
One day Jesus was standing beside the Sea of Galilee in the land of Galilee. Many people were pressing all around him. They wanted to hear the word of God. Jesus saw two boats at the shore of the sea. The fishermen had left them and were washing their nets. Jesus got into one of the boats, the one which belonged to the fisherman Simon. Jesus asked Simon to push off a little from the land. Then Jesus sat down in the boat and continued to teach the people on the shore.
When Jesus had finished speaking, he said to Simon, "Take the boat into deep water. If you will put your nets in the water, you will catch some fish."
Simon answered, "Master, we worked hard all night trying to catch fish, but we caught nothing. But you say to put the nets in the water; so I will." The fishermen did as Jesus told them. And they caught so many fish that the nets began to break. They called to their friends in the other boat to come and help them. The friends came, and both boats were filled so full that they were almost sinking.
The fishermen were all amazed at the many fish they caught. When Simon who was also called Peter saw what had happened, he bowed down before Jesus and said, "Go away from me, Lord. I am a sinful man!" James and John, the sons of Zebedee were amazed too. (James and John were Simon's partners.)
Jesus said to Simon, "Don't be afraid. Come and follow me. From now on you will be fishing for men." When the men brought their boats to the shore, they left everything and followed Jesus.
Jesus went everywhere in the Jewish land of Galilee. He taught in the places where the Jews met to study God's word. There he preached the Good News about the kingdom of God. And he healed all the people's diseases and sicknesses. The news about Jesus spread all over the country, and people brought all the sick to him. These sick people were suffering from different kinds of diseases and pain. Some were suffering very great pain, some had evil spirits, some were epileptics, and some were paralyzed. Jesus healed all of them. When the evil spirits saw Jesus, they fell down before him and shouted, "You are the Son of God!" But Jesus strongly commanded the spirits not to tell who he was. Many people followed him. These people came from the Jewish lands of Galilee and Judea and even from outside the Jewish area. They also came from the Jewish capital city of Jerusalem.
A little while later, Jesus went off to a mountain to pray. He stayed there all night, praying to God. The next morning, Jesus called his followers to him. He chose 12 of them, whom he named apostles, which means "those who are sent out." He chose them so that they would be with him, and that he might send them out to share the Good News and to have the authority to cast out evil spirits. These twelve were Simon (Jesus named him Peter) and Andrew, Peter's brother; James and John, Philip and Bartholomew; Matthew, Thomas, James son of Alphaeus, and Simon (called the Zealot), Judas son of James and Judas Iscariot. This Judas was the one who gave Jesus to his enemies.
24. Jesus and Nicodemus – The New Birth – John 3:1-21
There was a man named Nicodemus who was an important Jewish religious leader. One night Nicodemus came to Jesus. He said, Teacher, we know that you are a teacher sent from God. No one can do the miracles you do, unless God is with him."
Jesus answered, "I tell you the truth. Unless a person is born again, he cannot be in God's kingdom."
Nicodemus said, "But if a man is already old, how can he be born again? He cannot enter his mother's body again. So how can he be born a second time?"
But Jesus answered, "I tell you the truth. Unless someone is born from water and the Spirit, he cannot enter God's kingdom. A person's body is born from his human parents. But a person's spiritual life is born from the spirit. Don't be surprised when I tell you, 'You must all be born again.' The wind blows where it wants to go. You hear the wind blow. But you don't know where the wind comes from or where it is going. It is the same with every person who is born from the Spirit."
Nicodemus asked, "How can all this be possible?"
Jesus said, "You are an important teacher in Israel. But you still don't understand these things? I tell you the truth. We talk about what we know. We tell about what we have seen. But you don't accept what we tell you. I have told you about things here on earth, but you do not believe me. So surely you will not believe me if I tell you about the things of heaven! The only one who has ever gone up to heaven is the One who came down from heaven – the Son of Man. Everyone who believes in him can have eternal life.
"For God loved the world so much that he gave his only Son. God gave his Son so that whoever believes in him may not be lost, but have eternal life. God did not send his son into the world to judge the world guilty, but to save the world through him. He who believes in God's Son is not judged guilty. He who does not believe has already been judged guilty, because he has not believed in God's only Son. People are judged by this fact: I am the Light from god that has come into the world. But men did not want light. They wanted darkness because they were doing evil things. Everyone who does evil hates the light. He will not come to the light because it will show all the evil things he has done. But he who follows the true way comes to the light. Then the light will show that the things he has done were done through God."
25. Jesus Has Authority to Forgive Sin – The Story of the Paralyzed Man & Jesus Eats With Sinners – Mark 1:45 - 2:17
The news about Jesus spread more and more. That is the reason Jesus could not enter a town if people saw him, for there were so many people. But people came from all the towns to where he was, even in the desert. One day Jesus went to the town of Capernaum where he often stayed. The news spread that he was at home. So many people gathered to hear him tell God's Word that the house was full. There was no place to stand, not even outside the door. Jesus was teaching them. Some people came, bringing a paralyzed man to Jesus. Four of them were carrying the paralyzed man. But they could not get to Jesus because of the crowd. So they went to the roof above Jesus and dug a hole in the roof. Then they lowered the mat with the paralyzed man on it. Jesus saw that these men had great faith. So he said to the paralyzed man, "Young man, your sins are forgiven."
Some of the Jewish religious teachers were sitting there. They saw what Jesus did, and they said to themselves, ""Why does this man say things like that? He is saying things that are against God. Only God can forgive sins!"
At once Jesus knew what these teachers God's law were thinking. So he said to them, "Why are you thinking these things? Which is easier: to tell this paralyzed man, 'Your sins are forgiven,' or to tell him, 'Stand up. Take your mat and walk'? But I will prove to you that the Son of Man has authority on earth to forgive sins." So Jesus said to the paralyzed man, "I tell you, stand up. Take your mat and go home." Immediately the paralyzed man stood up. He took his mat and walked out while everyone was watching him.
The people were amazed and praised God. They said, "We have never seen anything like this!"
One of the twelve apostles that Jesus was chosen was named Matthew. Jesus had seen Matthew sitting in his tax office, for he was a tax collector. Jesus said to him, "Follow me." And Matthew stood up and followed Jesus.
Later that day, Matthew gave a big feast for Jesus, and Jesus was at his house eating. There were many tax collectors and sinful people eating with Jesus and his followers. Many people like this followed Jesus. The teachers of the law saw Jesus eating with the tax collectors and sinners. They asked his followers, "Why does Jesus eat with tax collectors and sinners?"
Jesus heard this and said to them, "Healthy people don't need a doctor. It is the sick who need a doctor. Go and learn what this means: 'I want faithful love more than I want animal sacrifices.' I did not come to invite good people. I came to invite sinners to turn away from their sin."
26. Jesus Has Power over Nature: He Calms the Sea – Mark 4:35-41
One evening after Jesus had finished teaching the crowds of people, he said to his followers, "Come with me across the sea." He and his followers left in a boat. There were also other boats with them. A very strong wind came up on the sea. The waves began coming over the sides and into th boat. It was almost full of water. Jesus was at the back of the boat, sleeping with his head on a pillow. The followers went to him and woke him. They said, "Teacher, do you care about us? We will drown!"
Jesus stood up and commanded the wind and the waves to stop. He said, "Quiet! Be still!" then the wind stopped, and the sea became perfectly calm.
Jesus said to his followers, "Why are you afraid? Do you still have no faith?"
The followers were very afraid and asked each other, "What kind of man is this? Even the wind and the waves obey him!"
27. Jesus Has Authority Over Demons – Mark 5:1-20
Jesus and his followers went across this small sea and landed on the other side. When Jesus got out of the boat, a naked man came to him from the caves where dead people were buried. This man, who lived in the caves, had an evil spirit living in him. No one could tie him up, not even with a chain. Many times people had used chains to tie the man's hands and feet. But he always broke the chains off. No one was strong enough to control him. Day and night he would wander around the b urial caves and on the hills, screaming and cutting himself with stones. While Jesus was still far away, the man saw him. He ran to Jesus and knelt down before him. Jesus said to the man, "You evil spirit, come out of that man."
But the man shouted in a loud voice, "What do you want with me, Jesus, Son of the Most High God? I beg you, promise that you will not punish me!"
Then Jesus asked the man, "What is your name?"
The man answered, "My name is Army, because I have many spirits in me." He begged Jesus again and again not to send the spirits out of that area.
A large herd of pigs was eating on a hill near there. The evil spirits begged Jesus, "Send us to the pigs. Let us go into them." So Jesus allowed them to do this. The evil spirits left the man and went into the pigs. Then the herd of pigs rushed down the hill into the sea and were drowned. There were about 2,000 pigs in that herd.
The men who took care of the pigs ran away. They went to the town and to the countryside, telling everyone about this. So people went out ot see what had happened. They came to Jesus and saw the man who had had the many evil spirits. The man was sitting there, clothed and in his right mind. The people were frightened. Some people were there who saw what Jesus had done. They told the others what had happened to the man who had the demons living in him. And they also told about the pigs. Then the people began to beg Jesus to leave their area.
Jesus was getting ready to leave in the boat. The man who was freed from the demons begged to go with him. But Jesus would not allow the man to go. Jesus said, "Go home to your family and friends. Tell them how much the Lord has done for you and how he has had mercy on you." So the man left and told the people in the area about the great things Jesus had done for him. All the people were amazed.
28. Jesus Feeds Five Thousand Men – Matthew 14:13-36; John 6:1-9
One day Jesus got into a boat and went to a lonely place by himself. But when the crowds heard about it, they followed him on foot from the towns. When Jesus arrived, he saw a large crowd. He felt sorry for them and healed those who were sick.
Late that afternoon, his followers came to Jesus and said, "No one lives in this place. And it is already late. Send the people away so that they can go to the towns and buy food for themselves."
Jesus said to his follower Philip, "Where can we buy bread for all these people to eat?" (Jesus asked Philip this question to test him. Jesus already knew what he planned to do.)
Philip answered, "We, your followers, would all have to work a month to buy enough bread for each person here to have only a little piece."
Another follower there was Andrew. He was Simon Peter's brother. Andrew said, "Here is a boy with five loaves of bread and two little fish. But that is not enough for so many people."
Jesus said, "Bring the bread and the fish to me." Then he told the people to sit down on the grass. He took the five loaves of bread and the two fish. Then he looked up to heaven and thanked God for the food. Jesus divided the loaves of bread. He gave them to his followers, and they gave the bread to the people. All the people ate and were satisfied. After they finished eating, the followers filled 12 baskets with the pieces of food that were not eaten. There were about 5,000 men there who ate, as well as women and children.
Then Jesus made the twelve followers get into the boat. He told them to go ahead of him to the other side of the small sea. Jesus stayed there to tell the people they could go home. After he said good-bye to them, he went alone up into the hills to pray. It was late, and Jesus was there alone. By this time, the boat was already far away on the sea. The boat was having trouble because of the waves, and the wind was blowing against it.
Between three and six o'clock in the morning, Jesus' followers were still in the boat. Jesus came to them. He was walking on the water. When the followers saw him walking on the water, they were afraid. They said, "It's a ghost!" and cried out in fear.
But Jesus quickly spoke to them. He said, "Have courage! It is I! Don't be afraid."
Simon Peter said, "Lord, if that is really you, then tell me to come to you on the water."
Jesus said, "Come."
And Peter left the boat and walked on the water to Jesus. But when Peter saw the wind and the waves, he became afraid and began to sink. He shouted, "Lord, save me!"
Then Jesus reached out his hand and caught Peter. Jesus said, "Your faith is small. Why did you doubt?"
After Peter and Jesus were in the boat, the wind became calm. Then those who were in the boat worshiped Jesus and said, "Truly you are the Son of God!"
29. Jesus Raises Lazarus to Life – John 11:1-53
There was a man named Lazarus who was sick. He lived in the town of Bethany, where Jesus' friends Mary and her sister Martha lived. Mary's brother was Lazarus, the man who was now sick. So Mary and Martha sent someone to tell Jesus, "Lord, the one you love is sick."
When Jesus heard this he said, "This sickness will not end in death. It is for the glory of God. This has happened to bring glory to the Son of God." Jesus loved Martha and her sister and Lazarus. But when he heard that Lazarus was sick, he stayed where he was for two more days. Then Jesus said to his followers, "Let us go to Bethany. Our friend Lazarus has fallen asleep. But I am going there to wake him."
The followers said, "But Lord, if he can sleep, he will get well."
Jesus meant that Lazarus was dead. But Jesus' followers thought that he meant that Lazarus was really sleeping. So then Jesus said plainly, "Lazarus is dead. And I am glad for your sakes that I was not there so that you may believe. But let us go to him now."
Jesus arrived in Bethany. There he learned that Lazarus had already been dead and in the tomb for four days. Bethany was about three kilometers from the Jewish capital city, Jerusalem. Many Jews had come there to comfort Martha and Mary about their brother.
Martha heard that Jesus was coming, and she went out to meet him. But Mary stayed at home. Martha said to Jesus, "Lord, if you had been here, my brother wold not have died. But I know that even now God will give you anything you ask."
Jesus said, "Your brother will rise and live again."
Martha answered, "I know that he will rise and live again in the resurrection on the last day."
Jesus said to her, "I am the resurrection and the life. He who believes in me will have life even if he dies. And he who lives and believes in me will never die. Martha, do you believe this?"
Martha answered, "Yes, Lord. I believe that you are the Promised One, the Son of God. You are the One who was coming to the world."
After Martha said this, she went back to her sister Mary. She talked to Mary alone. Martha said, "The Teacher is here and he is asking for you." When Mary heard this, she got up quickly and went to Jesus. Jesus had not yet come into the town. He was still at the place where Martha had met him. The Jews were with Mary in the house, comforting her. They saw Mary stand and leave quickly. They followed her, thinking that she was going to the tomb to cry there. But Mary went to the place where Jesus was. When she saw him, she fell at his feet and said, "Lord, if you had been here, my brother would not have died."
Jesus saw that Mary was crying and that the Jews who cam with her were crying, too. Jesus felt very sad in his heart and was deeply troubled. He asked, "Where did you bury him?"
"Come and see, Lord," they said.
Jesus cried. So the Jews said, "See how much he loved him."
But some of them said, "If Jesus healed the eyes of a blind man, why didn't he keep Lazarus from dying?"
Again Jesus felt very sad in his heart. He came to the tomb. The tomb was a cave with a large stone covering the entrance. Jesus said, "Move the stone away."
Martha said, "But, Lord, it has been four days since he died. There will be a bad smell."
Then Jesus said to her, "Didn't I tell you that if you believed, you would see the glory of God?"
So they moved the stone away from the entrance. Then Jesus looked up and said, "Father, I thank you that you heard me. I know that you always hear me. But I said these things because of the people here around me. I want them to believe that you sent me." After Jesus said this, he cried out in a loud voice, "Lazarus, come out!" The dead man came out. His hands and feet were wrapped with pieces of cloth, and he had a cloth around his face.
Jesus said, to them, "Take the cloth off of him and let him go."
There were many Jews who had come to visit Mary. They saw what Jesus did. And many of them believed in him. But some of them went to the Jewish religious leaders. They told them what Jesus had done. Then the priests and leaders called a meeting of the Jewish council. They asked, "What should we do? This man is doing many miracles. If we let him continue doing these things, everyone will believe in him. Then the Roman conquerors will come and take away our Temple and our nation."
One of the men there was Caiaphas. He was the high priest that year. Caiaphas said, "You people know nothing! It is better for one man to die for the people than for the whole nation to be destroyed. But you don't realize this."
Caiaphas did not think of this himself. He was high priest that year. So he was really prophesying that Jesus would die for the Jewish nation. And not only would he die for the nation, but for all God's children scattered among the various nations. This would bring them together and make them one.
That day they started planning to kill Jesus.
30. Abraham, Lazarus and the Rich Man – Luke 16.19-31
One day Jesus said, "There was a rich man who always dressed in the finest clothes. He lived in luxury every day. There was also a very poor man named Lazarus, whose body was covered with sores." (This is not the same Lazarus Jesus raised from the dead.) "Lazarus was often placed at the rich man't gate. He wanted to eat only the small pieces of food that fell from the rich man's table. And the dogs would come and lick his sores! Later, Lazarus died. The angels took Lazarus and placed him in the arms of Abraham in heaven. The rich man died, too, and was buried. But he was sent to hell, where the dead are, and had much pain. The rich man saw Abraham far away with Lazarus in his arms. He called, 'Father Abraham, have mercy on me! Send Lazarus to me so that he can dip his finger in water and cool my tongue. I am suffering in this fire!'
"But Abraham said, 'My child, remember when you lived? You had all the good things in life, but all the bad things happened to Lazarus. Now Lazarus is comforted here, and you are suffering. Also there is a big space between you and us. No one can cross over to help you. And no one canleave there and come here.'
"The rich man said, 'Then please send Lazarus to my father's house on earth! I have five brothers. Lazarus could warn my brothers so that they will not come to his place of pain.'
"But Abraham said, 'They have the law of Moses and the writings of the prophets to read; let them learn from them!'
"The rich man said, 'No, father Abraham! If someone came to them from the dead, they would believe and change their hearts and lives.'
"But Abraham said to him, 'No! If your brothers won't listen to Moses and the prophets, then they won't listen to someone who comes back from the death.'"
31. The Last Supper – Matthew 26:1-5, 14-35; Luke 22:14-20
Jesus told his followers, "You know that the day after tomorrow is the day of the Passover Feast. On that day the Son of Man will be given to his enemies to be killed on a cross."
Then the leading priests and older Jewish leaders had a meeting at the palace of the high priest. The high priest's name was Caiaphas. At the meeting, they planned to set a trap to arrest Jesus and kill him. But they said, "We must not do it during the feast. The people might cause a riot."
Jesus was in Bethany. He was at the house of a man named Simon who had a harmful skin disease. While Jesus was there, a woman came to him. She had a jar filed with expensive perfume. She poured this perfume on Jesus' head while he was eating.
His followers saw the woman do this and were upset. They asked, "Why waste that perfume? It cold be sold for a great deal of money, and the money could be given to the poor."
But Jesus knew what happened. He said, "Why are you troubling this woman? She did a very beautiful thing for me. You will always have the poor with you. But you will not always have me. This woman poured perfume on my body to prepare me for burial. I tell you the truth. The Good News will be told to people in all the world. And in every place where it is preached, what this woman has done will be told. And people will remember her."
Then one of the twelve followers went to talk to the leading priests. This was the follower named Judas Iscariot. He said, "I will give Jesus to you. What will you pay me for doing this?" The priests gave Judas 30 silver coins. After that, Judas waited for the best time to give Jesus to the priests.
On the first day of the Passover Week, the followers came to Jesus. They said, "We will prepare everything for you to eat the Passover Feast. Where do you want to have the feast?"
Jesus answered, "Go into the city of Jerusalem to a certain man. Tell him that the Teacher says, 'The chosen time is near. I will have the Passover Feast with my followers at your house.'" The followers did what Jesus told them to do, and they prepared the Passover Feast.
In the evening Jesus was sitting at the table with his 12 followers. They were all eating. Jesus said to them, "I wanted very much to eat this Passover meal with you before I die. I will never eat another Passover meal until it is given its true meaning in the kingdom of God."
Then Jesus said, "I tell you the truth. One of you 12 will turn against me."
This made the followers very sad. Each one said to Jesus, "Surely, Lord, I am not the one who will turn against you. Am I?"
Jesus answered, "The man who has dipped his hand with me into the dipping bowl is the one who will turn against me. The Son of Man will die. The Scriptures say this will happen. But how terrible it will be for the person who gives the Son of Man to be killed. It would be better for him if he had never been born."
Then Judas said to Jesus, "Teacher, surely I am not the one. Am I?" (Judas is the one who would give Jesus to his enemies.)
Jesus answered, "Yes, it is you."
While they were eating the Passover meal, Jesus took some bread. He thanked God for it and broke it. Then he gave it to his followers and said, "Take this bread and eat it. This bread is my body that I am giving for you. Do this to remember me."
Then Jesus took a cup. He thanked God for it and gave it to the followers. He said, "Every one of you drink this. This is my blood which begins the new agreement that God makes with his people. This blood is poured out for many to forgive their sins. I tell you this: I will not drink of this fruit of the vine again until that day when I drink it new with you in my Father's kingdom."
32. Jesus Promises the Holy Spirit – John 13:26 – 14:31
During the Passover meal, Jesus took a piece of bread, dipped it into the bowl and gave it to Judas Iscariot. As soon as Judas took the bread, Satan entered him. Jesus said to Judas, "The think that you will do – do it quickly!" None of the men at the table understood why Jesus said this to Judas. Judas accepted the bread Jesus gave him and immediately went out. It was night.
When Judas was gone, Jesus said, "Now the Son of Man receives his glory. And God receives glory through him. If God receives glory through him, then God will give glory to the Son through himself. And God will give him glory quickly."
Jesus said, "My children, I will be with you only a little longer. You will look for me. Where I am going you cannot come. I give to you a new command: Love each other. You must love each other as I have loved you. All people will know that you are my followers if you love each other."
Simon Peter asked Jesus, "Lord, where are you going?"
Jesus answered, "Where I am going you cannot follow now. But you will follow later."
Peter asked, "Lord, why can't I follow you now? I am ready to die for you!"
Jesus answered, "Will you really die for me? I tell you the truth. Before the rooster crows, you will say three times that you don't even know me."
Jesus said, "Don't let your hearts be troubled. Trust in God. And trust in me. There are many rooms in my Father's house. I would not tell you if this were not true. I am going there to prepare a place for you. After I go and prepare a place for you, I will come back. Then I will take you to be with me so that you may be where I am. You know the way to the place where I am going."
Thomas said to Jesus, "Lord, we don't know where you are going. So how can we know the way?"
Jesus answered, "I am the way. And I am the truth and the life. The only way to the Father is through me. If you really knew me, then you would know my Father, too. But now you do know him, and you have seen him."
Philip said to him, "Lord, show us the Father. That is all we need."
Jesus answered, "I have been with you a long time now. Do you still not know me, Philip? He who has seen me has seen the Father. So why do you say, 'Show us the Father'? Don't you believe that I am in the Father and the Father is in me? The words I say to you don't come from me. The Father lives in me, and he is doing his own work. Believe me when I say that I am in the Father and the Father is in me. Or believe because of the miracles I have done. I tell you the truth. He who believes in me will do the same things that I do. He will do even greater things than these because I am going to the Father. And if you ask for anything in my name, I will do it for you. Then the Father's glory will be shown through the Son. If you ask me for anything in my name, I will do it.
"If you love me, you will do the things I command. I will ask the Father, and he will give you another Helper. He will give you this Helper to be with you forever. The Helper is the spirit of truth. The world cannot accept him because it does not see him or know him. Bu you know him. He lives with you and will be with you.
"I will not leave you all alone like orphans. I will come back to you. In a little while the world will not see me anymore, but you will see me. Because I live, you will live, too. On that day you will know that I am in my Father. You will know that you are in me and I am in you. He who knows my commands and obeys them is the one who loves me. And my Father will love him who loves me. I will love him and will show myself to him."
Then Judas (not Judas Iscariot) said, "But, Lord, why do you plan to show yourself to us, but not to the world?"
Jesus answered, "If anyone loves me, then he will obey my teaching. My Father will love him, and we will come to him and make our home with him. He who does not love me does not obey my teaching. This teaching that you hear is not really mine. It is from my Father, who sent me.
"I have told you all these things while I am with you. But the Helper will teach you everything. He will cause you to remember all the things I told you. This Helper is the Holy Spirit whom the Father will send in my name.
"I leave you peace. My peace I give you. I do not give it to you as the world does. So don't let your hearts be troubled. Don't be afraid. I have told you these things now, before they happen. Then when they happen, you will believe. I will not talk with you much longer. The ruler of this world is coming. He has no power over me. But the world must know that I love the Father. So I do exactly what the Father told me to do. Come, let us go."
When they had sung a song of praise to God, they left and went the Garden of Gethsemane.
33. The Betrayal and Trial of Jesus – John 18:1 – 19:16
Jesus had met often in the Garden of Gethsemane with his followers. Therefore Judas Iscariot knew where the place was. So Judas led a group of soldiers to the garden. They were carrying torches, lanterns and weapons.
Jesus knew everything that would happen to him. Jesus went out and asked, "Who is it you are looking for?"
The men answered, "Jesus from Nazareth."
Jesus said, "I am Jesus." When Jesus said, "I am Jesus," the men moved back and fell to the ground. Jesus asked them again, "Who is it you are looking for?"
They said, "Jesus of Nazareth."
Jesus said, "I told you that I am he. So if you are looking for me, then let these other men go."
Simon Peter had a sword. He took out the sword and struck the servant of the high priest, cutting off his right ear. Jesus said to Peter, "Put your sword back. Shall I not drink of the cup the Father has given me?" Jesus touched his ear and healed him. Then all the followers left Jesus and fled.
Then the soldiers arrested Jesus. They tied him up and led him first to Annas. Annas was the fatherin-law of Caiaphas, the high priest that year. Simon Peter and another one of Jesus' followers went along after Jesus. A girl at the door of the high priest's house said to Peter, "Aren't you also one of that man's followers. Peter answered, "No, I am not!" It was cold, so the servants and guards had built a fire. They were standing around it and warming themselves. Peter was standing with them, warming himself.
The high priest asked Jesus questions about his followers and his teaching. Jesus answered, "I have spoken openly to everyone. I have always taught in the teaching houses and in the Temple, where all the Jews come together. I never said anything in secret. So why do you question me? Ask the people who heard my teaching. They know what I said."
When Jesus said this, one of the guards standing ther hit him. The guard said, "Is that the way you answer the high priest?"
Jesus answered him, "If I said something wrong, then say what was wrong. But if what I said is true, why do you hit me?" Then Annas sent Jesus to Caiaphas the high priest. Jesus was still tied.
Simon Peter was standing and warming himself. They said to him, "Aren't you one of that man's followers?"
Peter denied it and said, "No, I am not."
One of the servants of the high priest was there. This servant was a relative of the man whose ear Peter had cut off. The servant said, "Didn't I see you with him in the garden?" Again Peter said it wasn't true. Just then a rooster crowed.
Then they led Jesus from Caiaphas' house to the Roman governor's palace. The Roman people had conquered the Jewish lands and were in control of them. It was early morning. Pilate, the governor, came out to them and asked, "What charges do you bring against this man?"
They answered, "He is a criminal. That is why we brought him to you."
Pilate said to them, "Take him yourselves and judge him by your own Jewish law."
They answered, "But we are not allowed by the Romans to put anyone to death."
Then Pilate went back inside the palace. He called Jesus to him and asked, "Are you the king of the Jews?"
Jesus said, "Is that your own question, or did others tell you about me?"
Pilate answered, "I am not a Jew. It was your own people and their leading priests who brought you before me? What have you done wrong?"
Jesus said, "My kingdom does not belong to this world. If it belonged to this world, my servants would fight so that I would not be given over to the Jews. But my kingdom is from another place."
Pilate said, "So you are a king!"
Jesus answered, "That is true. I was born for this: to tell people about the truth. That is why I came into the world. And everyone who belongs to the truth listens to me."
After this, Pilate went out to the Jews again. He said to them, "I can find nothing to charge against this man. But it is your custom that I free one prisoner to you at the time of the Passover. Do you want me to free this 'king of the Jews'?"
They shouted back, "No, not him! Let Barabbas go free!" (Barabbas was a robber and murderer.)
Then Pilate ordered that Jesus be taken away and whipped. The solders used some thorny branches to make a crown. They put this crown on Jesus' head and put a purple king's robe around him. Then they came to Jesus many times and said, "Hail, King of Jews!" They were hitting Jesus in the face. Again Pilate came out and said to them, "Look! I am bringing Jesus out to you. I want you to know that I find nothing I can charge against him." Then Jesus came out, wearing the crown of thorns and the purple robe. Pilate said to the Jews, "Here is the man!"
When the leading priests and the guards saw Jesus they shouted, "Kill him on a cross! Kill him on a cross!"
But Pilate answered, "Take him and nail him to a cross yourselves. I find nothing I can charge against him."
The Jews answered, "We have a law that says he should die, because he claims to be the Son of God."
When Pilate heard this, he was even more afraid. He went back inside the palace and asked Jesus, "Where are you from?" But Jesus did not answer him. Pilate said, "You refuse to speak to me? Don't you know that I have the power to set you free and power to have you killed on a cross?"
Jesus answered, "The only power you have over me is the power given to you by God."
After this, Pilate tried to let Jesus go free. But the Jews cried out, "Anyone who makes himself king is against the Roman emperor. If you let this man go, you are not the emperor's friend."
So when Pilate heard this, he sat down in the judge's seat. He asked them, "Do you want me to kill your king on a cross?"
The leading priest answered, "The only king we have is the Roman emperor!" So Pilate gave Jesus to them to be killed on a cross.
34. The Crucifixion and Burial – John 19:16-42; Luke 23:32-48; Mark 15:37-39; Matthew 27:51-66
The soldiers took charge of Jesus. Carrying his own wooden cross, Jesus went out to a hill. There they nailed Jesus to the cross. They also nailed two criminals to crosses, one on Jesus' right and one on the left. Jesus said, "Father, forgive them. They don't know what they are doing." Pilate put a sign on the cross. It read: "Jesus of Nazareth, the king of the Jews."
After the soldiers nailed Jesus to the cross, they took his clothes and divided them among themselves. The people stood watching. The leaders made fun of Jesus. They said, "If he is God's Chosen One, the Christ, then let him save himself. He saved other people, didn't he?" Even the soldiers made fun of him.
Jesus' mother stood near his cross. Jesus saw his mother. He also saw the follower whom he loved standing there. He said to his mother, "Dear woman, this man will be your son." Then he said to the follower, "Take her as your mother." From that time on, this follower took her to live in his home.
One of the criminals on the cross next to him began to shout insults at Jesus: "Aren't you the Promised One? Then save yourself! And save us too!"
But the other criminal stopped him. He said, "You should fear God! You are getting the same punishment as he is. We are getting what we deserve. But this man had done nothing wrong!" Then the criminal said to Jesus, "Jesus, remember me when you come into your kingdom!"
Then Jesus said to him, "Listen! What I say is true: Today you will be with me in paradise!"
After several hours, at noon, the whole country became dark. The darkness lasted for three hours. At three o'clock Jesus cried out in a loud voice, "My God, my God, why have you left me alone?"
To make all the Scripture come true, Jesus said, "I am thirsty." The soldiers took a sponge and soaked it in vinegar. Then they put it on a branch and lifted it to Jesus' mouth. Jesus tasted the vinegar. Then he cried out in a loud voice, "Father, I give my life to you." Then he said, "It is finished." He bowed his head and died.
Then the thick curtain next to the Most Holy Place in the Temple split in two from top to bottom. Also, the earth shook and rocks broke apart. The graves opened, and many of God's people who had died were raised from death. They went into the city of Jerusalem, and many people saw them.
The army officer and the soldiers guarding Jesus saw this earthquake and everything else that happened. They were very frightened and said, "He really was the Son of God!" Later one of the soldiers from Pilate came to make sure he was dead. He stuck his spear into Jesus' side.
Many women were standing at a distance from the cross, watching. These were women who had followed Jesus from Galilee to care for him. Mary Magdalene, and Mary the mother of James and Joseph, and the mother of James and John were there.
Late in the day, a rich man named Joseph from Arimethea asked Pilate if he could take the body of Jesus. (Joseph was a Jewish leader, but was a secret follower of Jesus, because he was afraid of the other Jewish leaders.) Pilate gave his permission. So Joseph came and took Jesus' body away.
Nicodemus went with Joseph. Nicodemus was the man who earlier had come to Jesus at night. These two men took Jesus' body and wrapped it with burial spices in pieces of cloth. Nearby was a garden. The garden had a new tomb, cut in a wall of rock, where no one had ever been buried. The man laid Jesus in that tomb quickly. For it was the day before the Sabbath. When the sun went down, the Sabbath day would begin and they would all have to rest from work, as the Law of Moses commanded. Joseph rolled a very large stone to block the entrance of the tomb.
The women who had come from Galilee with Jesus followed Joseph. They saw the tomb and saw inside where the body of Jesus was laid. Then the women left to prepare perfumes and spices for his burial.
But the next day, on the Sabbath day, they all rested.
The next day, the Sabbath day, the priests and leaders went to Pilate. They said, "Sir, we remember that while that liar was still alive he said, 'After three days I will rise from death.' So give the order for the tomb to be guarded closely till the third day. His followers might come and steal the body. Then they could tell the people that he has risen from death. That lie would be worse than the first one."
Pilate said, "Take some soldiers and go guard the tomb the best way you know." So they all went to the tomb and made it safe from thieves. They did this by sealing the stone in the entrance and then putting soldiers there to guard it.
35. The Resurrection – Luke 24:1-49; John 20:24-31
Very early on the first day of the week, the women came to the tomb where Jesus' body was laid. They brought the spices they had prepared. At that time there was a strong earthquake. An angel of the Lord came down from heaven. The angel went to the tomb and rolled the stone away from the entrance. He was shining as bright as lightning. His clothes were white as snow. The soldiers guarding the tomb were very frightened of the angel. The shook with fear and then became like dead men.
When the woman came, they found that the stone had been rolled away from the entrance of the tomb. They went in, but they did not find the body of the Lord Jesus. While they were wondering about this, two angels in shining clothes suddenly stood beside them. The women were very afraid and bowed their heads to the ground. The angels said to the women, "Why are you looking for a living person here? This is a place for the dead. Jesus is not here. He has risen from death! Do you remember what he said in Galilee? He said that the Son of Man must be given to evil men, be killed on a cross, and rise from death on the third day. Then the women remembered what Jesus had said.
These women left the tomb and told all these things to the 11 apostles and the other followers. But they did not believe the women. It sounded like nonsense. But Peter got up and ran to the tomb. He looked in, but he saw only the cloth that Jesus' body had been wrapped in. Peter went away to be alone, wondering about what had happened.
That same day two of Jesus' followers were going to a town nearby. They were talking about everything that had happened. While they were discussing these things, Jesus himself came near and began walking with them. (They were not allowed to recognize Jesus.) Then Jesus said, "What are these things you are talking about while you walk?"
The two followers stopped. Their faces were very sad. The one named Cleopas answered, "You must be the only one in Jerusalem who does not know what just happened there."
Jesus said to them, "What are you talking about?"
The followers said, "It is about Jesus of Nazareth. He was a prophet from God to all the people. He said and did many powerful things. Our leaders and priests gave him up to be judged and killed. They nailed him to a cross. But we were hoping that he would free the Jews. It is now the third day since this happened. And today some women among us told us some amazing things. Early this morning they went to the tomb, but they did not find his body there. They came and told us that they had seen a vision of angels. The angels said Jesus was alive! So some of our group went to the tomb, too. They found it just as the women said, but they did not see Jesus."
Then Jesus said to them, "You are foolish and slow to realize what is true. You should believe everything the prophets said. They said a long time ago that the Promised One must suffer these things before he enters his glory." Then Jesus began to explain everything that had bee written about himself in the Scriptures. He started with Moses, and then he talked about what all the prophets had said about him.
They came near the town and Jesus acted as if he did not plan to stop there. But they begged him, "Stay with us. It is late; it is almost night." So he went in to stay with them.
Jesus sat down with them and too some bread. He gave thanks for the food and divided it. Then he gave it to them. And then, they were allowed to recognize Jesus. But when they saw who he was, he disappeared. They said to each other, "When Jesus talked to us on the road, it felt like fire burning in us. It was exciting when he explained the true meaning go the Scriptures."
So the two followers got up at once and went back to Jerusalem. There they found the 11 apostles and others gathered. They were saying, "The Lord really has risen from death!"
While the followers were telling them about it, Jesus himself stood among those gathered. He said to them, "Peace be with you."
They were fearful and terrified. They thought they were seeing a ghost. But Jesus said, "Why are you troubled? Why do you doubt what you see? Look at my hands and feet where they put nails through them. It is I myself! Touch me. You can see that I have a living body; a ghost does not have a body like this."
After Jesus said this, he showed them his hands and feet. The followers were amazed and very happy. They still could not believe it. Jesus said to them, "Do you have any food here?" They gave him a piece of cooked fish. While the followers watched, Jesus took the fish and ate it.
He said to them, "Remember when I was with you before? I said that everything written about me must happen – everything in the Law of Moses, the books of the prophets and King David's songs.
Then Jesus opened their minds so they could understand the Scriptures. He said to them, "It is written that the Promised One, the Christ, would be killed and rise from death on the third day. You saw these things happen – you are witnesses. You must tell people to change their hearts and lives by turning from their sins. If they do this, their sins will be forgiven. You must start at Jerusalem and preach these things to all the nations. Listen! My Father has promised you something; I will send it to you. But you must stay in Jerusalem until you have receive that power from heaven."
But Thomas, one of the 12 apostles was not there when Jesus appeared to them. The others told Thomas, "We saw the Lord!"
But Thomas said, "I will not believe it until I see the nail marks in his hands. And I will not believe until I put my finger where the nails were and put my hand into his side."
A week later the followers were in the house again. Thomas was with them. The doors were locked, but Jesus came in and stood among them. He said, "Peace be with you!" Then he said to Thomas, "Put your finger here. Look at my hands. Put your hand here in my side. Stop doubting and believe."
Thomas said to him, "My Lord and my God!"
Then Jesus told him, "You believe because you see me. Those who believe without seeing me will be truly blessed!"
Jesus did many other miracles before his followers that are not written in the Bible. But these have been written down so that you can believe that Jesus is the Christ, the Son of God. Then, by believing, you can have life through his name.
36. Jesus Returns to the Father – Acts 1:1-11; Matthew 28:18-20
The apostles sw Jesus during the 40 days after he was raised from death. Jesus talked to the apostles he had chosen. With the help of the Holy Spirit, Jesus told them what they should do. During this forty days, he showed himself to them and proved in many ways that he was alive. He spoke to them about the kingdom of God. Once when he was eating with them, he told them not to leave Jerusalem. He said, "The Father has made you a promise which I told you about before. Wait here to receive this promise. John baptized people with water, but in a few days you will be baptized with the Holy Spirit.
The apostles were all together. They asked Jesus, "Lord, are you at this time going to give the kingdom back to the people of Israel?"
Jesus said to them, "The Father is the only One who has the authority to decide dates and times. These things are not for you to know. But the Holy Spirit will come to you. Then you will receive power. You will be my witnesses – in Jerusalem, in all the surrounding area of Judea, in nearby Samaria, and in every part of the world. All power in heaven and on earth is given to me. So go and make followers of all the people in the world. Baptize them in the name of the Father and the Son and the Holy Spirit. Teach them to obey everything that I have told you. You can be sure that I will be with you always. I will continue with you until the end of the world."
After he said this, as they were watching, he was lifted up. A cloud hid him from their sight. As he was going, they were looking into the sky. Suddenly two men wearing white clothes stood beside them. They said, "Men of Galilee, why are you standing here looking into the sky? You saw Jesus taken away from you into heaven. He will come back in the same way you saw him go."
Then the followers went back from there and returned to Jerusalem.
37. Jesus is Our High Priest and Suitable Sacrifice – Hebrews 1:1-3, 8:1-6, 9:1-28, 10:11-23
Later, as the Holy Spirit spoke to one of the apostles, he wrote down what the Spirit said about Jesus. He showed how Jesus was the promised answer for us. He showed how Jesus was the perfect sacrifice to bring us forgiveness and bring us into a right relationship with God. This is what he said:
In the past God spoke to our ancestors through the prophets. And now in these last days God has spoken to us through his Son. God has chose his Son to own all things. And he made the world through the Son. The Son reflects the glory of God. He is an exact copy of God's nature. He holds everything together through his powerful word. The Son made people clean from their sins. Then he sat down at the right side of God, the Great One in heaven.
Here is the point of what we are saying: We have a high priest who now sits at the right side of God's throne in heaven. Our high priest serves in the Most Holy Place – heaven. He serves in the true place of worship that was made by God, not by men.
Every high priest on earth has the work of offering sacrifices to God. So our high priest must also offer something to God. If our high priest were now living on earth, he would not be a priest. I say this because there are already priests here among the Jews who follow God's law of giving sacrifices. The work they do as priests, however, is only a dim copy of the true worship in heaven. For when Moses was ready to build the Holy Tent, God warned him: "Be very careful to make everything by the plan I showed you on the mountain." But the priestly work that has been given to Jesus is much greater than the work that was given to the other priests. In the same way, the new agreement that Jesus brought from God to his people is much greater than the old one given to Abraham and Moses. And the new agreement is bases on promises of better things.
The first agreement had rules for worship. And it had a man-made place for worship. The Holy Tent was set up for this. The first area in the Tent was called the Holy Place. Behind the second curtain was a room called the Most Holy Place. In it was a golden altar for burning incense. Also there was the Holy Box that held the laws of the old agreement.
Now the priests could go into the Holy Place. But only the high priest could go into the second room, the Most Holy Place, and he did that only once a year. He could never enter the inner room without taking blood with him. He offered that blood to God for himself and for the people's sins. The Holy Spirit uses this to show that the way into the Most Holy Place was not open. This is an example for us today. It shows that the sacrifices offered cannot make the worshiper perfect in his heart. These rules about sacrifices were rules to be followed until the time of God's new way.
But Jesus Christ ahs come as the high priest of the good things we now have. The tent he entered is greater and more perfect. It is not made by men. It does not belong to this world. Christ entered the Most Holy Place only once – and for all time. He did not take with him the blood of goats and cows. His sacrifice was his own blood. He entered the Most Holy Place and set us free from sin forever. The blood of goats and cows were sprinkled on the people who were unclean to make their bodies clean again on the outside.
How much more is done by the blood of Christ. He offered himself through the eternal Spirit as a perfect sacrifice to God. His blood will make our hearts clean from useless acts. We are made pure so that we serve the living God.
So Christ brings a new agreement from God to his people. Those who are called by God can now receive the blessings that God has promised. These blessing will last forever. They can have those things because Christ died so that the people who lived under the first agreement could be set free from sin.
When Moses told all the people the commands of the first agreement, he sprinkled the Holy Tent, the holy book and all the people with blood. The law says that almost everything must be made clean by blood. And sins cannot be forgiven without the shedding of blood.
So the copies of the real things in heaven had to be made clean by animal sacrifices. But the real things in heaven need much better sacrifices. Christ went into the real Most Holy Place – heaven itself. He is there now before God to help us. But Christ did not go into heaven to offer himself as a sacrifice many times like the high priest on earth. Then he would have had to suffer many times since the world was made. But Christ came only once and for all time. He came at just the right time to take away all sin by sacrificing himself. Everyone must die once. After a person dies, he is judged. So Christ was offered as a sacrifice one time to take away the sins of many people. And he will come a second time, but not to offer himself for sin. He will come again to bring salvation to those who are waiting for him.
Every day the earthly priests stand and do their religious service. Again and again they offer the same sacrifices. But those sacrifices can never take away sins. But Jesus Christ offered one sacrifice for sins, and it is good forever. Then he sat down at the right side of God. And now Christ waits there for his enemies to be put under his power. With one sacrifice he made perfect forever those who are being made holy. And when these have been forgiven, there is no more need for a sacrifice for sins.
So, brothers, we are completely free to enter the Most Holy Place. We can do this without fear because of the blood of Jesus' death. We can enter through a new way that Jesus opened for us. It is a living way. It leads through the curtain – Christ's body. And we have a great priest over God's house. So let us come near to God with a sincere heart and a sure faith. We have been cleansed and made free from feelings of guilt. And our bodies have been washed with pure water. Let us hold firmly to the hope that we have confessed. We can trust god to do what he promised.
38. The Giving of the Holy Spirit and the Young Church – Acts 1:12-14; 2:1-41
After Jesus was raised up to heaven, the followers of Jesus went back to Jerusalem to wait for the promised Holy Spirit. When they entered the city, they went to an upstairs room where they were staying. The apostles were there. So were some women, including Mary the mother of Jesus, the brothers of Jesus and other followers. They all continued praying together.
When the day of the feast of Pentecost came, they were all together in one place. Suddenly a noise came from heaven. It sounded like a strong wind blowing. This noise filled the whole house where they were sitting. They saw something that looked like flames of fire. The flames were separated and stood over each person there. They were all filled with the Holy Spirit and they began to speak different languages. The Holy Spirit was giving them power to speak these languages.
There were Jews in Jerusalem for the feast who had come from all over the world. When they heard this noise, a crowd came together. They were all surprised because each one heard them speaking in his own language, now matter which country he came from. They asked, "How is this possible for these men from Galilee to speak all of our languages? We hear them telling in our own languages about the great things God had done!"
Peter stood up with the rest of the apostles. In a loud voice he spoke to the crowd: "What Joel the prophet wrote about is happening here today:
'God says: In the last days I will give my Spirit freely to all kinds of people. Your sons and daughters will prophesy. Your old men will dream dreams. Your young men will see visions. At that time I will give my Spirit even to my servants, both men and women. And they will prophesy. I will show miracles in the sky and on the earth. Then anyone who asks the Lord for help will be saved.'
"Listen to these words: Jesus from Nazareth was a very special man. God clearly showed this to you by the miracles God did through him. You all know this, because it happened right here among you. Jesus was give to you, and you killed him. With the help of evil men you nailed him to a cross. But God knew all this would happen. This was God's plan which he made long ago. God raised Jesus from death. God set him free from the pain of death. Death could not hold him.
"King David prophesied this about him: 'I keep the Lord before me always. Because he is close by my side, I will not be hurt. So I am glad, and rejoice. Even my body has hope. This is because you will not leave me in the grave. You will not let your Holy One rot.'
"Brothers, I can tell you truly about David, our ancestor. He died and was buried. His grave is still here with us today. David was a prophet and knew what God had said. God had promised David that he would make a person from David's family a king just as he was. David knew this before it happened. That is why he said: 'He was not left in the grave. His body did not rot.'
"David was talking about the Christ rising from death. So Jesus is the One who God raise from death! And we are all witnesses to this. Jesus was lifted up to heaven and is now at God's right side. The Father has given the Holy Spirit to Jesus as he promised. So now Jesus has poured out that Spirit. This is what you see and hear. God has made Jesus both Lord and Christ. He is the man you nailed to the cross!"
When the people heard this, they were sick at heart. They asked Peter and the other apostles, "What shall we do?"
Peter said to them, "Change your hearts and lives by turning from sin, and be baptized, each one of you, in the name of Jesus Christ for the forgiveness of sins. And you will receive the gift of the Holy Spirit. This promise is for you. It is also for your children and for all who are far away. It is for everyone the Lord calls to himself.
Peter warned them with many other words. He begged them, "Save yourselves from the evil of today's people!" Then those people who accepted what Peter said were baptized. About 3,000 people were added to the number of believers that day. They continually spent their time learning the apostles' teaching. And they continually shared their lives together, ate together and prayed together.
The apostles were doing many miracles. And everyone felt great respect for God. All the believers stayed together. They shared everything. They sold their land and the things they owned. Then they divided the money and gave it to those people who needed it. This was the pattern of the believers every day: Sometimes they would meet in the Temple. They had one mind together. They broke bread in each other's homes. From house to house they ate together with glad and sincere hearts. They praised God, and all the people liked them. More and more people were being saved every day; the Lord was adding those people to the group of believers.
39. The Bold Witness of the Believers – Acts 4:1-37; Acts 5
One day the apostles Peter and John saw a crippled man at the temple gate begging for money. Peter healed him in the name of Jesus Christ. The man jumped up, stood on his feet and began to walk and jump in the temple, praising God. All the people were amazed. When a crowd gathered, Peter and John told them that it was the power of Jesus that had healed the man. They told the people to turn away from their sin and believe in Jesus Christ.
While Peter and John were speaking to the people, a group of men came up to them. There were Jewish priests, the captain of the temple soldiers and some religious leaders. They were upset because the two apostles were teaching the people. Peter and John were preaching that people will rise from death through the power of Jesus. The Jewish leaders grabbed Pete and John and put them in jail. It was already night, so they kept them in jail until the next day. But many of those who heard Peter and John preach believed the things they said. There were about 5000 men in the group of believers.
The next day the Jewish leaders and teachers of the law met in Jerusalem. The high priest and his family were there. They made Peter and John stand before them. They asked them: "By what power or authority did you do this?"
Then Peter was filled with the Holy Spirit. He said to them, "Rulers of the people and you older leaders, are you questioning us about a good thing that was done to a crippled man? Are you asking us who made him well? We want all of you and all the Jewish people to know that his man was made well by the power of Jesus Christ from Nazareth! You nailed him to a cross, but God raised him from death. This man was crippled, but he is now well and able to stand here before you because of the power of Jesus! Jesus is the only One who can save people. His name is the only power in the world that has been give to save people. And we must be saved through him!"
The leaders saw that Peter and John were not afraid to speak. They understood that these men had no special training or education. So they were amazed. Then they realized that Peter and John had been with Jesus. They saw the crippled man standing there beside the two apostles. They saw that the man was healed. So they could say nothing against them. The Jewish leaders told them to leave the meeting. Then the leaders talked to each other about what they should do. They said, "What shall we do with these men? Everyone in Jerusalem knows that they have done a great miracle! We cannot say it is not true. But we must warn them not to talk to people anymore using that name of Jesus. Then this thing will not spread among the people."
So they called Peter and John in again. They told them not to speak or to teach at all in the name of Jesus. But Pete and John answered them, "What do you thing is right? What would God want? Should we obey you or God? We cannot keep quiet. We must speak about what we have seen and heard!" The Jewish leaders could not find a way to punish them because all the people were praising God for what had been done. So the Jewish leaders warned the apostles again and let them go free.
Peter and John left the meeting and went to their own group. They told them everything that the priests and leaders had said to them. When the believers heard this, they prayed to God with one purpose. They prayed, "Lord, you are the One who made the sky, the earth, the sea, and everything in the world. Pilate and the Jewish leaders, and the Jewish people all came together against Jesus here in Jerusalem. Jesus is your holy Servant. He is the One you made to be the Promised One. These people made our plan happen; it happened because of your power and your will. And now, Lord, listen to what they are saying. They are trying to make us afraid! Lord, we are your servants. Help us to be brave to speak your word. Prove your word by showing your power; make sick people well make miracles happen by the power of Jesus, your holy servant."
After they had prayed, the place where they were meeting was shaken. They were all filled with the Holy Spirit, and they spoke God's word without fear.
The apostles did many miracles among the people. More and more men and women believed and were added to the group of believers. The high priest and all his friends became jealous. They took the apostles and put them in jail. But during the night, an angel of the Lord opened the doors of the jail. He led the apostle s outside and said, "Go and stand in the Temple. Tell the people everything about this new life." The apostles obeyed, went to the temple and began to preach the next morning.
However soldiers came and arrested the apostles. They brought them before the Jewish leaders. The leaders had them beaten. They told them not to speak in the name of Jesus again. Then they let them go free. The apostles left the meeting full of joy because they were given the honor of suffering disgrace for Jesus. The apostles did not stop teaching people. Every day in the Temple and in people's homes they continued to tell the Good News – that Jesus is the Christ.
40. Jesus Will Return One Day in Judgment – Revelation 20:10 – 21:8; 22:1-21
Jesus often told his followers that he will return one day in power. He gave this vision to John the apostle of what his coming will be like. John wrote:
At the end of the earth, Satan, who tricked the people of the earth, was thrown into a lake of burning fire. There he will be punished day and night forever and ever.
Then I saw a great white throne and the One who was sitting on it. Earth and sky ran away from him and disappeared. And I saw the dead, great and small, standing before the throne. And the book of life was opened. There were also other books opened. The dead were judged by what they had done, which was written in the books. Then Death was thrown into the lake of fire. And if anyone's name was not found written in the book of life, he was thrown into the lake of fire.
Then I saw a new heaven and a new earth. The first heaven and the first earth had disappeared. Now there was not sea. And I saw the holy city coming down out of heaven from God. This holy city is the new Jerusalem. It was prepared like a bride dressed for her husband. I heard a loud voice from the throne. The voice said, "Now God's home is with men. He will live with them, and they will be his people. God himself will be with them and will be their God. He will wipe away every tear from their eyes. There will be no more death, sadness, crying, or pain. All the old ways are gone."
The One who was sitting on the throne said, "Look! I am making everything new!" Then he said, "Write this down, because these words are true and can be trusted."
The One on the throne said to me: "It is finished! I am the Beginning and the End. I will give free water from the spring of the water of life to anyone who is thirsty. Anyone who overcomes will receive this. And I will be his God, and he will be my son. But those who are cowards, who refuse to believe, who do evil things, who kill, who sin sexually, who do evil magic, who worship idols, and who tell lies – all these will have a place in the lake of burning fire."
Then the angel showed me the river of the water of life. The river was shining like crystal. It flows from the throne of God and of the Lamb down the middle of the street of the city. The tree of life was on each side of the river. It produces fruit 12 times a year, once each month. The leaves of the tree are for the healing of all people. Nothing that God judges guilty will be in that city. The throne of God and of the Lamb will be there. And God's servants will worship him. They will see his face, and his name will be written on their foreheads. There will never be night again. They will not need the light of a lamp or the light of the sun. The Lord God will give them light. And they will rule like kings forever and ever.
The angel said to me, "These words are true and can be trusted. The Lord is the God of the spirits of the prophets. He sent his angel to show his servants the things that must happen soon."
Jesus said, "Listen! I am coming soon! I will bring rewards with me. I will repay each one for what he had done. He who obeys the words of prophecy in this book will be happy. I am the Beginning and the End. Yes, I am coming soon!"
Amen! Come, Lord Jesus!
This is the end of the part of the story we will tell on this tape. The story is much fuller. We have simply told you enough so that you, too, can believe that Jesus is the Son of God and that he died for your sins. You too can turn from your sins and trust in Jesus to save you. If you turn to follow and obey him, he will forgive you of your sins and give you an eternal relationship with him – now and in heaven one day. | <urn:uuid:7f0e0d88-29c8-4b70-bbe1-d67046a40b05> | CC-MAIN-2023-06 | https://www.fidelisproject.com/wp-content/uploads/2022/03/40-Bible-Stories-Script-English.pdf | 2023-02-05T21:25:30+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00562.warc.gz | 782,811,145 | 38,878 | eng_Latn | eng_Latn | 0.990688 | eng_Latn | 0.999671 | [
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KEEPING THE LORD'S DAY HOLY WHEN WE CANNOT GATHER FOR MASS
For Christians, Sunday is unlike any other day of the week. We believe that Sunday is the original feast day; the day of the Creator's work; the weekly Easter; the first day; the eighth day; the day of the gift of the Spirit, of Christ-Light, of faith; an indispensable day. This is why Sunday is the principle day Christians gather to pray and celebrate the Eucharist.
However, when that Sunday gathering is not possible in our usual ways, we can still honor the Lord's Day and mark it as a reminder that, in Christ, we have eternal life. By keeping this day holy, even when circumstances prevent us from being together as a parish, we can still be spiritually united in prayer and serve as a sign to the world that Christ has conquered death.
One significant way that Christians have prayed each day, whether alone or with a community, is through the Liturgy of the Hours. This ancient practice, with origins in the Old Testament, continues to be a daily prayer discipline for religious communities today.
Even if we are not part of a religious community, praying the Liturgy of the Hours, especially on Sunday, can be a way for us to sustain ourselves and one another in common prayer during these unusual times. You can pray the Liturgy of the Hours anywhere, on your own or with a group. The leader for the prayer can be any Christian; it does not need to be a priest or a deacon. You will need a Bible or Internet access to find the Scripture passages.
The Liturgy of the Hours has two parts. First is a section giving praise to the Father through Christ that consists of prayerful reading or singing of the psalms and canticles (poetic passages from the Bible) and a Scripture passage. Having remembered God's blessings, the second part invites us to offer prayers for ourselves and the world.
There are two specific times when we pray the Liturgy of the Hours. As the sun rises on our day, we pray Morning Prayer to honor the risen Christ. As the sun sets, we pray Evening Prayer to recall Christ's love for us in his dying on the Cross. There are no exact times for praying these two "hours," as long as you do them around their related time of day. You can pray both hours on Sunday or just one of them as your schedule allows. The attached resource is an adapted version of the Liturgy of the Hours used by the Catholic Church.
In addition to prayer, we can keep holy the Lord's Day by doing works of mercy. Some things you can do even when you cannot gather with others: write a note or call a friend or family member who might feel lonely this day; donate money to organizations assisting those in need; make mealtimes this day more special; read or create something beautiful.
During this unusual time of crisis, we grieve that so many are unable to gather together for the Sunday Eucharist. Let us offer our hunger and sorrow in solidarity with those around the world who regularly go without the Sunday Eucharist because of illness, lack of ministers, or isolation. May Christ, who is present wherever two or three are gathered in his name, bring us all healing and peace and unite us together in his Spirit of love.
Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute.
Preparation page
Items you need:
- A copy of this script
- A Bible or online access to the Bible
- If praying with a group, copies of this script for each person
Optional items that might enhance your prayer:
- A table with a purple cloth
- On the table, a lit candle, a cross, other items, such as artwork, images, or statues
- A quiet, prayerful space
- A journal for writing down reflections
If you are praying with a group, you can share various roles:
- Leader (does not need to be a priest or a deacon)
- Scripture reader
- Petitions reader
Optional music:
Several publishers provide recordings of liturgical music online free of charge. These links can be helpful to enhance your prayer at home during Lent:
- GIA and World Library Publications piano-based playlist for the Fourth Sunday of Lent (free Spotify account needed)
- Oregon Catholic Press Lent playlist (YouTube)
- GIA and World Library Publications organ-based playlist for the Fourth Sunday of Lent (free Spotify account needed)
Prepare before you begin:
- Mark the passages needed in your Bible* or have them ready online
- Silence cell phones and other things that might interrupt your prayer time
- Optional: Light a candle and arrange a cross and other items on a table
- If praying with a group, assign parts if desired, and distribute copies of this script
*How to find passages in the Bible: The Bible is divided into several books. Each book has chapters, and short sections of each chapter are numbered as verses. References to a Bible passage are listed in this way:
Name of the book in the Bible, then chapter: verses
For example, Ezekiel 34:12-14 indicates that the passage is in the book of Ezekiel, chapter 34, verses 12-14. Use the table of contents at the front of your Bible to find the book of Ezekiel. (If there is a number in front of the book title, such as "1 Peter," that just means there is more than one book with the title, "Peter." Just look for "1 Peter.") Then turn to chapter 34 of that book. Next, look for the small numbers at the beginning of each sentence or section and find number 12. Read starting at the sentence immediately following that number 12 all the way to the end of the sentence or section marked number 14.
The English translation of the
Benedictus by the International Consultation on English Texts.
All other texts, Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute.
GATHERING
Play music to quiet your hearts (see playlist links); or spend a few moments in silence.
(all stand)
INTRODUCTORY DIALOGUE
All make the Sign of the Cross as the leader begins.
LEADER:
God, come to my assistance.
ALL: Lord, make haste to help me.
As the leader says, "Glory to the Father," all bow as they are able. Then rise as all say, "As it was…"
LEADER:
(bow) Glory to the Father, and to the Son, and to the Holy Spirit.
ALL:
(rise) As it was in the beginning, is now, and will be forever. Amen.
PRAISE
(all sit)
PSALM
Click here for Psalm 118 online
Using your Bible or the online link above, prayerfully read the passage out loud. If in a group, the leader can alternate reading each verse with the rest of the group.
SILENCE
Spend a few moments in silence. Sacred silence gives us the opportunity to open our hearts to the voice of the Spirit and to join our individual prayers to the public voice of the Church. Listen to what the Spirit is saying to you in your heart.
ANTICLE
Click here for Daniel 3:52-56 online
If praying in a group, the leader reads the first line of each verse, then everyone responds, "Praiseworthy and exalted above all forever." For example:
LEADER:
Blessed are you, O Lord, the God of our ancestors:
ALL: Praiseworthy and exalted above all forever.
The English translation of the
Benedictus by the International Consultation on English Texts.
All other texts, Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute.
C
SILENCE
Spend a few moments in silence. Give praise to God in your heart.
SCRIPTURE
Choose one of the readings below and proclaim it out loud.
- 1 Samuel 16:1, 6-7, 10-13 (first reading at this link)
- Nehemiah 8:9-10 (click this link)
- Ephesians 5:8-14 (second reading at this link)
REFLECTION
Spend a few moments in silence. Reflect on one of these questions quietly, journal about it, or share together as a group:
- How has God anointed you with blessings in your life?
- Where can you bring the light of Christ into the world today?
- What are you sad about today? Lift up your sorrow to God, and ask the Spirit to transform it into joy this day.
(all stand)
GOSPEL CANTICLE
All make the Sign of the Cross as everyone prays the Benedictus out loud.
ALL: Blessedbe the Lord, the God of Israel;
he has come to his people and set them free.
born of the house of his servant David.
He has raised up for us a mighty savior,
Through his holy prophets he promised of old that he would save us from our enemies, from the hands of all who hate us.
and to remember his holy covenant.
He promised to show mercy to our fathers
This was the oath he swore to our father Abraham: to set us free from the hands of our enemies, free to worship him without fear, holy and righteous in his sight all the days of our life.
The English translation of the
Benedictus by the International Consultation on English Texts.
All other texts, Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute.
ALL: You, my child, shall be called the prophet of the Most High; for you will go before the Lord to prepare his way, to give his people knowledge of salvation by the forgiveness of their sins.
In the tender compassion of our God the dawn from on high shall break upon us, to shine on those who dwell in darkness and the shadow of death, and to guide our feet into the way of peace.
PETITION
PETITIONS
READER:
Gracious God, you see into our hearts; look now upon our sorrow in this time of separation and transform our sadness into joy. We pray:
ALL: Kindle in our hearts the fire of your love.
READER: Merciful God, you have made this day your own, filling it with the light of your Son; help us bring that light to those who are alone today. We pray:
ALL: Kindle in our hearts the fire of your love.
READER: Healing God, you see and care for those who are forgotten; strengthen doctors, nurses, service workers, and all who minister to us in our need. We pray:
ALL: Kindle in our hearts the fire of your love.
READER: Loving God, you bind us together in the Spirit's love; heal our divisions and ease our anxious hearts that we may be a sign of your peace for the world. We pray:
ALL: Kindle in our hearts the fire of your love.
Add your own petitions, if desired.
The English translation of the
Benedictus by the International Consultation on English Texts.
All other texts, Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute.
LORD'S PRAYER
All pray together the Lord's Prayer out loud.
CLOSING PRAYER
God of peace,
LEADER:
our hearts are restless and distressed by all that has disrupted our lives.
Yet we know that in you is true peace and joy;
in you is healing and grace.
May we live this holy day with faith in your Son,
Jesus, who shows us the path to peace.
We ask this through Christ, our Lord.
ALL:
Amen.
CLOSING BLESSING
All make the Sign of the Cross as the leader says:
LEADER:
May the Lord bless us, protect us from all evil, and bring us to everlasting life.
ALL:
Amen.
The English translation of the
Benedictus by the International Consultation on English Texts.
All other texts, Copyright © 2020, Diana Macalintal. Liturgy.life. All rights reserved. Permission is given to copy and distribute. | <urn:uuid:7afb55d8-d241-4623-98cc-d039099ad53f> | CC-MAIN-2023-06 | https://liturgy.life/wp-content/uploads/2020/03/Handout-Lent04A-Morning-Prayer-eng.pdf | 2023-02-05T20:34:54+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00567.warc.gz | 384,225,826 | 2,586 | eng_Latn | eng_Latn | 0.996993 | eng_Latn | 0.997248 | [
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Teachers' Survey Report
June 2021
Respondents:
Our annual end-of-school-year survey was completed by 3185 teachers between 24 May and 1 June 2021. Answering each question was optional.
Group description:
Qualitative feedback:
High school science teacher, Pennsylvania, USA:
* What did you think of the website? I LOVED the website! It was easy to use, love the videos that go along with the articles. Also, I created vocab lessons based on the glossary. The Check-your-understanding section had great questions that really made sure students understood the content.
* How did you structure your lesson? Monday - watch and discuss the videos that went along with the article. Then, we took a look at the glossary of new terms. Tuesday we would go through the article together as a class. Wednesday the students would complete the check your understanding section. (Due to virtual, I always put the questions in a google doc.) Friday, the students would have the opportunity to go over answers and review the topic.
* How did the students like the activity? They mostly enjoyed the health science, specifically the ones about the pandemic and getting flu shots. They really related to the ones about covid shots as well.
Middle school science teacher, California, USA:
Your articles are presented just like actual scientific articles and research. I modeled this to my students, explained all parts. Taught them how to find meaning in what they were reading. And then asked them to replicate the format for their own end-of-the-year investigation and presentations. They loved it. Said it was like being "a real scientist." Your site is amazing. I appreciate being able to access it especially during this past year and a half of distance learning.
AP Biology teacher, USA:
* What did you think of the website? The filters that are provided are very useful to narrow down my searches for articles.
* How did you structure your lesson? I use the content as skills practice. Students read the articles and determine the claim made by the author. Then they support that with evidence from the article and reasoning that connects the two.
* How did the students like the activity? They like learning about the studies and enjoy developing this science literacy skill.
Wish list for next school year:
Available options:
* Audio versions of our articles (for auditory learners or visually impaired students)
* TWO reading levels for each article (for differentiated instruction)
* Lesson activities based on our articles
* Meet-a-scientist interviews with researchers (esp. featuring women in STEM)
* NGSS alignment for each article
* Articles translated into Spanish
Overall impressions: | <urn:uuid:a615b094-8a3b-4392-ac32-c85f7694abcb> | CC-MAIN-2023-06 | https://sciencejournalforkids.org/wp-content/uploads/2021/05/2021_survey.pdf | 2023-02-05T20:58:12+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00567.warc.gz | 517,105,093 | 536 | eng_Latn | eng_Latn | 0.956726 | eng_Latn | 0.998636 | [
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December 31, 2020
Dramatized Environmental Issues : Empathetic Learning Beyond the Classroom
Teh Kim Hong* Lee Shok Mee** Fong Soon Fook***
Abstract:
Re-enacting science through creative drama is known to help students to visualize abstract scientific concepts and enhance deeper environmental understanding. The Association for Science and Mathematics Education Penang (ASMEP) has, since 2006, been organizing an annual drama competition, for secondary students, to promote awareness on environmental problems and to elicit suggestions for innovative resolutions. The drama combines the different disciplines of science, art, music, language, sports with students' creativity to express, act and role-play their emotional with aesthetic awareness. They may empathize the feeling of despair on environmental degradation, but more importantly to elucidate suggestions to arrest lavish lifestyle, beginning from their own daily habits and roles in tackling environmental problems. This paper offers a qualitative and evaluative account of the scientific investigation, communication and cooperation skills among young learners in promoting environmental awareness based on drama competition in the last few years. It attempts to analyze the trends in the environmental issues during this period and the progress in resolving any problematic issues.
Keywords: Drama; Role-play; Creativity; Environmental awareness
1. Introduction:
Science and Technology in education has always been an important component of the MalaysianNational-Education-Policy(MOE,-2003) 1 . The purpose is to give Malaysia the edge in developing into an industrialized nation that is competent, confident and innovative in harnessing, utilizing and advancing science and technology (S&T) towards achieving the goals of Vision-2020-(MOSTI,-2013 2 . The formulation of the Second National Science and Technology Policy (STP II) was launched in the year 2003. One of the key areas emphasized is to develop and expand the human resource based on S&T. Hence the Ministry of Education adopts a different approach to education, that is, from an examination-oriented and rote learning to hands-on and innovation-oriented approach, particularly in Science and Technology Education (MOE,-2003) 3 . In respect to this, specific initiatives have been taken to encourage 60 percent of the upper secondary students to study in Science stream and the rest in Arts stream.
_________________________________________________________________________________
*Mathematics Education Specialist; Training Programme Division, SEAMEO RECSAM, Penang Malaysia; email: firstname.lastname@example.org
** Former Science Education Specialist; Training Programme Division, SEAMEO RECSAM, Penang Malaysia; email@example.com
*** Professor, Science Education; Universiti Malaysia Sabah, Sabah, Malaysia; email- firstname.lastname@example.org
1 MOE. (2003). Integrated curriculum for secondary schools, science syllabus. Putrajaya: Curriculum Development Centre.
2 MOSTI. (2013). Malaysia's science and technology policy for the 21st century. Retrieved 15/07/13 from:http://www.mosti.gov.my/mosti/images/pdf/dstn2bi.pdf
3 Ibid;(Ref-1)
This 60 : 40 ratio is also hoped to be achievable for the university or college students pursuing science, technical and engineering, and arts disciplines respectively (MOSTI,-2013) 4 . This initiative posed a great challenge to the Ministry of Education because until today the participation rate in the Science stream is far below the targeted ratio of 60 percent, whereas the Arts stream exceeds the expected 40 percent (Muhammad-Zaini-Mohd-Zain,-2010) 5 . In respect to that, relevant stakeholders at all levels are still trying to work in concerted effort to develop strategies towards achieving the 60:40 ratio of students pursuing Science and Arts in higher secondary level. The Association-for-Science-and-Mathematics-EducationPenang-(ASMEP) 6 , though a non-government organization (NGO), is also participating in projects to encourage the learning of science and technology among secondary school students since 2006 by organizing an annual drama competition to promote awareness on environmental problems and to elicit suggestions for innovative resolutions.
2. Review of Related Literature and Methodology of Implementation:
2.1 Meaningful Learning and Significance of Project in Dramatizing Environmental Issues:
Recent research indicates that the teaching of school science needs to change in the ways which are meaningful to the students (Lycos, 2006) 7 . Often, students also comment on the lack of relevancy of much of the school science to their daily lives. In fact, the call for more hands-on teaching approaches in secondary science is a direct response to the appeal of making science learning more fun and meaningful. The usual way of doing confirmatory experiment designed to repeat scientists' way of work would hardly bring any empathetic learning. Solomon(2002) 8 points out those stories in science education can contribute to understanding of the nature of science, and enhance ethical understanding as well as inculcating genuine empathetic feeling. According to Yoon(2006) 9 science drama has a 'live-ness' characteristic from the 'presentation' and 'action' of participants to translate a story. The 'live-ness' of science drama is surmounting to experiments or demonstrations. Besides, science drama has much less cognitive burdens than experiments. In drama, verbal expressions and body language can be facilitated explicitly to express certain meaning and feeling. This 'live-ness' of science drama is therefore more obvious and convincing than written text. Science drama offer more space for students to talk, express, adapt and evaluate their science knowledge and thoughts. This helps to create an unauthoritative learning environment.
Penang, being a small state is well connected in terms of whatever happenings within its territory. Its citizens are sensitive towards the implementation of developmental projects, especially those that are
4 Ibid; p-1 (Ref-2);
5 Muhammad Zaini Mohd Zain. (2010). Educational Policies and Measures for Implementing the National Science and Technology Policy: the Malaysian Experience. Educational Planning and Research Division, Ministry of Education Malaysia
6 ASMEP. (2020). https://www.facebook.com/Association-for-Science-and-Mathematics-Education-Penang-ASMEP1526710260707421/?ref=page_internal
7 Lycos, T. (2006). Different countries, same science classes: Students' experiences in their own words. International Journal of Science Education, 28(6), 591-613.
8 Solomon, J. (2002).Science stories and science texts: What can they do for our students? Studies in Science Education,37,85105.
9 Yoon, H.G. (2006). The nature of science drama in science education. Paper presented at the 9th International Conference on Public Communication of Science and Technology: Scientific Culture for Global Citizenship. Korea.
related to environmental issues, town planning, greening, landscaping, healthy living conditions and so on. The science drama project is a platform to connect the students' science learning in the classroom to the outside world that affects their daily lives. The usefulness of contextual learning and subsequent understanding of science concepts from classroom activities can best be reflected by how students are capable to react to the real-life situations. When science and technology related issues are translated through drama, it not only gives meaning to learner, but inculcates a sense of societal responsibility (Campbell&Robottom,2013) 10 .
Group projects that entail positive group experiences have been shown to contribute to student learning, retention and overall college success (Tinto, 1998; NSSE, 2006). Properly structured group projects with good supervision can reinforce skills that are relevant to both group and individual work. This includes the ability to-
- plan and manage time;
- break complex tasks into parts and steps;
- refine understanding through discussion and explanation;
- give and receive feedback on performance; and
- develop stronger communication skills.
The ability of the students to undertake project and perform to audience is undeniably an effective way to develop self-confidence in students. The guidance of teacher adviser in each participating team and the eagerness to lead is a hidden motivation to push for student learning to a greater height.
2.2 Using Drama as Framework of Implementation to Promote S&T Education:
Based on observations, local school science is still a very content driven subject with transmissive mode of delivery and confine to a procedural set of experimental activities in classroom learning. These approaches do not appeal to students. There were several attempts to make science learning more engaging and interesting. For example, in April 2001, an enhancement teaching program, Active Teaching and Learning Approaches in Science (ATLAS) 11 was introduced nationwide in Malaysia to promote student-centered teaching and learning in science. In this initiative, science teachers were provided with instructional enrichment, new ideas for teaching science and the opportunity to move away from traditional teaching philosophies. By utilizing strategies such as small group discussion, active reading, active writing, games simulations, role play, drama and problem-solving, ATLAS aims to enhance students' potential for developing scientific skills (Bevins,-Windale,-Ong&Harrison,2001) 12 . Similarly, ATLAS made teachers realized of the inappropriateness of didactic approach in teaching science, and they were convinced that student-centered approaches were often more effective for teaching by helping to enhance student interest in learning. However, due to heavy load in our school curriculum, ATLAS was gradually dissipated from school science lessons.
10 Campbell, C., & Robottom, I. (Eds.). ( 2013). Learning science beyond the classroom. Penang: SEAMEO RECSAM.
11 ATLAS. (2020). https://www.stem.org.uk/cx5kn
12 Bevins, S.C., Windale, M., Ong, E.T. & Harrison, B. (2001). Active teaching and learning approaches in science: towards a model for Malaysian science education. Journal of Science and Mathematics Education in S.E. Asia Vol. 24, No. 1
As a matter of fact, most teachers know that there is a need to enthuse and inspire students in science learning, by engaging them directly involved in the learning activities. Unfortunate, requirement for curriculum coverage reduces teacher's time to teach creatively to inspire students. Teachers do believe that science teaching should involve a fun element and it must be relevant to students' everyday lives in order to create interest and inspiration. If we want science learning to be more humanistic in approach, then we should create learning scenarios that are more appreciative, empathic, imaginative, and personally fulfilling. In this respect, science drama which is more humanizing in nature can fit in well to play its role to improve scientific literacy in students (Stancey,2010) 13 . Participation in science drama would enable students to acquire scientific knowledge, emotional commitment and desire to participate in taking action to correct any environmental ills (Yoon,2004) 14 .
In normal classroom teaching, science drama can be carried out with-scripts and without-scripts. The without-script drama can be performed through role play based on the context of the lesson. In this case, students should decide the cast and improve their own act. Drama can also be designed as setting the scene to facilitate deeper learning. Furthermore, drama provides an assessment opportunity to see what students know and their unique ways of thinking.
2.3 The Roles of ASMEP in Science Drama Competition:
ASMEP is a local non-governmental organization formed in 1966 with members who are the science, mathematics or technology related teachers or educators. The aims of the association are to improve the teaching and learning of science and mathematics supported by technology, to foster and enhance the appreciation of science and mathematics culture. Before the impact of the technology-laden era, retrieving information from internet or electronic sources back in the 70s to the 90s was not convenient. ASMEP played a crucial role in organizing talks, workshops and field trips related to science and mathematics education for its members. However, with the advancement of internet access, the participations of members to face-to-face talks and workshops dwindled. Since 2006, ASMEP undertakes another new challenge by organizing science drama competition to promote and disseminate alternative approach of science learning among secondary students through a science and technology literacy project. According to Holbrook-and-Rannikmae(1997,p-15) 15 , "the science and technology literacy encompasses the scope of developing the ability to creatively utilise sound science knowledge in everyday life or in a career, to solve problems, make decisions and hence improve the quality of life."
ASMEP has secured annual financial funding from the Penang State Government under the Promoting Science and Technology Education Program to run this project known as Science and Technology Literacy Competition for the secondary school students in Penang. As the term implies, this project intends to promote science and technology learning through drama and sketches. Many levels of stakeholders are involved in organizing the project. For examples, the Penang Education Department and SEAMEO-
13 Stancey, K. (2010). Mathematical and scientific literacy around the world. Journal of Science and Mathematics Education in Southeast Asia, Vol. 33 No. 1, 1-16.
14 Yoon, H.G. (2004). Science education using science drama. Proceedings of the 46th conference of The Korean Association for Research in Science Education. 26-43
15 Holbrook, J., & Rannikmae, M. (Eds.). (1997). Supplementary teaching materials promoting scientific and technological literacy Tartu, Estonia: ICASE (International Council of Associations for Science Education).
.
RECSAM 16 have always been the collaborators to support the drama project. The drama is presented in the form of competition. Usually ASMEP working committee would fix an environmental theme for the participating teams to work on the manuscripts and trying out dramas. However, it is mandatory to have official approval from the Penang State Education Department to invite participation from any of the 125 secondary schools in Penang.
3. Methodology of Implementation:
3.1 Preparation of Implementation:
As have been mentioned earlier, upon obtaining approval from the State Education Department to host the science drama competition, invitation letters and all relevant information regarding the competition were sent to all the secondary schools in Penang. This means that the competition was restricted to secondary students only. Participants were given about three months to prepare their respective dramas for the competition. In the period of study, there were 13 to 21 teams participated in each of the competition. The best six dramas were awarded with prizes.
3.2 Project Themes and Rationale:
As stated, the initiative of organizing Literacy Science and Technology Competition to encourage science learning through drama began in 2006. In order to create rooms for alternative approach of contextual science learning and instill awareness of societal responsibility, the themes of the annual competition had been pivoted to promote awareness on environmental problems and socio-scientific issues, and so to elicit suggestions from students for innovative resolutions through scientific and technological knowledge. The themes for the drama competitions were usually generic. This was to provide more leeway for students to relate what they learned from the science and technology lessons in the classroom and translate the knowledge and ideas into drama.
3.3 Judging Process:
The science drama competition was open to Penang secondary students only. The drama presented must depict the scenarios to promote awareness on environmental problems and provide suggestions for innovative resolutions. A drama was deemed to be good if it combined the different disciplines of science, art, music, language, sports together with students' creativity to act and role-play the environmental and/or socio-scientific issues as well as proposing innovative resolutions. Another aspect of a good drama might show that the student actors or actresses empathized the feeling of despair on environmental degradation to gain sympathy from the audience. But more importantly, the drama should attempt to advise the audience to arrest lavish or wasteful lifestyle, beginning from their own daily habits and roles in tackling environmental problems.
A panel of three judges presided over the judging process. The chief judge was always a specialist in drama. The other two judges could be science educators or environmentalists. Judging was based on criteria as illustrated below-
16 SEAMEO RECSAM- www.recsam.edu.my
(i) Content: relevancy to the theme, relating to current environmental or social issues, subject matter must be critical but constructive, showing clear evidence that content support the real situation
(ii) Presentation: logical sequence, easy to follow the storyline, evidence of showing good collaboration and cooperation among team members, high degree of engagement, thought provoking and promoting higher order thinking skills
(iii) Approach: appropriate choice of mode of presentation in conveying ideas, presentation style interesting, innovative, informative and giving high level of impact
(iv) Questions and Answers: demonstrate confidence in handling questions raised by audience immediately (after the show), able to provide convincing answers, exhibit excellent coordination among team members in handling impromptu situation, demonstrate ease of expression.
3.4 The Objectives and Research Questions of Science Drama Competition:
The initial intent of the science drama competition was to create awareness among students that hard facts and concepts of science could also be learnt through drama and sketches. These fun ways of learning science could probably change the perspective of students about science learning and eventually come to love the subject. This interesting alternative approach could be far reaching so that students' affinity for science learning would gradually shift towards the target number of 60:40 ratio of science to arts students.
Hence, in this study on science drama, the researchers were looking at how students learn about science and technology beyond the classroom. Specifically, this study focused on the following research questions (RQs):
(i) Was an alternative approach to science learning through drama, sketches and role play meaningfully introduced?
(ii) In what ways does the alternative approach make students aware of the relationship between science and technology, the environment and society?
(iii) In what ways and to what extent does the alternative approach raise awareness of students on the status of the quality of environment in which they live?
(iv) In what ways and to what degree does the alternative approach inculcate citizenship responsibility through thinking globally and acting locally to the potential use of science and technology to resolve related environmental issues and problems? and
(v) To what extent does the alternative approach could help to develop inquiry, problem solving, socioscientific study and communication skills of students?
Hence, the researchers would attempt to acquire sufficient information based the following queries in order to derive solutions for the research questions.
(i) What were the main environmental and socio-scientific issues highlighted in each drama in the period of study?
(ii) Did the environmental and socio-scientific issues change over the years as portrayed in the dramas within the period of study?
4. Data Analysis and Discussions of Findings
Table 1 outlines the themes of the competition adopted over the past few years from 2006 to 2019.
Table- 1: Themes for Science and Technology Literacy Competition
| | Year | Theme |
|---|---|---|
| 2006 | 2006 | |
| | 2007 | |
| | 2008 | |
| | 2009 | |
| | 2010 | |
| | 2011 | |
| | 2012 | |
| | 2013 | |
| | 2014 | |
| | 2015 | |
| | 2016 | |
| | 2017 | |
| 2018 | 2018 | |
| | 2019 | |
(Note: 2013-2018 themes translated from Malay with slight amendment)
Table 2 illustrating a total of 113 science dramas during the period 2006-2012 that had been enacted on stage and selected for discussion. Thereafter, the subsequent analysis was only elaborating on the main issues highlighted in each of the themes.
Table- 2 : Topics/Issues Enacted in the Drama Competition
| | | Year | Theme | | River/ sea | pollution | | Noise/Haze/ | air pollution | | Environment/ | greening/ | recycling | | Enzyme/ | fermentation | | Global | warming | | Importance | of water | | Electricity | | Medical | technology | | Technology | | | Total |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | 2006 | | The effect of current science and technology related issue to the people and environment of Penang for today and tomorrow | 1 | | | 3 | | | 4 | | | | - | | | 2 | | | - | | | 1 | | 4 | | | - | | 15 | | |
| | 2007 | | | 2 | | | - | | | 6 | | | | - | | | 3 | | | 2 | | | 1 | | - | | | 2 | | 16 | | |
| | 2008 | | | 2 | | | 1 | | | 4 | | | | - | | | 2 | | | - | | | - | | 2 | | | 2 | | 13 | | |
| | 2009 | | | 2 | | | - | | | 6 | | | | - | | | 1 | | | - | | | 3 | | 2 | | | 3 | | 17 | | |
| | 2010 | | | 1 | | | 3 | | | 5 | | | | 1 | | | 2 | | | - | | | - | | 4 | | | 2 | | 18 | | |
| 2011 | | | Greening the environment of Penang in year 2012 through science and technology | 1 | | | - | | | 13 | | | | 2 | | | 3 | | | - | | | - | | - | | | 2 | | 21 | | |
| 2012 | | | Tackling issues of daily living in Penang through science and technology | 1 | | | 4 | | | 3 | | | | 3 | | | 1 | | | 1 | | | - | | - | | | - | | 13 | | |
| | Total | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 113 | |
At the turn in the new millennium, environmental and socio-scientific issues have been the buzz phrases of concern all over the world. In Penang, among the concerns include garbage disposal, air, water, river and sea pollution, traffic congestion, and inappropriate development such as hill cutting, land reclamation, etc. By dramatizing these problems through acting, it exposed the environmental problems at the same time provoked critical thinking of how to overcome these problems. The critical thinking skills would enable learners to comprehend, analyze and use the information to change non-caring behaviour to adapt to sustainable living. It, therefore, appeared that dramatizing environmental issues as an alternative approach in science learning had been meaningfully introduced to the liking of the learners. [Addressing RQ(i)].
Based on the dramas performed by the participating students, it was found that students generally were aware of the issues that affected their communities. Some dramas that suggested the ways to care for the environment were by doing recycling, reducing the use of plastic bags, preventing river pollution, and taking steps to reduce global warming. In the year 2006, there was a high incidence of dengue fever in the community because there was a sudden increase in the number of Aedes mosquitoes. Aedes mosquito is the vector of the disease. Three teams enacted drama pivoted on keeping the environment clean, and by destroying the breeding ground for Aedes mosquitoes to eradicate dengue fever. This illustrated a clear case of using drama as an alternative approach enabling students aware of the relationship between science, technology, environment and society. [Addressing RQ(ii)].
In general, air and water pollution, deterioration of environment and global warming were the issues that many participants raised over the years till today. These were positive indications that they were aware of such issues threatening the environment. In the drama, many awareness raising episodes were injected, some very sarcastically done yet amusing. There were suggestions on how to handle the issues and reminding the audience of their responsibility towards a cleaner, greener and sustainable environment. In drama, students could freely act in different ways to raise awareness on the status of the quality of environment in which they live. [Addressing RQ(iii)].
In year 2010, there was an emergence of using enzyme to treat biodegradable waste. Accordingly, a number of dramas related to the methods of making enzymes and their uses were presented. In 2011, the organizing committee decided to fix a theme for the drama on greening the environment. As a result, a wide range of ideas on how to green the environment was depicted in the drama. The potentials of the students and their creative thinking should never be underestimated. The content knowledge combined with the skills of acting and presentation uncovered another dimension of the students whom we hardly know in the classroom. It was impressive to watch them showing off their confidence of being on stage acting and putting forward convincing ideas to support their argument. In the formal setting of the class, such opportunity rarely comes by. It was apparent that dramatized science learning could inculcate citizenship responsibility through thinking globally and acting locally to adopt the use of science and technology to resolve related environmental issues and problems. [Addressing RQ (iv)].
The themes of the drama competition till 2012 were rather generic; whereas, the themes were more focused and specific from 2013. Several teams pivoted on the haze issues and deterioration of air quality that affected Penang. In the drama, participants enacted on how irresponsible citizens contributed to the seriousness of haze by open burning. On the other hand, it was the responsibility of the public to make reports to Department of Environment to curb such wrongdoings.
In many episodes of the drama, participants were able to relate the current happenings and environmental issues in their vicinities on the stage. Participants exhibited a considerable command of science related knowledge and conveyed the message clearly through drama. Many of the participants were critical about issues and exuberated critical thinking skills to offer constructive suggestion and solutions to provide possible remedies to overcome the problems faced by the local community. In the most recent presentation in 2019, students were looking beyond adopting the principles of science and technology in solving societal and environmental problems. They began to adopt a futurist vision of making better use of science and technology to enrich sustainable living and resources.
Most of the presentations had combinations of many acting skills which many teachers would not expect to see them happening in a normal science class. There was emergence of some hidden talents such as their ability to sing, dance, act with emotion and gestures. The teacher advisor played a very important role in each drama by checking on the accuracy of the information to be presented. He or she tirelessly gave weeks of moral support from preparation until the performance on stage. The success of each team in producing a drama also revealed a good collaboration and cooperation among the students in all the teams. Hence, this alternative approach of dramatizing science learning not only developing investigative skills but also enhancing social and communication skills in learners. [Addressing RQ(v)].
6. Conclusion:
Over the last few years, the science drama competition had served as a platform for students to experience science learning through a humanistic approach that gave meaning to their daily lives. They were given the chance to voice their concerns and grievances about the deteriorating environment they live in. There were portrayals of commitment to eradicate environmental problems and socio-scientific issues to make their environment a better place to live. Collaboration and cooperation among team members enhanced the ability of each individual to present the message of the drama to the audience. The ability to set up a play incorporating dialogue and acting creatively about the environmental and socio-scientific issues was no doubt an achievement well above a normal traditional science lesson.
The science drama also provided rooms to develop multiple intelligences of the students involved. The stage provided avenues of communication for students to voices their views through integration of sophisticated multimedia to the audience to bring about greater impact.
The drama competition had been gaining good support from schools. Students found drama interesting and fun as an alternative dimension of learning science. This approach could promote scientific thinking, and it is certainly authentic and humanistic way of raising environmental awareness to promote societal commitment in creating a healthy environment to live in.
References:
Bevins, S.C., Windale, M., Ong, E.T. & Harrison, B. (2001). Active teaching and learning approaches in science: towards a model for Malaysian science education. Journal of Science and Mathematics Education in S.E. Asia Vol. 24, No. 1
Campbell, C., & Robottom, I. (Eds.). ( 2013). Learning science beyond the classroom. Penang: SEAMEO RECSAM.
Holbrook, J., & Rannikmae, M. (Eds.). (1997). Supplementary teaching materials promoting scientific and technological literacy. Tartu, Estonia: ICASE (International Council of Associations for Science Education).
Lycos, T. (2006). Different countries, same science classes: Students' experiences in their own words. International Journal of Science Education, 28(6), 591-613.
MOE. (2003). Integrated curriculum for secondary schools, science syllabus. Putrajaya: Curriculum Development Centre.
MOSTI (2013). Malaysia's science and technology policy for the 21st century. Retrieved 15/07/13 from: http://www.mosti.gov.my/mosti/images/pdf/dstn2bi.pdf
Muhammad Zaini Mohd Zain. (2010). Educational Policies and Measures for Implementing the National Science and Technology Policy: the Malaysian Experience. Educational Planning and Research Division. Ministry of Education Malaysia.
NSSE. (2006). National Survey of Student Engagement (NSSE) Annual Report. Retrieved July 10, 2013 from : http://nsse.iub. report/docs/NSSE_2006_Annual_Report.pdf
Solomon,J.(2002).Science stories and science texts: What can they do for our students? Studies in Science Education,37,85-105.
Stancey, K. (2010). Mathematical and scientific literacy around the world. Journal of Science and Mathematics Education in Southeast Asia, Vol. 33 No. 1, 1-16.
Tinto, V. (1998). College as communities: Taking the research on student persistence seriously. Review of Higher Education, 21, 167-178.
Yoon, H.G. (2004). Science education using science drama. Proceedings of the 46 th conference of The Korean Association for Research in Science Education. 26-43
Yoon, H.G. (2006). The nature of science drama in science education. Paper presented at the 9 th International Conference on Public Communication of Science and Technology: Scientific Culture for Global Citizenship. Korea. | <urn:uuid:9d435622-98f4-4a41-9127-5405b2f36a30> | CC-MAIN-2023-06 | http://www.iisrr.in/mainsite/wp-content/uploads/2021/01/4.-Teh-Kim-Hong-Lee-Shok-Mee-Fong-Soon-Fook-Dramatized-Environmental-Issues-Empathetic-Le.pdf | 2023-02-05T20:06:06+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00569.warc.gz | 63,460,575 | 6,774 | eng_Latn | eng_Latn | 0.975119 | eng_Latn | 0.99616 | [
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Preparing the Community for an Emergency
Everyone knows that when there is an emergency you call 911 for assistance from police, fire and rescue personnel. But what if the magnitude of the emergency kept these professionals from reaching you immediately, interfered with emergency management operations in your community, or was so widespread that it took several hours or even days to reach you? City of La Vista employees recently completed the basic level Community Emergency Response Team Training Program (CERT) consisting of twenty hours of training and practical exercises. The training is designed to prepare citizens to help themselves, their families and their neighbors in the event of a disaster. Additionally, CERT teams are known and trusted resources for emergency responders.
The CERT concept was developed and implemented by the City of Los Angeles Fire Department in 1985. Recognizing that citizens would very likely be on their own during the early stages of a catastrophic disaster, they developed a basic training program in disaster survival and rescue skills. The Federal Emergency Management Agency (FEMA) ultimately picked up the program and made it available to communities nationwide. CERT is also an integral part of Citizen Corps, the program created by President Bush to involve everyone in making our communities and our nation safer, stronger and better prepared.
In Nebraska there are a number of weather-related events that could create an emergency situation including tornado, flood, severe thunderstorm, heat wave, and winter storm. Just a few short months ago many central Nebraska residents were without power for days or weeks due to a severe ice storm. Other potential disaster situations might be a fire, a
CERT trainees practice an emergency rescue technique.
hazardous materials incident, a household or workplace chemical emergency, a nuclear power plant emergency or even an earthquake. In 95% of all emergencies, the victim or bystander provides the first immediate assistance on the scene. Would you know what to do?
Items to Include in a Home Disaster Supply Kit
Citizens trained in CERT have the skills to help emergency responders save lives and protect property. They can give immediate assistance to victims, provide damage assessment information and organize other volunteers at a disaster site. They know how to identify and anticipate hazards, extinguish small fires, control building utilities, conduct light search and rescue, set up medical treatment areas, apply basic medical techniques, interface with professional emergency responders and help reduce survivor stress.
One of the key components identified by CERT as important to surviving a disaster or lessening the impact of a disaster is to be prepared. Identify a family evacuation plan and a place for the family to meet outside of the home. Develop a family communication plan and review what you will do in different situations. Identify a "safe room" in your home and assemble a
Continued , page 3
You should also have a "grab and go" bag at work in case you are evacuated, as well as a kit of emergency and seasonal supplies in your vehicle.
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mayor kindig A MINUTE WITH
There are many sure signs of spring. Kids are anxiously anticipating the end of the school year and baseball season is in full swing. The golf courses are busy and yard work is once again a weekly ritual.
Spring is also a very busy time for the City. We are getting ready for another La Vista Days celebration, there is increased activity at the Sports Complex and other City parks, and road construction projects will soon be underway. Spring also means preparing for the City's annual budget process.
The budget is presented to the City Council in July each year, however, the work begins several months prior to that time. One of the first steps we take is for the elected officials and management team to participate in a strategic planning process. The Mayor and City Council recognize the importance and value of having this planning process in place to help guide all facets of city government. This year we established the following priorities for the next two years:
* 84th Street Revitalization
* Annexation Planning
* Neighborhood Preservation
* Strengthening Community Identity
* Improving Quality of Life Amenities
* Proactivity on Legislative Issues
* Standards of Excellence for Administration of Municipal Services
I cannot overemphasize the importance of this planning. In fact, I believe it is one of the most important endeavors the City Council undertakes each year, providing staff with essential guidance and facilitating a productive budget preparation process.
The City of La Vista continues to grow and change which creates challenges as a result. The planning process is an important part of how La Vista meets its challenges and continues to provide excellent public services to its citizens. The City Council, the City's management team and I will work tirelessly to meet the challenges and demands that lie ahead. Our planning efforts will pave the way.
Have a great summer!
Douglas Kindig, Mayor
Swimming Pool Advisory Committee to Unveil Concept
Over the past several months, the Swimming Pool Advisory Committee has continued to meet and work with representatives from Water's Edge, a consulting firm hired by the City, to assess La Vista's aquatic needs. There have been several opportunities for community input over the past year regarding options for an aquatics facility. The Committee has developed conceptual plans for a new facility to be located at the current site.
The next step in the process is to make the concept public so the Committee can start receiving feedback which will help them make a suitable recommendation to the Mayor and Council. A public open house to "unveil" the concept will be held on May 30 at 6:30 p.m. at La Vista City Hall, 8116 Park View Blvd. It is anticipated that the Committee will analyze the public response and make modifications, if necessary, prior to making a recommendation to the City's elected officials by mid-summer.
Please take time to visit City Hall on May 30 to view the aquatics facility concept and provide your input about the design.
La Vista City Calendar
All meetings held in the Harold "Andy" Anderson Council Chambers unless otherwise noted.
May 2007
June 2007
July 2007
policewatch
10 Crime Prevention Tips to Avoid Car Break-ins and Theft from Vehicles
La Vista residents and visitors are encouraged to help reduce the potential for car thefts and break-ins by using these simple yet effective ways to lessen the opportunity for criminal activity in our community.
1. Park your car in an area that is well lit.
2. Be vigilant, park your car where you can watch it.
3. Do not leave your keys in the ignition or in the vehicle.
4. Do not keep valuables in the passenger compartment of your car.
5. Put your valuables in the trunk (remember, "out of sight, out of mind").
6. Do not leave your wallet, purse, portable C.D. player, CD's, cell phone or anything of value in the car even if you're only gone for a short period of time. It only takes a matter of seconds for someone else to reach in and grab them!
7. Vehicles with tinted windows are more likely to be broken into because the tinting hides the activities of the criminals while in your car.
8. Thieves also target cars with the adhesive type of window tinting because it muffles the sound of breaking glass.
9. Convertibles may look cool, but they can be expensive to repair if someone decides to slice a hole in the top to get to your C.D. player. Do not consider locked doors on a convertible as "safe".
10. Report any suspicious activity immediately! If you think you see someone breaking into a car, call 9-1-1.
If a break-in does occur, notify the La Vista Police Department immediately by calling our non-emergency number at 331-1353. Even if nothing of value has been taken or you feel that it is not worth reporting, let the police know. There is a chance that other break-ins may have occurred and any information you provide may lead to an arrest.
La Vista Days
Plans are underway for La Vista Days 2007. The La Vista Area Chamber of Commerce and the City of La Vista are preparing for another year of great family fun. The carnival in Central Park will open on Thursday, May 31 and run through Sunday, June 3. There will be a beer garden in Central Park on Friday and Saturday nights, June 1 and 2.
The annual parade is scheduled for Saturday, June 2, beginning at 1:30 p.m. Again this year the parade will start at 73rd and Park View Blvd. and run west to 83rd and Park View Blvd. The parade will not cross 84th Street and traffic will remain open on 84th Street. The reviewing stand will be located in Champion Park at approximately 75th and Park View Blvd. Parade entry forms are available from the La Vista Area Chamber of Commerce, 339-2078.
The weekend will conclude with a Community Cookout sponsored by Suburban Newspapers, a Celebrity Softball game, and fireworks sponsored by Bellino Fireworks. All of these events are held at the City's Sports Complex on Sunday evening, June 3.
Please contact the La Vista Area Chamber of Commerce at 339-2078 or visit their website at www.lavistachamber.org for more information on La Vista Days. Come join in the fun!
CERT continued from cover
kit. Prepare a "go bag" for your vehicle and workplace. These steps can be taken by every family to prepare for a disaster situation.
The City of La Vista Safety Committee determined it was important to offer the CERT training to city employees at all levels as they may be called on to assist in the event of a disaster. City Hall employee Cathy Lupomech stated, "The CERT training was a great opportunity to learn about disaster preparedness and practice teamwork." The training is free and sessions are held throughout the year for interested citizens age 18 years or older. Classes are generally held at the Omaha Fire Training Center, 11550 Rainwood Road, on the last full weekend of each month, and involve a commitment of twenty hours. One weekend of your time could mean the difference between being ready for a disaster and being caught in a disaster without knowledge or resources.
For more information please contact Metro Omaha CERT at http://www. omahacert.com or 402-680-8705 or the La Vista Police Department at 402-331-1582.
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Community Development Department
Beautiful Savior Lutheran Church - Construction is underway on a 49,000 s.f. religious facility that will include sanctuary space (seating for 750), classrooms, a social hall, meeting rooms, administrative offices, an outdoor basketball court for church members, and a licensed daycare facility. Location: 96th & Melissa Streets.
District 2 Fire Station - Construction has been completed on the City's 22,450 s.f. facility. Volunteers began answering calls from the station in mid-April and an open house will be scheduled early this summer. Location: 7703 S. 108th Street.
Embassy Suites Hotel & Conference Center - Construction is underway on a 248,000 s.f., seven story, hotel with 257 rooms. The hotel will have a full height atrium with dining and lounge seating, two fountains, and full height trees. Amenities at the hotel will include an indoor pool with a hot tub, health and exercise facility and an outdoor sun deck. The atrium will be connected to a conference center by a wide concourse, which will include a restaurant and coffee shop. The conference center will have a capacity of 5,000-6,000 people with a full kitchen, and will be marketed for conventions, corporate meetings, trade shows, fund raising dinners, wedding receptions, etc. Location: 12520 Westport Parkway.
Falewitch Construction - A 7,500 s.f. tenant finish has been completed as the new location for this construction company. Location: 8720 S. 114th Street.
Hampton Inn & Suites - Construction is nearly complete on a 4story hotel with 116 rooms. The hotel will provide a complimentary breakfast, and will also have an enhanced indoor pool and whirlpool. Opening is expected in June 2007. Location: 12331 Southport Parkway.
Judson Baptist Church - Construction is underway on a church expansion project which will include a new 16,000 s.f. building to be used as a fellowship hall. Location: 8517 Park View Blvd.
Olsson Associates - A 4,900 s.f. tenant finish has been completed for the construction services division of this firm. Location: 8720 S. 114th Street.
Oriental Trading Company - Construction is nearing completion on a 137,000 s.f. warehouse and office addition to their new facility. Location: 11201 Giles Road.
Papio Valley Condominium Warehouse - Construction is underway on a 34,000 s.f. industrial flex building. Location: 12115 Centennial Road.
PayPal - Construction has been completed on a new 2-story, 130,000 s.f. building. PayPal, an eBay company, is a global leader in online payment solutions with more than 100 million accounts. Location: 7700 Eastport Parkway.
Pinnacle Bank - This new 3,251 s.f. bank is now open for business. Location: 12350 Southport Parkway.
Portal Road Flex Buildings - Construction is underway on two new industrial flex buildings, each with 15,000 s.f. Location: 11529 Portal Road.
Pote-Stinn Building - Construction is underway on this 18,600 s.f. industrial building. Location: 12251 Cary Circle.
Productivity Inc. A 38,000 s.f. warehouse and office facility for this machine tool distribution company is under construction. Location: 8402 S. 117th Street.
Securities America - Construction of a 3-story 86,791 s.f. office building is underway. Securities America is an SEC registered investment advisory firm. Location: 12325 Port Grace Blvd.
Southport Professional Building #2 - Construction has started on a second office building on an adjoining lot. Both buildings are 2-stories and have 24,000 s.f. of office space. Location: 12110 Port Grace Blvd.
Planning to Install a Swimming Pool?
Remember to get all necessary permits first! La Vista City Code Section 150.47 and 150.51 require residents to have the necessary permits before work has commenced. A building permit is needed for the pool, an electrical permit is required if a pump is being used, and a fence permit will be needed for the enclosure around the pool.
The definition of a swimming pool is any above ground or below ground body of water in an artificial or semi-artificial receptacle or other container, over two feet in depth, used or intended to be used for swimming or bathing.
Above is a picture of a popular pool that can be purchased which requires all necessary permits and enclosures.
Please contact the Building Department at 331-4343 for any additional information you may need to insure your safety and the safety of others.
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publicworkszone
UPCOMING 2007 CONSTRUCTION PROJECTS
84th Street Resurfacing - A major face lift is scheduled for 84th Street from Harrison Street to Giles Road beginning in early June 2007. The project will include: curb repair, concrete panel repairs, storm sewer inlet replacement, 2" milling and asphalt overlay, addition of a right turn bay on southbound 84th Street at Giles Road, extension of the left turn bay at Giles Road, new pavement markings and wheel chair ramp repairs. There will be lane restrictions throughout the project. Motorists should consider using 72nd St. or 96th St., which will be open to Hwy. 370 by the start of the project.The milling and asphalt overlay are planned to be done during non-rush hours and at night. If you have questions concerning the project please call Greg Goldman, Street Superintendent at 331-8927.
Golf Course Drainage Swale - Work began in March on the drainage swale located in the northwest corner of the golf course; near the number nine green. Nelson Rock Company will be repairing erosion problems by installing Armour-Flex matting. This product is a mat of open cell concrete blocks that are held together with flexible cables. Once in place, the mats stabilize the floor and sidewalls of the drainage swale. The open cell design allows vegetation to grow in each cell, producing a natural looking drainage swale. This product was used on a previous project at the golf course in Thompson Creek running under 84th Street and through both fairway #5 and #9.
La Vista Link/Keystone Trail - The City of La Vista has secured federal funding to build a trail link to the Keystone Trail. After several attempts to secure funding, a $246,347 Transportation Enhancement Grant was awarded to the City by the Nebraska Department of Roads. The project calls for the installation of a 10' wide concrete trail running from a dead end street at the southwest corner of the Sports Complex, along the southern property line of the complex, across 66th Street and continuing north on the east side of 66th Street. The trail will temporarily end at Harrison Street. The final connection to the Keystone Trail from 66th Street to the Big Papio Creek will be incorporated into the Harrison Street reconstruction scheduled for the spring of 2008.
Marisu Lane Court - A 2" milling and asphalt overlay is scheduled for Marisu Lane Court this summer. The project will also include curb repair and minor concrete panel repairs. Residents will be notified of further details on the project after a contract is awarded and pre-construction meetings have been completed. Traffic should remain open during most of the milling operation. The entire roadway will be closed for 8-12 hours for the asphalt overlay.
Harrison Street Project (48th Street to 71st Street) - Construction on this project will begin in the spring of 2008. During the 2007 construction season work will continue on final design plans, right-ofway acquisition and utility relocation. The project will change Harrison Street to a three lane urban design with curb and gutters. Right turn bays will be installed at specific locations and traffic signals will be installed at 66th Street. The Harrison Street project is a joint venture involving the City of La Vista, City of Omaha, City of Bellevue, Sarpy County and Douglas County.
BE CAREFUL WHAT YOU FLUSH!
The Public Works Department has responded to several recent plugs in the City's sanitary sewer system. The culprit causing the plugs has been disposable shop/garage towels. This type of paper towel is very coarse and does not dissolve in water. Continued flushing of these towels can cause major problems for a residential sewer lateral, as well as interfere with the operation of the sanitary sewer main. Disposable shop/garage towels should be disposed of in the trash. Please keep in mind the only paper products that should be flushed down the toilet are toilet paper and tissues. If you experience problems with your residential sewer lateral line and have the line mechanically cleaned, please notify the Public Works Department at 331-8927. The sewer division will have a staff member check the City main line to ensure there are no problems with flow.
Free Mulch
The Public Works Department has a limited supply of free mulch available to residents while the supply lasts. Please call Public Works at 331-8927 to schedule a time to pick it up. The City cannot deliver mulch to your location.
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9110 Giles Road • 402.537.3900 • www.ci.la-vista.ne.us/library
Library cards
Library cards are available free of charge to the residents of La Vista. This means if you live within the city limits, you can check out all library materials at no additional cost. If you are not sure whether if you live within the city limits, just call the library or stop in and visit this wonderful facility. If you live outside the city limits, you can purchase a membership for one full year for $45, less than the cost of two hardback books! The library has a great selection of the latest publishing authors. If we don't have your favorite, request the title or author you want at the front desk. See you at the library!
Library Web Page
The Library Web Page is located at www.ci.la-vista.ne.us. Click on "Card Catalog" to search the library's collection. Click on "Resources" to see the Databases you can access. The library is currently subscribing to an electronic auto manual complete with wiring diagrams and recall information. It is called "Auto Repair Reference Center" and can be accessed by clicking on the Novelist button. Call the library for details on how to access this from your home.
Spring Program for Yard Care
Come to the library on April 21st at 10:00 a.m. to hear a Douglas County Master Gardener talk about general yard care and spring preparations. Bring your questions, concerns, and planning ideas. Feel free to bring your plant leaves or small sample to show or discuss with the Master Gardner. For those with children there will be activities scheduled during this same time in the library.
Technology Classes
The following computer classes are offered to library cardholders to provide skills in specific areas: Basic Computer Skills, Basic Internet, Basic Word and Basic Scanning. These hands-on classes are held in the library computer lab. A monthly calendar of classes and their content is posted at the library and on the web page. Registration is required. Contact Jean Hurst for more information at 537-3900.
Genealogy Group
The Genealogy Group meets on the first Thursday of every month at 6:30 p.m. Join us for an opportunity to share ideas concerning your family's history. Learn about the genealogy resources available at the library including a microfilm reader and a microfiche reader.
Evening Book Club
The Library has an evening book club which meets the second Monday of every month. Call the library to determine the current title and join us for a book discussion.
Did you know that the library has magazine subscriptions for Antique Roadshow Insider and Audubon? Come by the library to check out these magazines.
Mon. - Thur. 8:00 - 9:00 p.m.
Fri. - Sat. 8:00 - 5:00 p.m.
Sun. 1:00 - 5:00 p.m.
children
Summer Reading Program
The 2007 Summer Reading Program, Get a Clue @ Your Library, is open to children from infant through 8th grade. Program participants will be able to explore the library's collection for exciting books to read. They can earn prizes and coupons by keeping track of the amount of time they spend reading. The Summer Reading Program will also offer various activities throughout the summer including Preschool, Toddler and Lapsit Storytimes, crafts, contests, movie night, guest speakers, and more. Special guests include the magician Jeff Quinn, Ak-Sar-Ben Aquarium, race car driver Steve Kosiski, Nebraska Raptor Recovery and more! Registration for the Summer Reading Program will be at the Kick Off, May 30th from 2:00 p.m. to 4:00 p.m. at the library. Visit the library's web page for more information or ask on your next visit to the library.
Storytimes
Summer Storytimes are available during June and July. Preschool Storytime starts on June 4th and will run on Monday, Tuesday, Thursday and Friday at 10:00 a.m. Toddler Storytime begins on June 11th through July 27th and will run Monday, Tuesday, Wednesday and Friday at 10:10 a.m. Lapsit will begin on June 14th and continue to July 26th for children from 6 months to 18 months of age. These fun, hands-on programs introduce young children to the library and the joy of reading. Preschool Storytime is geared for children 3-5. Toddler Storytime is for children 18 months - 3 years along with Mom, Dad or a grandparent or care giver. Registration for all storytimes is required. Call for more information.
Reading Room
This is a basic drop-in storytime session of 20-30 minutes where children with or without a parent will be read to by library staff. This session is geared for infant children through 2nd grade. There are two sessions each week: Saturdays at 10:00 a.m. and Tuesday evenings at 7:00 p.m. No registration is needed. Drop-in to the Reading Room.
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Try 211 for Assistance
Hit the Links
If you are looking for assistance with a problem and don't know where to turn, or you want information about a particular human service issue, try calling 2-1-1. Hosted by United Way, Nebraska's 2-1-1 resource center provides access to information on health and human services with one phone call. Or visit online at www.ne211.org. All calls are strictly confidential and while you will be asked for your name and other details, you are not required to disclose this information to receive referrals. The 2-1-1 resource center is available 24 hours a day, seven days a week.
La Vista Falls Golf Course has a new manager, Denny Dinan, and a new look in the clubhouse.
The interior of the clubhouse has been repainted and Fareway Golf will be stocking a selection of Air-Cool golf shirts. Additional golf equipment such as bags, clubs, balls, hats, gloves and towels will also be available. The course is in great shape thanks to our very talented grounds crew led by George Barth. If you haven't played at La Vista Falls in a while, come back and see us; you won't be disappointed. (Full details regarding leagues, greens fees, etc. can be found in the Recreation insert in this newsletter.)
Employee Recognition
On February 10, 2007 the City of La Vista recognized outstanding employees and volunteers with a variety of awards in several categories. Mayor Douglas Kindig and City Administrator Brenda Gunn presented the awards.
Police Employee of the Year - Mark Hardesty
Council Clips
The following items are highlights of recent City Council action:
* Approved an application to the Economic Development Program from John Q. Hammons for an Embassy Suites Hotel and Conference Center
* Approved the One and Six Year Road Plan
* Held a day-long planning session to formulate and adopt a strategic plan
* Approved an agreement with the Nebraska Department of Roads for the resurfacing of 84th Street (State Highway N-85)
* Approved the issuing of six permits for the sale of fireworks
* Approved an agreement with the Nebraska Department of Roads regarding the La Vista link to the Keystone Trail
7
cityofficials La Vista
Mayor
Douglas Kindig
City Council
Brenda Carlisle, Ward 1 Ron Sheehan, Ward 1 Robert McLaughlin, Ward 2 Terrilyn Quick, Ward 2 Mark Ellerbeck, Ward 3 Alan Ronan, Ward 3 Anthony Gowan, Ward 4 Kelly Sell, Ward 4
City Administrator
Brenda Gunn
Management Team
Rita Ramirez, Assistant City Administrator Pat Archibald, Buildings & Grounds Director Pam Buethe, City Clerk Ann Birch, Community Development Director Sheila Lindberg, Finance Director Rose Iwan, Library Director Kirk Schuster, Fire Chief Bob Lausten, Police Chief Joe Soucie, Public Works Director Scott Stopak, Recreation Director
District 2 Chief Steve Viers and Assistant Chief Mike Farquhar cut the ribbon to open La Vista's newest Fire Station. A public open house will be held early this summer.
City of La Vista
8116 Park View Blvd. La Vista, NE 68128
p: 402-331-4343 f: 402-331-4375
PRSRT STD
U.S. POSTAGE
PAID
OMAHA, NE
PERMIT NO. 1313
what'shappening • summer 2007
JAZZERCISE-LITE
KIDS & FAMILIES - COME ON OVER THE LAST DAY OF SCHOOL FOR AN ICE CREAM SOCIAL!
Come kickoff your summer at the La Vista Community Center (outside) with an ice cream social on the last day of school, May 25th at 1:30 p.m. Bring the kids and have some fun! (There may be a small fee for ice cream.) Check at the Rec Center for more information. In case of rain, social will be held in the gym.
IT'S A DINOSAUR EGG HUNT!
TUESDAY, JUNE 26TH AT 3:00 P.M. AT CENTRAL PARK. Registration Deadline: Friday June 22, 2007 Fee: $1 per person or $3 per family (payable at registration). Family and friends will gather at Central Park to hunt GIANT DINOSAUR EGGS! When all the "eggs" are found, we'll gather back at the shelter to "crack open our eggs" and enjoy a cold slice of watermelon. Come join in La Vista's newest summer fun for the whole family!
Community Center hours of operation (please note-hours are different for adult and youth):
HERSHEY TRACK & FIELD MEET
Join other youth between the ages of 914 (age as of December 31, 2006) from La Vista, Papillion, Bellevue, Gretna and Springfield in the 2007 Hershey Track and Field Meet. Events include long jump, softball throw, 50 meter dash, 100 meter dash, 200 meter dash, 400 meter dash, 800 meter run, 1600 meter run and the 4 x 100 meter relay. Event winners will proceed to the state meet in Grand Island in June. Winners of that meet may qualify for the national meet in Hershey, PA. PARTICIPANTS MUST PRE-REGISTER! There will be no "DAY OF" entries allowed. Pick up registration forms at the La Vista Community Center or call 331-3455 for more information. Meet Date: Sunday, May 21, 2007. Start Time: 12:00 noon. Location: Papillion-La Vista South High School Track - 10799 Highway 370. Fee: Free.
A fitness that's not intimidating, just invigorating! This 45-60 minute class pairs moderate aerobics with exercises that are designed to improve strength, balance, and flexibility using easy-to-follow movements. GREAT EXERCISE FOR SENIORS! You can't go wrong with this popular light version of the original Jazzercise program. Enrollment is open-join anytime! No contracts or membership fees! Fee: $16/month or $3 drop-in. Contact Instructor Mary Beth Brandeau at 935-0472 for class days and times.
BELLY DANCING CLASSES!
FOR ALL AGES/ALL SIZES! A continuing class where you will learn an art form and musical instrument (finger cymbals). Enjoy this form of dance that brings out your unique self-expression. For more information, call Wren Newman at 5961397. Class Times: (Beginner) Tuesday 5:30 - 6:30 p.m. (Advanced) Tuesday 7:00 p.m.
- 8:00 p.m. Fee: $20 per month.
OMAHA JITTERBUGS
The Omaha Jitterbugs offer a variety of dance lessons at the Community Center such as Lindy Hop, Charleston for Two, Swing and Bal-Swing (Balboa). Length of sessions and fees vary with classes. For more information and registration, visit their website at www.jitterbugs.org.
JANEL'S YOUTH DANCE CLASS
Several dance styles, tumbling and pom offered for youth. Call Janel at 504-4357 for more information on schedule, registration and fees.
KARATE
Children's Classes: Ages 5-12 Tues. & Fri., 6:00 - 6:45 p.m. Adult Classes: Ages 13 & Over Tue. & Fri., 7:00 p.m.-8:30 p.m. Fee: $25 per Month with a $5 One-Time Sign Up Fee. For information, call Sensei Porter at 592-7771.
La Vista Community Center • 8116 Park View Blvd. • 331-3455
AIKIDO
INDOOR REMOTE CONTROL MODEL AIRPLANE FLYING
Children's Classes: ages 5-11 yrs. Mon. & Thu. 6:00 - 7:00 p.m. Adult Classes: Ages 12 & Over: Mon. & Thu. 7:00 - 9:30 p.m. FeeS: Adult Classes: Residents $30/month; NonResidents $35/month Children's Classes: Residents $15/month; Non-Residents $20/month. For further information, call Ron Christenham at 339-6124.
KIKAI FIGHTING METHOD AND A.S.A.P. METHOD
Adult Martial Arts Classes, Wednesday evening 7:00-9:00 p.m. In Kikai, you will learn the core techniques of multiple martial arts. A.S.A.P. (Adrenal-ScenarioBased Awareness & Protection) develops the correct responses in pre-conflict stages. FeeS: $40 per month; $20 for those already enrolled in LVCC martial arts class. For more information, please call 331-3455.
TRADITIONAL JAPANESE SWORDSMANSHIP
Suio Ryu is one of the few ancient systems of martial arts practiced today. It encompasses a broad variety of techniques such as jojutsu (Suio Tyu), kumi-iai (paired sword forms), naginata-jutsu, pure kempo sword and wakizashi techniques. Classes are held on Wednesday, 7:00 - 9:00 p.m. and Saturday, 12:00 - 3:00 pm. Adults, (ages 18 & older}, only. Open enrollment. Fee: $40 per month. For more information, email Britt Nichols at firstname.lastname@example.org.
ADULT WEIGHT TRAINING CLASSES
This class, for adults age 18 and older, teaches the basics of weight training. Learn how to set up and advance; use proper technique and form; and get the most out of your weight-training program using both machine and free weights. This individual training class meets for two 1-hour sessions. Body Fat Testing is included. Fee: $25.
LA VISTA WALKING/EXERCISE CLUB
The La Vista Walking/Exercise Club, is a continual free program throughout the year. This year individuals are challenged to hypothetically "Exercise Your Way Across and Around Nebraska". Walkers and runners are challenged to make it "across" (460 miles) from Henry, Nebraska to Rulo, Nebraska. Bikers, rollerbladers or any wheel exercisers can try to make it "around" (1,340 miles). You may walk/exercise at the Community Center or outside.
Every Monday from 11:30 a.m. to 1:30 p.m. you can participate in Indoor Model Airplane Flying at the La Vista Community Center. These lightweight planes will amaze you, as will the individuals who designed and fly them. A good time is had by all during this weekly event! Come watch at no cost, or come fly your own plane for a small drop-in fee!
TACKLE FOOTBALL LEAGUE
Ages 9/10, 11/12 & 13/14. Registration Deadline: July 9, 2007. Teams determined by age and weight as of August 1, 2007. A copy of the player's birth certificate is required to register. FeeS: La Vista Residents $95, Non-Residents $115. Uniform deposit $160 Volunteer Coaches Needed.
LA VISTA SENIOR CENTER
The La Vista Senior Center is located in the Community Center and offers friendship, food, fitness, field trips, and many more fun activities. The Eastern Nebraska Office on Aging provides hot lunches on Mondays, Wednesdays and Fridays at 11:30 a.m., catered by Valley Corporation. Lunch reservations need to be made by noon one business day in advance by calling 331-3455. A suggested donation of $2.50 (for ages 60 & over) is appreciated.
The Community Center has Senior walkers every morning (free of charge), and a fitness room with various exercise equipment for your use. There is no charge for La Vista Seniors to use the equipment, with a small charge of $2 for non-resident Seniors (age 55 & over).
Jazzercise Lite is a moderate aerobics class with exercises that are designed to improve strength, balance and flexibility. This a tremendous class for Seniors or the very out of shape- Male and Female! You may join at anytime. The fee is $16/month or $3/class drop-in. Give Instructor Mary Beth Brandeau a call at 935-0472 for more detailed information on days and times.
Seniors go on several outings per month including restaurants, museums, movies or sight-seeing. Past outings have included Nebraska City for apples, Lauritzen Gardens, Durham Western Heritage Museum, Fontenelle Forest Sun Program for Seniors, the Nebraska State Fair, and of course the Christmas Light Tour!
Bridge is offered every Monday, and the seniors play cards on Friday, both after lunch at 12:15 p.m.
Throughout the year, the Seniors have special events such as the annual Valentine's Day party, which includes great food and entertainment. Pot-luck lunches are also held frequently, and monthly birthday parties are held the second Wednesday of each month.
A visiting nurse is at the Community Center on the first Friday of each month from 9-11:00 a.m. There is a sign-up sheet across from the front desk, but walk-ins are welcome.
Transportation is available for La Vista and Ralston residents on the Ralston/La Vista Special Services Bus. Please call 331-6677 or 657-3550 for further information.
To look at scheduled activities/trips and lunch menus, be sure to pick up a monthly La Vista Senior Newsletter at the La Vista Community Center, or visit us on-line at www.ci.la-vista.ne.us
La Vista Community Center • 8116 Park View Blvd. • 331-3455
CHEERLEADING FOR TACKLE FOOTBALL
Ages 7-14 as of August 1, 2007. Registration Deadline: July 9, 2007. FeeS: La Vista Resident $25, Non-Residents $45 Uniform deposit $75. Volunteer Coaches Needed.
LA VISTA FALLS GOLF COURSE
FLAG FOOTBALL LEAGUE
Ages 6/7/8 as of August 1, 2007. Registration Deadline: July 9, 2007. FeeS: La Vista Residents $30, Non-Residents $50. Volunteer Coaches Needed.
CO-ED YOUTH VOLLEYBALL LEAGUE
Grades 3rd/4th & 5th/6th. Registration Deadline: September 9, 2007. Fee: La Vista Resident $30, Non-resident $50. Volunteer Coaches Needed.
YOUTH SOCCER LEAGUE
Ages 4/5 & 6/7 as of August 1, 2007. Fall Session Registration Deadline: July 16, 2007. FeeS: La Vista Resident $25, Non-Resident $45. Volunteer Coaches Needed.
LA VISTA LANCERS SOCCER CLUB
Ages 8 through 11. The La Vista Lancers Soccer Club is taking registrations for the Fall 2007 season. We have recreational teams for both boys and girls. Teams are forming for ages 8-11. Teams play in the Sarpy County Soccer League, which includes La Vista, Papillion, Gretna and Springfield. Information and registration forms are available at the La Vista Recreation Department or on-line at lavistalancerssoccer.com. Registration forms and fees are due by June 1, 2007. Practice begins August 1, 2007 and games begin in early September. Teams are subject to availability of players and coaches.
WOMEN'S FALL RECREATIONAL VOLLEYBALL LEAGUE
Registration Deadline: August 13, 2007. FeeS: $100 per team. Games played Wednesday evenings.
Visit the La Vista Falls Golf Course, now open for the 2007 season. The Course has open golf, Junior Leagues, Adult Leagues and more. Call Manager Denny Dinan at 339-9147 for more information on hours, fees, and special outings. (If golf course is closed, please call the Recreation Dept. at 331-3455). Watch the Omaha WorldHerald and the Metropolitan Tee Times for specials.
SPRING & SUMMER GOLF LEAGUES
Men - 2 Person Teams. Competitive with standings and handicaps, Flag Prizes & Fun Nights
Women - Individual, twosome, threesome and foursome teams. Competitive with Standings. Flag Prizes & Fun Nights
Couples - Male/Female. Competitive with Standing. Flag Prizes & Fun Nights
Juniors - Individual, Groups. Accommodations for Car Pooling. Fun & Supervised Play. On-Course Tips & Instruction. End of the Year Prizes & Party. *Must have playing ability & knowledge of the game.
Seniors - Any Interested Seniors will be contacted (if numbers are sufficient) to structure leagues or permanent tee times as desired.
Weekend golf leagues or permanent tee time arrangements can be made by contacting Manager Denny Dinan at 339-9147.
MAY-JUNE-JULY GOLF SPECIAL! 9 HOLES OF GOLF WITH CART FOR $9.00 PER PERSON! Special prices Monday through Thursday 11:00 a.m. - 3:00 p.m.
NEW AT LAVISTA FALLS PRO SHOP!
In conjunction with Fareway Golf LLC, the La Vista Falls Golf Course pro shop will now be carrying Air-CoolTM golf shirts - made with TynelTM , the only true moisturewicking material on the market. Guaranteed to keep you cool and dry all day, these shirts are machine washable with no shrinkage, no collar curl and no ironing needed. Sizes S-3XL available. Check out the complete line of golf equipment and accessories - bags, clubs, balls, hats, gloves and towels!
LEAGUE FEES FOR 2007
2) Junior Golf Program.........................$ 70.00 per player
1) Leagues with Prize/Party Fund .......$170.00 per player
3) All Other League Play.......................Regular Green Fees x number of weeks
GREEN FEES & SPECIALS MARCH 1 - SEPTEMBER 30, 2007 *AFTER 3:00 P.M.
La Vista Community Center • 8116 Park View Blvd. • 331-3455
FALL ADULT SOFTBALL LEAGUES
Registration Deadline: Monday August 13, 2007 or until league fills. Co-ed Leagues: Fri/Sun. Men's League: S/M/T/ W/T/F. Double Header Leagues: W/Th FeeS: Co-ed, Men's League $110 Double Header League $220 Umpire FeeS: $18 per game paid directly to the umpires. Separate Forfeit Deposit: Coed/Men's $36 Double Header League: (2) $36. Please pay deposits separate from registration fee.
ALWAYS CHECK AT THE COMMUNITY CENTER FOR EVENTS HAPPENING THAT MAY NOT BE LISTED IN THIS NEWSLETTER. WE POST FLYERS OFTEN FOR SPECIAL EVENTS PLANNED AFTER THE NEWSLETTER IS PRINTED.
YOU CAN ALSO FIND INFORMATION REGARDING COMMUNITY CENTER AND RECREATION DEPARTMENT EVENTS AT WWW.CI.LA-VISTA.NE.US
RED CROSS SWIMMING LESSONS
La Vista Residents Beginning:............Monday, April 30, 2007
Non-Residents Beginning:..................Monday, May 7, 2007
Fee: La Vista Residents:....................$25.00
Registration Dates:
Non-Residents:.........................$50.00
Swimming Lesson Sessions:
Session 2:....................................................... July 9 through July 20
Session 1:....................................................... June 11 through June 22
Session 3:....................................................... July 23 through August 3
Level VI
Levels of Lessons: Pre-Beginners, Level I, Level II, Level III, Level IV, Level V,
Lessons are held Monday through Thursday. Fridays are rain days. Minimum age for pre-beginners is age four. All classes are forty-five minutes in length.
LA VISTA MUNICIPAL SWIMMING POOL
The La Vista Municipal Pool will open on Saturday, May 26, 2007 and close Monday, September 3, 2007 (Labor Day). Pool Hours are 1:00 p.m. - 9:00 p.m. daily (schedule will change once school begins). Season passes and resident tags may be purchased at the La Vista Community Center. Season passes are available for Residents and Non-Residents.
SWIMMING POOL FEES - 2007
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MyMaths references
Login: Brimsham
password: prime
The following MyMaths paths & Hegarty clips will help you prepare for your AS level mathematics course:
| | | Mymaths | | |
|---|---|---|---|---|
| Indices | | | Number-> Powers and Integers-> Indices part 1 | 103-110 |
| | | | Number-> Powers and Integers-> Indices part 2 | 173-175 |
| Factorising | | | Algebra-> Use of Symbols->Simplifying 2 | 168-171 |
| | | | Algebra-> Use of Symbols->Factorising linear | |
| | | | equations | |
| Algebraic Fractions | | | Algebra-> Use of Symbols->Cancelling algebraic | |
| | | | fractions | |
| | | | Algebra-> Use of Symbols->Adding algebraic | |
| | | | fractions | |
| | | | Algebra-> Use of Symbols-> Multiplying | |
| | | | algebraic fractions | |
| | Changing the | | Algebra-> Formulae-> Rearranging 1 | |
| | subject of a formula | | Algebra-> Formulae-> Rearranging 2 | |
| Quadratic Equations | Quadratic | | Algebra-> Quadratics->Quadratic equations | |
| | Equations | | Algebra-> Quadratics->Quadratic formula | |
| | | | Algebra-> Quadratics->Completing the square | |
| Simultaneous Equations | | | Algebra-> Simultaneous equations- | |
| | | | >Simultaneous equations 2 | |
| | | | Algebra-> Simultaneous equations- | |
| | | | >Simultaneous equations 3 | |
| | | | Algebra-> Simultaneous equations->Quadratic | |
| | | | simultaneous equations | |
Skills for success
Be organised - keep your notes and work in clearly labelled folders. Make sure you know where everything is and that you can find it easily.
Make sure your notes are clear and detailed - not everything of use will be written on the board. Listen carefully to what the teacher says and note down any useful hints or tips. Your teacher will model the best way to approach problems or apply skills so you need to make sure your notes show clearly what you were doing. Annotate any handouts that you are given. Read through your notes to check you understand them and that nothing is missing.
Be precise with your notation - Look at the way the teacher models each technique and answer and try to do things in the same way. The way your answers are set out at AS level is very important.
Be accurate with your answers - AS level questions often have several joined parts where one answer feeds into the next. You will need to be accurate so that the answers make sense. A wrong answer could lead to more difficult work in the next part. Learn the quick checks that your teacher uses to check accuracy of calculations.
Plan your time effectively - You will be taught a number of new skills and you will not become fluent in these unless you practise them. It is not enough to understand the technique; you must practise to become confident in it. Make sure you have organised your time to do the homework set for the deadline you are given.
Be prepared to change the way you do things - GCSE methods are not always the quickest or most efficient way of doing things. Skills previously learned may need to be refined or changed.
Get help from as many places as possible - it is vitally important that you understand the work as you go along. Be honest with yourself when you do not understand something and seek help. You can get some help from your peers, the text book or your teacher. The important thing is not to allow a technique or skill pass by without understanding. | <urn:uuid:74f2d1d5-0beb-4ae6-9f86-be3b0f2bbcf0> | CC-MAIN-2020-29 | https://www.yateacademy.co.uk/attachments/download.asp?file=817&type=pdf | 2020-07-08T15:46:12+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00481.warc.gz | 1,168,218,465 | 873 | eng_Latn | eng_Latn | 0.995336 | eng_Latn | 0.999373 | [
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Community Wildfire Hazard Risk Assessment Sun Country Cle Elum, WA
Prepared by Suzanne Wade, FIREWISE Coordinator Kittitas County Conservation District
November 2012
Table of Contents
Introduction
The Firewise Communities/USA program is designed to provide an effective management approach for preserving wildland living aesthetics. The program can be tailored for adoption by any community and/or neighborhood association that is committed to ensuring its citizens maximum protection from wildland fire. The following community assessment is intended as a resource to be used by Sun Country residents for creating a wildfire protection plan. The plan developed from the information in this assessment should be implemented in a collaborative manner, and updated and modified as needed.
This assessment was prepared by a team representing Firewise Communities/USA that included Suzanne Wade, Kittitas County Conservation District (KCCD), Matt Eberlein, Washington Department of Natural Resources (WADNR), and Russ Hobbs, Chief (Fire District #7).
Definition of the Home Ignition Zone
The Sun Country Community is located in a wildfire environment. Wildfires will happen-exclusion is not a choice. The variables in a fire scenario are when the fire will occur, and where. This assessment addresses the wildfire-related characteristics of this community. It examines the area's exposure to wildfire as it relates to ignition potential. The assessment does not focus on specific homes, but examines the community as a whole.
A house burns because of its interrelationship with everything in its surrounding home ignition zone----the house and its immediate surroundings. To avoid a home ignition, a homeowner must eliminate the wildfire's potential relationship with his/her house. This can be accomplished by interrupting the natural path a fire takes. Changing a fire's path by clearing a home ignition zone is an easy-to-accomplish task that can result in avoiding home loss. To accomplish this, flammable items such as dead vegetation must be removed from the area immediately around the structure to prevent flames from contacting it. In addition, reducing the volume of live vegetation will affect the intensity of the wildfire as it enters the home ignition zone.
Included in this assessment are observations made while visiting Sun Country with the DNR Fire Prevention Team as well as information from the Kittitas County Wide Fire Protection Plan (CWFPP). The assessment addresses the ease with which home ignitions can occur under severe wildfire conditions and how these ignitions might be avoided within the home ignition zones of affected residents. Sun Country residents can reduce their risk of destruction during a wildfire by taking actions within their home ignition zones. This zone principally determines the potential for home ignitions during a wildland fire; it includes a house and its immediate surroundings within 100 to 200 feet.
The result of the assessment is that wildfire behavior will be dominated by the residential characteristics of this area. The good news is that by addressing community vulnerabilities, residents will be able to substantially reduce their exposure to loss. Relatively small investments of time and effort will reap great rewards in wildfire safety.
Site description
Sun Country is located in Kittitas County, South of Interstate 90 off Exit 78. This community has been identified by the WADNR as a Moderate to High Hazard area for wildfire due to various physical characteristics of landscape and the proximity of home to wildlands.
Sun Country is located in the Yakima River watershed. The area is predominately comprised of ponderosa pine, Douglas fir, grand fir and some deciduous trees such as alder and vine maple. The area above the golf course, accessed through Oakmont Road, is overstocked with confers and needs both thinning and pruning to reduce wildfire risk. In places, dense patches of smaller diameter trees exist and need to be thinned for forest health as well as firewise purposes.
Assessment process
WA DNR, staff from the Conservation District and Fire District 7 collaborated on this assessment. Individual assessments will be offered to each landowner.
Important considerations
The Firewise Communities/USA program seeks to create a sustainable balance that will allow communities to live safely while maintaining environmental harmony in a wildland/urban interface setting. Homeowners already balance their decisions about fire protection measures against their desire for certain flammable components on their properties. It is important for them to understand the implications of the choices they are making. These choices directly relate to the ignitability of their home ignition zones during a wildfire.
Insect Damage
Western Spruce Budworm had caused a lot of damage in the upper county (see figure 3). The dead and dying trees caused either by the budworm, or other insects that preyed on the diseased trees, need to be addressed because of the added fuels they provide in the area. During a recent visit, spruce budworm activity was noted in the area.
Insect surveys conducted by the WA DNR point out that western pine beetle and Fir Engraver are also in the area. These surveys are indicating mortality (caused by the western pine beetle) may be increasing over historical levels. With more small ponderosa pine present, moisture competition is high, which results in small stands that are of poor vigor. This can cause an increase of beetle infestation. Once the infestation begins in the small trees, they often attack large healthy ponderosa pine still present in the stand. Attacks by these insects can leave large patches of dead trees that dry out and will more easily ignite.
Fire History
High temperatures in Kittitas County during wildfire season dry out fuel sources and allow fuels to ignite and burn faster. Low humidity and lack of precipitation also increases the chance of wildfire ignition. Most sources agree that the winds in this area can have the biggest impact on wildfire's behavior. The dry windy weather of Kittitas County can cause wildfires to grow quickly and also carry firebrands as far as a mile or more. Drought conditions must also be taken into consideration given that drying vegetation can ignite and burn more easily. Based on data collected by the WA DNR, in the last 42 years, within a 3-mile radius of this community, approximately 200 fires have occurred—primarily from recreation or debris burns, children, lightning, and smokers (figure 4).
Access
Roads leading into and out of a community play an important role in safety and survivability. Roads are the primary escape routes for residents during a fire, and the primary routes for fire trucks to fight the fire. Depending on the direction a fire approaches a community; roads may have to be large enough for both evacuation and fire fighting to occur simultaneously.
Fire trucks may be unable to negotiate access roads if the roads are too narrow to drive safely or to turn around if needed. Street signs and house numbers that are hard to see in dark or smoky conditions can result in delays for firefighters to take action. Combustible signs are not reliable, as they may not survive even low intensity fire.
Fuels
Fire intensity and the rate a fire spreads depend on the type of fuel and the amount ready to burn at any given time of the year. Different fuel types burn at different rates. Live fuels; trees, brush and grasses burn slower than if they are dead. The weather conditions affect the moisture of live and dead vegetation. Lower relative humidity and higher temperatures will reduce the fuel moisture content, and produce higher fire spread rates and intensities. Wind speed significantly increases the rate of fire spread and fire intensity. The higher the wind speed the greater fire will spread.
Fine fuels such as grasses ignite more easily and spread faster than other types of fuels. They also burn out faster. There are no high intensity ember showers associated with grass fires. Shrubs and brush also burn fast, and depending on the amount of dead fuel present can create embers and result in spotting into the community.
When large trees, especially conifers, are present with grass and shrubs, there is a possibility for fire to travel from the fuels on the ground and into the treetops, especially on steep slopes with high wind speeds. Crown fires are a big concern since this type of fire produces vast quantities of fire embers. During a large fire, embers trapped in the roof and under the deck are a major cause of home loss.
Observations and recommendations
Defensible Space
Homes near the golf course have better defensible space than those up the hill in the timbered region. Most of the homes in the area have composite or metal roofs. Most of the properties in the community could improve on the defensible space. Homeowners are especially cognizant of the danger of fire and how far embers can travel after the recent Taylor Bridge Fire. They are taking steps to educate the community through their community website and are working together on chipping programs offered by the Conservation District.
Insects
Western spruce budworm appears to be moving through Washington on a three year cycle. Pine Beetle is also a concern in the area. The best thing that landowners in the community can do is to use such practices as thinning less than vigorous trees, favor the healthier trees when deciding which trees to thin in the defensible space area, and take out any trees that have died from beetle or budworm infestation after consulting a forester or licensed contractor.
Access
Fire vehicle and equipment access could be improved. There are many tight turns and narrow driveways. The community has access to more than one means of egress but needs to work on educating the landowners on the emergency evacuation routes as well as coordinating with adjacent landowners. Educating the landowners on the evacuation routes should be considered in the community action plan, as well as continued thinning and pruning along the roads to ensure suitable emergency vehicle access.
Fuels
During episodes of extreme fire weather, combined with long-term regional drought conditions, the likelihood of extreme fire behavior is high. Heavy pockets of brush and timber are present, as well as ground and ladder fuels. The dry windy weather of Kittitas County can cause wildfires to grow quickly and also carry firebrands as far as a mile or more. Fuels reduction projects on community property would be a good start and be an example to individual private landowners on how fuels reduction projects can help reduce the risk of wildfire spreading.
Current Fire Protection
Although District 7 is a well-trained fire protection district, it would be under-equipped to deal with a major wildfire emergency. During a wildfire, additional forces may not be able to respond due to the limited access without adequate safety zones near the homes. The worst-case scenario should be addressed in the Community Action Plan. The evacuation plans should continue to be updated and distributed to landowners in the community.
Community Wildfire Risk
The Sun Country area is divided into two distinct areas. The homes on the golf course fall into moderate hazards, while the homes at the top of the hill are in a more overstocked area and rate moderately high to high using the NFPA 299, wildfire hazard assessment methodology. The good news is that each homeowner has the ability to significantly reduce the risk of home ignition during a wildfire event. The community management has supported these activities by using covenants and internal regulations that support homeowners' ability to mitigate these risks.
Successful Firewise modifications
When adequately prepared, a house can likely withstand a wildfire without the intervention of the fire service. Further, a house and its surrounding community can be both Firewise and compatible with the area's ecosystem. The Firewise Communities /USA program is designed to enable communities to achieve a high level of protection against wildland/urban interface fire loss even as a sustainable ecosystem balance is maintained.
A homeowner/community must focus attention on the home ignition zone and eliminate the fire's potential relationship with the house. This can be accomplished by disconnecting the house from high and/or low-intensity fire that could occur around it (see figure 7).
Next steps
After reviewing the contents of this assessment and its recommendations, the Sun Country Firewise Board in cooperation with the Kittitas County Fire District 7 will determine whether or not it wishes to continue seeking Firewise Communities/USA recognition.
If the site assessment and recommendations are accepted and recognition will be sought, the Sun Country Firewise Board will create agreed-upon, area-specific solutions to the Firewise recommendations and create an action plan in cooperation with the Kittitas County Fire District 7.
Assuming the assessment area seeks to achieve national Firewise Communities/USA recognition status, it will integrate the following standards into its plan of action:
- Sponsor a local Firewise board, task force, committee, commission or department that maintains the Firewise Community program and status.
- Enlist a wildland/urban interface specialist to complete an assessment and create a plan from which it identifies agreed-upon, achievable local solutions.
- Invest a minimum of $2.00 annually per capita in its Firewise Communities/USA program. (Work done by municipal employees or volunteers, using municipal or other equipment, can be included, as can state/federal grants dedicated to that purpose.)
- Observe a Firewise Communities/USA Day each spring that is dedicated to a local Firewise project.
- Submit an annual report to Firewise Communities/USA. This report documents continuing participation in the program.
Residents are reminded to be conscious of keeping high-intensity fire more than 100 feet from their homes. It is important for them to avoid fire contact with their structures. This includes firebrands. The assessment team recommends the establishment of a 'fire free zone', allowing no fire to burn within ten feet of a house by removing fuels located there. It is a bad idea for fire to touch a house during a wildfire. Remember that, while wildfire cannot be eliminated from a property, it can be reduced in intensity.
Weather is, of course, of great concern during wildfire season. At such time as fire weather is severe, homeowners should remember not to leave flammable items outside. This includes rattan doormats, flammable patio furniture, firewood stacked next to the house, or other flammables.
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Team Name: _______________________
Bloom's Level: APPLY
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: APPLY
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: APPLY
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: APPLY
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: CREATE
Question:
Work in teams of four. 1) Construct a question based on the specific Bloom’s level assigned to you (at the top of this card). 2) Write each question on a separate card. 3) Write the question on the front. Write the answer on the back. 4) Write your team name on both cards. 5) Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: CREATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: CREATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: CREATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: EVALUATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members. Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: EVALUATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members. Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: EVALUATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: EVALUATE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: REMEMBER
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: REMEMBER
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family.
Write your team/family name on both cards. Give your cards to the teacher.
Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Team Name: ________________________
Bloom's Level: REMEMBER
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members. Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: REMEMBER
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family.
Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members. Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: ANALYZE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: ANALYZE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members. Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: ANALYZE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: ANALYZE
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family.
Write your team/family name on both cards. Give your cards to the teacher.
Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Team Name: ________________________
Bloom's Level: UNDERSTAND
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: UNDERSTAND
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: UNDERSTAND
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
Write your team/family name on both cards. Give your cards to the teacher.
Team Name: ________________________
Bloom's Level: UNDERSTAND
Question:
Each pair constructs 1 question. Work in pairs. 2 questions per table/team/family. Each question goes on its own card. Write the question on the front. Write the answer on the back. Vet the question & answer with other pair/team members.
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From the Chair
What's in a date?
This year, 2017, is the 150 th anniversary of Ontario and Canada, but what's in a date?
Contents
One hundred ten years ago the Kenora Thistles made a successful challenge for the Stanley Cup. One hundred years ago an historic battle at Vimy Ridge, helped shape Canada as a nation; the Toronto Maple Leafs were founded. Sixty five years ago Queen Elizabeth ascended to the throne.
Closer to Misery Bay, Ned Saunders built his shanty 135 years ago; forty years ago the NCC completed arrangements to assume title of the Sifferd properties; the FOMB celebrate their 21 st birthday, and Misery Bay has been an operating Park for 15 years.
Whatever your reason to celebrate in 2017, get out and participate in a celebration near you. Join us (the FOMB) for a celebration/opening of our new exhibits at Misery Bay Visitors centre, August 2 nd 2017, from 2 to 4.
Special events to commemorate these milestones will be held at Misery Bay this summer.
N.B. The 2017 Annual General Meeting will be Saturday June 24 th at 10.00 a.m. The meeting will be followed by a guided hike with leader Marcel Bénéteau (in conjunction with 4 Elements), to look at and photograph Misery Bay wetland plants.
turtle tracks
Friends of Misery Bay P. O. Box 114 Gore Bay, Ontario P0P 1H0 email@example.com
Spring 2017
FOMB kicks off their Canada 150 Celebrations – February 11 th
Who could have asked for a better day? The snow the previous day created the perfect conditions for our trek to the south shore of Misery Bay to see the ice formations. Ten intrepid and determined skiers and snow-shoers trekked down the inland alvar trail to the south shore. Conditions were perfect for an afternoon outside, mild, no wind, with just the right amount of freshly fallen snow.
Although not clear from these photos, in places the ice had a bluish colour to it.
The Inland alvar trail is quite a challenge on skis due to its narrow, twisty nature, with drop-offs down previous shorelines. If you are considering wilderness skiing in Misery Bay use the red trail to the beach.
Under the Visitor Centre
Peter J. Barnett
(N.B. Ontario Parks, Science North and the Friends of Misery Bay are creating an onsite exhibit of the features described here in "Under the Visitor Centre".
The Visitor Centre was built in such a location as to be perched on the top of a shore bluff that once overlooked the shore of the post-glacial Nipissing Great Lakes that remained there between 6,000 and 4,000 years ago. The flat lying bedrock plateau that the main part of the building is sitting, is one of the oldest land surfaces at Misery Bay having been exposed to weathering for at least 10,000 years following the demise of glacial Lake Algonquin and its sebsequent falling water phases. The remainder of the Park, from here (the Visitor Centre) to the shore of Misery Bay have been exposed to the same weathering processes for a much shorter time (4,000 years or less).
Mildly acidic rain and soil water is slowly dissolving the carbonate-rich (dolomitic) bedrock and is creating specific features of solution weathering or Karst. The rainwater becomes acidic by picking up carbon dioxide from the air and additional carbon dioxide and organic acids from the soil. Vegetation, mosses lichens and even trees, also plays an important role in karst development. Several karst features are on display under the Visitor Centre (Figure 1).
Figure 1. The face of the bedrock escarpment exposed under the Visitor Centre displaying examples of both solution weathering (karst) and glacial abrasion features.
Striations and glacial polish
(area with sufficient sediment
cover prior to building)
Grikes
Fractures in bedrock
(darker colour adjacent to
fractures is the initial effects of
water trickling along fractures)
Dissolution along bedding plane
Runnels
Runnels
Weathered upper part of bedrock
A little recent history first. When the Visitor Centre was constructed in 1982, The face of the bedrock escarpent was covered by sediments deposited directly from the base of the glacier called till. This cover was thin at the top and thickened down the escarpment face. The waves of the Nipissing Great Lakes eroded into the till and not the bedrock escarpment at this locality. During Visitor Centre construction the till cover was removed exposing well striated and polished surfaces on both the face of the escarpment and the bedrock floor beneath. The bedrock surface throughout the entire Park likely was striated and polished following glaciation, however through long periods of weathering or being exposed in the near-shore zone of the post-glacial lakes to wave and current erosion or both they have been removed. Today, features of glacial movement are only found in places like this, under the Visitor Centre, where till was thick enough to protect and preserve them from weathering or on bedrock surfaces that have been exposed for less than 1,000 years or so, like at the Alvar Arena or along the shore of Misery Bay.
bedrock similar to forms like pit karren and pans. The latter two form on level surfaces (not present along the escarpment face) whereas runnels form on the slightly sloping bedrock surfaces here.
Weaknesses or small fractures in the bedrock are slowly widened by the mildly acidic rainwater that trickle along the fractures and dissolved the rock, widening the fractures producing "grikes" (Figure 1). Clints are the blocks of solid rock that are surrounded by grikes (Figure 2).
Back under the Visitor Centre, both features of karst and glacial erosion can be seen. Karst features include grikes, clints and runnels. Grikes and clints go together. Runnels are a different type of karst that forms on the surface of the
Runnels form on the surface of clints where the mildly acidic rain waters flow along a gently sloping bedrock surface that is covered by a thin layer of soil. (Figure 1; 3a, b). They are shallow winding troughs on the rock surface.
Figure 3a. Frontal view of the runnels under the Visitor Centre.
Other Karst features that occur in the park include pit karren and pans (Figure 4), linear depression features formed under tree roots (Figure 5) and sinkholes (Figure 6).
Figure 4. Pit karren (small circular depressions) and pans (larger depressions under mosses).
Figure 6. Small sinkhole developed in the Nipissing shoreline caused by the collapse of bedrock beneath.
Back under the Visitor Centre several examples of glacial erosion can also be seen. There are the striations caused by rock fragments held at the base of the glacier being dragged along the bedrock surface creating the long, linear or curvilinear scratches. Finer particles in the glacier when dragged along the bedrock surface can actually polish the rock (glacial polish). These features remain (Figure 1) because they were protected from weathering by the cover of till left behind when the glacier melted.
Plucking also occurs beneath a moving glacier. The glacier can remove blocks of rock from the bedrock surface as water which occurs under a sliding glacier refreezes, expands and lifts off the piece of the bedrock. It leaves behind a scar and as the glacier continues to slide, the edge of the scar on the up-glacier side can remain sharp and the opposite edge down-flow is commonly smoothed and striated (Figure 7a, b).
Two other features that form by a combination of glacial abrasion and subglacial meltwater, occur under the Visitor Centre. The first is a glacial groove, a long linear depression in the bedrock surface, and a comma form that as the name suggests is a depression in the bedrock surface shaped like a
"comma". It is formed beneath the glacier by turbulent flowing meltwater under pressure. The turbulent meltwater forms a vortex that scours into the bedrock surface later to be striated once the base of the glacier touches down on the rock surface again. Figure 7 a and Figure 7b below show the striated floor under the Visitor Centre and examples of these features that are associated with, or evidence of, glacial and subglacial meltwater erosion and a once actively moving and sliding glacier.
Only along the shoreline area of Misery Bay Provincial Park are features of glacial erosion visible again. In the Alvar Arena, which was likely only exposed to weathering processes for about 1000 year, striations, chattermarks and broad shallow subglacial meltwater cavetos occur. Rock drumlins (Figure 8a), grooves, cavetos (Figure 8b) and striations occur along the shore near the Shelter at Saunder's Cove. Karst features of pit karren and pans are also abundant along the bedrock platforms adjacent to Misery Bay.
Introducing the Gray Jay
There are movements afoot in Canada to select a National Bird as part of the Canada celebrations for its 150th year of existence in 2017 1 . Currently we have the maple as our official tree and for better or worse, the beaver as our official mammal. So why not have an official bird? Many countries have one, the U.S. with its bald eagle being a prime example.
Historically the companions of First Nations hunters and trappers and European explorers and voyageurs, gray jays are today common visitors in mining and lumber camps and research stations, and follow hikers and skiers down trails in provincial, territorial and national parks.
"My vote for Canada's bird goes to the gray jay. Two other contenders are
1 As of November 16, 2016, the Royal Canadian Geographic Society has declared the Gray Jay winner of its year-long online survey to choose Canada's official bird and has recommended that the federal government recognize this fact as part of the Canada 150 celebrations. Ottawa has yet to respond to this request.
birds I really like, the common loon and the snowy owl. Both of their distribution maps pretty well echo the map of Canada, however, both are also found in northern Eurasia. The gray jay, or Canada jay or whiskey jack, is all ours. We do share it a bit with the U.S. in Alaska and the western mountains, but it is all over forested Canada. For me, all of my experiences with gray jays are experiences I have had in the wilderness. Those, for me, of course, are experiences of joy. Like Canada, the gray jay is a quiet bird but not shy. In fact, it is friendly in a gentle way which is the way I like to think of us Canadians. My first memory was as a teenager in Algonquin Park driving through the gate in winter. We saw a gray jay and stopped. Rather than fly away it flew nearer to us. So on a hunch I took a little piece of sandwich and held it out. Then I was treated to the thrill of the trusting bird landing on my fingers. Friendly but wild. Could that be Canadians at their best?"
— Submitted on Friday, February 27, 2015 by Robert Bateman (Salt Spring Island, BC)
Here are no less than FIFTEEN compelling reasons why the gray jay would be a great choice:
1) Found in all thirteen provinces and territories; it is only barely found in the U.S., in the Rocky Mt. region and Alaska;
2) A member of the corvid family, arguably the smartest birds on the planet; gray jays have nearly the same body-to-brain ratio as humans. This means they're not only experts at recalling the locations of numerous winter food stashes hidden throughout their territories, but that they're instinctually
curious and quite bold in their interactions with humans. Canadians eager to visit the country's national and provincial/territorial parks to see this national symbol may encounter birds just as likely to seek them out in the forest.
3) Extremely friendly toward humans like all Canadians, often found panhandling on cross-country ski trails; in some traditional Ojibwa stories, the trickster Nanabozho takes the gray jay's form and leaves it with a playful, generous spirit. But it's to the Cree peoples especially that Wisakedjak is a shapeshifter who frequently appears as the gray jay, a benevolent trickster, teacher and messenger of the forest. To many western First Nations, the appearance of a gray jay in the morning is a good omen, and its' chattering and whistles an early warning to hunters of nearby predators. There are even Gwich'in guides in the Yukon who tell of gray jays singing from tree to tree to lead a lost and starving hunter home.
4) Very hardy like all Canadians, having highly adapted itself to living in very cold regions;
5) Figures strongly in First Nations folklore, also called the whiskey jack; the common moniker "whiskey jack" has nothing to do with the grain-based alcohols, but is rather an Anglicization of the Cree Wisakedjak and similar variations used by nations in the Algonquian language family, which makes the gray jay Canada's only bird commonly referred to by a traditional Indigenous name.
6) Is not an endangered species and thus, not at risk of disappearing; Gray jays are neither hunted nor endangered, but they are prime indicators of the health of the boreal and mountain forest ecozones and
of climate change — in a prime position to inspire a conservation philosophy for all kinds of northern land uses.
7) Figures prominently in the boreal forest ecological zone, constituting a vast portion of our country worthy of protection and under pressure from clear-cutting and oil and gas development;
8) Not a hunted species, so it is not shot by Canadians;
9) Not an official bird species for any of the 10 provinces and recognized territories nor any other country (common loon is Ontario's bird; snowy owl is Quebec's bird)
10) Formerly called the Canada jay by ornithologists; its French name is mésangeai du Canada and its Latin name is Perisoreus canadensis!)
11) Stays in Canada year-round; Gray jays are year-round residents of Canada remaining in the northern forest when the majority of loons and Canada geese have flown south and even snowy owls have descended from the Arctic. They are astonishingly good at making the most of even the coldest, darkest winter months. These tough birds are unique for nesting as early as February, while the forests are still thick with snow, and have been recorded incubating eggs in snowstorms and at temperatures as cold as -30 C
12) Not flamboyant in its appearance, best representing the conservative nature of Canadians! The deceptively cute Gray Jay is one of the most intrepid birds in North America, living in northern forests year-round and rearing chicks in the dark of winter. Highly curious and always on the lookout for food, Gray Jays eat just
about anything, from berries to small animals. They may even land on your hand to grab a raisin or peanut. During summer they hoard food in trees to sustain themselves through bleak winters.
13) Not regarded as an obnoxious or nuisance species (like the Canada goose which is culled in the U.S.!)
14) Cannot be confused with any other bird species (99.6 per cent of Canadians cannot tell the difference between a raven and a crow!)
15) Not a circumpolar species, i.e., not found in other northern countries (as are the snowy owl and raven); historically the companions of First Nations hunters and trappers and European explorers and voyageurs, gray jays are today common visitors in mining and lumber camps and
research stations, and follow hikers and skiers down trails in provincial, territorial and national parks.
Truly a Canadian bird! If Canada adopts this species as its national bird, we might even be able to convince the Nomenclature Committee of the American Ornithologists' Union to rename it the Canada jay. The only thing going against it is that many Canadians do not see this bird every day (unless they enjoy skiing!), but lots of states and provinces as well as other countries have official birds that the public does not see on a regular basis and may in fact never see them as a live bird. The fact is that once it is chosen, we can promote the bird so that Canadians make an effort to visit our boreal forest to become very familiar with it and indeed, be proud of it as our National Bird.
Bladderworts: Misery Bay's Pretty Little Carnivores
by Marcel Bénéteau
Misery Bay is home to an amazing collection of flowering plants that bloom from early spring to late autumn in a wide range of habitats. Well known for its exotic orchids, provincially rare thistles and Lakeside Daisy (aka Manitoulin Gold), the park also hosts a variety of more obscure plants that are just as exotic and
amazing in their own right. Three types of carnivorous plants are found in the park, all of them employing different strategies to get nutrients from their impoverished environments. Pitcher Plants drown and digest insects in their specialized, tubelike leaves. The Sundews trap insects with the sticky dew-like secretions lining their spiky leaves that relentlessly enfold the victims as they struggle to escape. But the most ingenious – and most easily overlooked – of all the meat-eaters are no doubt the little plants of the Bladderwort family. These tiny innocuous-looking yellow-flowered plants would be among the last species you would suspect of having carnivorous appetites.
Four members of the Bladderwort genus make their home in wetter areas of Misery Bay. Three of these can be seen rising above the water along the boardwalk on the west side of the park; the other one is easily found along the nearby shoreline. The genus name is Utricularia, which means "little bottle," referring to the bladder-like structures the plants use to
trap tiny animals (see Fig. 1 and 2). These are usually submerged and not readily apparent; they have nevertheless been described as the most complex structure in the plant kingdom. The bladder walls pump water out of the bladder, creating a powerful vacuum inside. Small trigger hairs near the opening release a "trap door" that swings inwards when a small creature brushes against them, sucking in water and critter in one millionth of a second. The door snaps shut and the bladder walls pump the water out, creating a new vacuum while enzymes digest the victims. Aquatic worms, water fleas and insect larvae are all fair game. This is the sole source of nutrition for these free-floating, rootless plants.
All Bladderworts produce flowers at the end of a thin stalk that rises above the surface of the water and this is what you can most easily observe. The tiny size of their blooms does not take away from their unusual and complex forms. Common Bladderwort ( Utricularia vulgaris ) (figures 3 and 4) can be easily observed throughout the summer from the fen boardwalk. The irregular flowers are 1 to 2 cm across, bright yellow and composed of two equal lips, the lower one curving upwards in a spur. Some red veins are often visible on the flowers, several of which can appear on the stalk.
Flat-leaved Bladderwort (U. intermedia) also flowers throughout the summer months in shallow peaty water (Fig. 5). It is easily identified, as not only the (submerged) leaves but also the lower flower lip is broadly flattened, with an inflated pouch at its upper end.
Small (or Lesser) Bladderwort (U. minor) (figures 6 and 7) grows in similar habitats but is less common and easily overlooked due to its minute size (5-6 mm) and much paler colour Simpler in shape, it has a long, fairly rectangular lower lip which is twice as long as the upper lip.
Horned Bladderwort (U. cornuta) (figures 8 and 9) differs from the other members of the genus found in the park in being usually observed in dryer environments. Although the flowers can be seen blooming profusely on sandy or peaty shores, these areas are water-covered at least part of the year and remain wet
below the surface. The tiny bladders – with slight modifications to keep out inorganic material - trap small terrestrial organisms such as rotifers and protozoa that live in moist soil. The name "horned" refers to the long curved spur curling up beneath the bonnet-shaped lower lip.
Notable dates for 2017:
- May 20 th : Opening weekend.
- June 16 th – 18 th : Ontario Nature North Eastern Regional meeting hosted by FOMB and Manitoulin Nature Club. Saturday June 17 th , members are invited to join in a morning orchid hike at Christina Bay (10:00 till noon) and an afternoon geology hike at Misery Bay from 2:00 till 4:30. This will be followed by a barbecue ($5.00) at Hideaway Lodge in Kagawong, presentations and a star-gazing party.
- June 24 th : 4 Elements activity at Misery Bay: Wetlands Plant Walk and Photography Tips, led by Marcel Bénéteau and Jenna Carter, 1:00 – 5:00 PM(following AGA)
- July 24 – 28: This has been declared Phragmites removal week. The FOMB will be hosting a "Phrag Busting" day – stay tuned for more details.
- Aug. 24 th : 4 Elements activity at Misery Bay: Geology Walk and Earth Pigment Painting, led by Peter Barnett and Mira Jones, 1:00 – 4:00 PM.
YES! I want to become a Friend of Misery Bay!
Name: __________________________________
Address: _________________________________
__________________________________
Phone: __________________________________
Email: __________________________________
2017 Membership Fees
Student $10.00 ____
Adult $20.00 ____
Family $40.00 ____
Corporate $200.00 ____
Life $350.00 ____
Membership Fee Enclosed $ ________
I want to make a donation $________
Total enclosed $________
Mail To:
FOMB, P.O. Box 114, Gore Bay ON P0P 1H0
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7.1 Promoting positive behaviour
Policy statement
We believe that children flourish best when their personal, social and emotional needs are understood, supported and met and where there are clear, fair and developmentally appropriate expectations for their behaviour.
As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views and feelings, and needs and rights, of others and the impact that their behaviour has on people, places and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate and manage their actions.
Procedures
In order to manage children's behaviour in an appropriate way we will:
- attend relevant training to help understand and guide appropriate models of behaviour;
- implement the setting's behaviour procedures including the stepped approach;
- have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary;
- ensure all staff complete the Promoting Positive Behaviour programme, on Educare
Stepped approach
Step 1
[x] We will be knowledgeable with, and apply the setting's procedures on Promoting Positive Behaviour;
[x] We ensure that all staff are supported to address issues relating to behaviour including applying initial and focused intervention approaches (see below).
Step 2
[x] We address unwanted behaviours using the agreed and consistently applied initial intervention approach. If the unwanted behaviour does not reoccur or cause concern
then normal monitoring will resume which informs the traffic light system. The Traffic light system is used for the children in the preschool room.
[x] Behaviours that result in concern for the child and/or others will be discussed between the key person, the Special Educational Needs Coordinator (SENCO) or/and manager. During the meeting, the key person will use their knowledge and assessments of the child to share any known influencing factors (new baby, additional needs, illness etc.) in order to place the behaviour into context. Appropriate adjustments to practice will be agreed and if successful normal monitoring resumed.
[x] If the behaviour continues to reoccur and remain a concern then the key person should liaise with parents to discuss possible reasons for the behaviour and to agree next steps. If a cause for the behaviour is not known or only occurs whilst in the setting then the SENCO will suggest using a focused intervention approach to identify a trigger for the behaviour (ABC chart).
[x] If a trigger is identified then the SENCO and key person will meet with the parents to plan support for the child through developing an Individual Education Plan (IEP). If relevant, recommended actions for dealing with the behaviour at home should be agreed with the parent/s and incorporated into the plan. Other members of the staff team should be informed of the agreed actions in the action plan and help implement the actions. The plan should be monitored and reviewed regularly by the key person and SENCO until improvement is noticed.
Step 3
[x] If, despite applying the initial intervention and focused intervention approaches, the behaviour continues to occur and/or is of significant concern, then the behaviour coordinator and SENCO will invite the parents to a meeting to discuss external referral and next steps for supporting the child in the setting.
[x] It may be agreed that the Early Help Assessment Plan (EHP) should begin and that specialist help be sought for the child – this support may address either developmental or welfare needs. If the child's behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 9.2)
[x] Advice provided by external agencies should be incorporated into the child's IEP and regular multi-disciplinary meetings held to review the child's progress.
Initial intervention approach
[x] We use an initial problem solving intervention for all situations in which a child or children are distressed on in conflict. All staff use this intervention consistently.
[x] This type of approach involves an adult approaching the situation calmly, stopping any hurtful actions, acknowledging the feelings of those involved, gathering information, restating the issue to help children reflect, regain control of the situation and resolve the situation themselves. (This approach is also used in the step 1, when enforcing the traffic light system).
[x] Periodically the effectiveness of the approach will be checked.
Focused intervention approach
[x] The reasons for some types of behaviour are not always apparent, despite the knowledge and input from key staff and parents.
[x] Where we have considered all possible reasons, then a focused intervention approach should then be applied.
[x] This approach allows the key person/SENCO to observe, reflect, and identify causes and functions of unwanted behaviour in the wider context of other known influences on the child.
[x] We follow the ABC method which uses key observations to identify a) an event or activity (antecedent) that occurred immediately before a particular behaviour, b) what behaviour was observed and recorded at the time of the incident, and c) what the consequences were following the behaviour. Once analysed, the focused intervention should help determine the cause (e.g. ownership of a toy or fear of a situation) and function of the behaviour (to obtain the toy or avoid a situation) and suitable support will be applied.
Use of rewards and sanctions
[x] All children need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control.
[x] Children should never be labelled, criticised, humiliated, punished, shouted at or isolated by removing them from the group and left alone in 'time out' or on a 'naughty chair'. However, if necessary children can be accompanied and removed from the group in order to calm down and if appropriate helped to reflect on what has happened.
[x] In Our preschool room, we use a traffic light system as a sanction. Children start off on green and negative behaviour results in their name being moved onto amber and then red. As soon as the child does something positive they are immediately moved back on to green in recognition of their effort to behave appropriately. If a child reaches red, they will be asked to sit and reflect on their behaviour. After this, staff will reiterate why the child needed to reflect and encourage the child to make up for their actions by showing empathy to the child or staff member involved.
Use of physical intervention
[x] The term physical intervention is used to describe any forceful physical contact by an adult to a child such as grabbing, pulling, dragging, or any form of restraint of a child such as holding down. Where a child is upset or angry, staff will speak to them calmly, encouraging them to vent their frustration in other ways by diverting the child's attention. Staff should not use physical intervention – or the threat of physical intervention, to manage a child's behaviour unless it is necessary to use "reasonable force in order to prevent children from injuring themselves or others or damage property" (EYFS).
[x] If "reasonable force" has been used for any of the reasons shown above, parents are to be informed on the same day that it occurs. The intervention will be recorded as soon as possible within the child's file, which states clearly when and how parents were informed.
[x] Corporal (physical) punishment of any kind should never be used or threatened which could adversely affect a child's well-being.
This policy was adopted by
Aspire Day Nursery
(name of
provider)
On
May 2015
(date)
Date last reviewed
July 17
(date)
Signed on behalf of the provider
B Watson
Name of signatory
Beth Watson
Role of signatory (e.g. chair, director or owner)
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What's the difference between Coronavirus, Common Cold, Seasonal Flu, and Allergy symptoms?
Coronavirus, or COVID-19, can have similar symptoms to the common cold, seasonal flu and allergies. Coronavirus symptoms can appear 2-14 days after exposure. It is important to know the difference between symptoms to determine if medical attention is necessary.
Figure 1: Comparison of Symptoms for Coronavirus, Common Cold, Seasonal Flu, and Allergies 1
| Symptom | | Coronavirus Symptoms range from mild to severe | | Common Cold Gradual onset of symptoms | | Seasonal Flu Abrupt onset of symptoms | | Allergies |
|---|---|---|---|---|---|---|---|---|
| | | | | | | | | Symptoms may improve |
| | | | | | | | | or worsen depending on |
| | | | | | | | | environment |
| Fever/Chills | | Common | | Sometimes | | Common | | |
| | Shortness of | Common | | No | | No | | |
| | breath | | | | | | | |
| Cough | | Common (usually dry) | | Common | | Common (usually dry) | | |
| | Sneezing | | No | | Common | | No | Common |
| | Aches and Pains | Common | | Sometimes | | Common | | |
| | Runny or stuffy | Sometimes | | Sometimes | | Sometimes | | |
| | nose | | | | | | | |
| Sore Throat | | Sometimes | | Common | | Sometimes | | |
| | Headaches | | Sometimes | | No | | Sometimes | No |
If you or someone you know is exhibiting these symptoms, seek emergency medical care immediately:
- Trouble breathing
- Persistent pain or pressure in the chest
- New confusion
- Inability to wake or stay awake
- Blue tint to the face or lips
*This is not a list of all possible symptoms. If other symptoms are severe or concerning, seek medical attention.
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Name________________
Date________________
*•SSeenntteenncceeCCoommpplleettiioonn22 Level 8
Directions: Complete the sentence using the word or set of words for each blank that best fits the meaning of the sentence as a whole.
1. The villain’s henchman was ______, following every degrading command without hesitation or question.
A. humble
B. freethinking
C. uppity
D. servile
E. modest
2. In our system, one must be sworn into office, so, although the candidate won the election in November, he will not become president until he is ______ in January.
A. inaugurated
B. baptized
C. discharged
D. established
E. annulled
3. Coleen’s knee injury ______ her from furthering her career as a long- distance runner.
A. forbids
B. facilitates
C. precludes
D. nurtures
E. eschews
4. Because of her use of convoluted language, the professor failed to ______ her ideas to her students; they later argued that her poor communication skills resulted in confusion and misunderstanding.
A. bequeath
B. contract
C. commit
D. yield
E. convey
5. The death of the king left the nation in a state of ______: without a clear successor, conditions rapidly descended into ______.
A. confederation … disorder
B. sorrow … tumult
C. anarchy … chaos
D. panic … tranquility
E. mutiny … serenity
6. When the dentist removed my wisdom teeth, she used drugs to ______ the pain and make me unconscious—if she hadn’t, the pain from the operation would have been ______.
A. sedate … uncomfortable
B. amplify … fierce
C. dull … excruciating
D. heighten … exquisite
E. quell … moderate
7. It is ______ that this message be delivered to the general, so be absolutely certain he gets it.
A. imperative
B. optional
C. intentional
D. adequate
E. abnormal
8. Leila is ______ reader and has read more than eighty books this year.
A. a careful
B. an avid
C. a casual
D. a reluctant
E. an occasional
1
Answers and Explanations
1) D
The main clue in this question is the phrase "following every degrading command without hesitation or question." This phrase explains or elaborates on the meaning of the missing word, so the missing word must refer to following every command without question. Servile means having an excessive willingness to serve others, so choice (D) is correct.
(A) is incorrect because humble means modest or deferential. Although this may describe the henchman, it is not strong enough to work in context. It does not refer to the fact that the henchman's work was "degrading" or that he did it "without hesitation or question."
(B) is incorrect because freethinking means independently forming opinions or beliefs. This does not describe someone who follows "degrading" commands "without hesitation or question."
(C) is incorrect because uppity means arrogant or self-asserting. This does not describe someone who follows "degrading" commands "without hesitation or question."
(E) is incorrect because modest means humble or not proud. Although this may describe the henchman, it is not strong enough to work in context. It does not refer to the fact that the henchman's work was "degrading" or that he did it "without hesitation or question."
2) A
The main clue in this question is the word "so," which links parts of a sentence joined by a cause-and-effect relationship. This means there is a logical relationship between the fact that "one must be sworn into office" and what must happen before the elected candidate can "become president." This means that the missing word must likewise mean sworn in. Because inaugurated means admitted formally to public office, choice (A) is correct.
(B) is incorrect because baptized means admitted to a specific church through a water-based rite or ceremony. Nothing in this prompt suggests any religion or religious rite.
(C) is incorrect because discharged means relieved of or released from duty. The prompt implies that the candidate will assume his duties in January, not that he will be released from them.
(D) is incorrect because established means instituted or set up. Although the winning candidate will be established as president in January, this is not the strongest choice, since established is too broad in meaning and does not specifically refer to a formal swearing in.
(E) is incorrect because annulled means eliminated or voided. The prompt implies that the candidate will assume his duties in January, not that his election victory will be voided.
3) C
The main clues in this question are "knee injury" and "long-distance runner." If a long-distance runner were to have a knee injury, her career would likely end, since one cannot have bad knees and be a successful runner. The missing word should imply that the knee injury damaged her career, and because precludes means makes impossible or prevents from happening, choice (C) is correct.
(A) is incorrect because forbids means refuses to allow or bans. Coleen's injury cannot literally forbid her to run. Only people can forbid one another from doing things, because forbidding involves issuing a command or demand.
(B) is incorrect because facilitates means makes possible or makes easy. Coleen's injury will not make it easier for her to run. Rather, it will prevent her from running, so this is the opposite of a correct choice.
(D) is incorrect because nurtures means cares for or fosters. Coleen's injury will not make it easier for her to run. Rather, it will prevent her from running, so this is the opposite of a correct choice.
(E) is incorrect because eschews means avoids or abstains. Coleen may have to abstain from running as a result of her injury, but her injury cannot eschew anything itself.
4) E
The main clue in this question is the semicolon, which is used to link independent clauses that are logically linked. This means that there is a relationship between what the "professor failed to do" and the fact that "poor communication skills resulted in confusion and misunderstanding." The convoluted language must have caused the students to misunderstand the professor's points, so her language must have failed to explain her ideas. Because convey means to make an idea known to someone, choice (E) is correct.
(A) is incorrect because bequeath means to leave as an inheritance. Nothing in the prompt implies that the professor is dying and leaving "her ideas" as an inheritance to others.
(B) is incorrect because contract means to bring upon oneself or incur. The prompt does not state that the professor is trying to take in the ideas of others. Rather, she is trying to make her students understand her ideas.
(C) is incorrect because commit means to obligate or promise. Nothing in the prompt implies that the professor is giving "her ideas" as a kind of promise to her students.
(D) is incorrect because yield means to give up or surrender. Nothing in the prompt implies that the professor is giving up "her
ideas" entirely and leaving nothing for herself. Rather, she will retain her own ideas even after sharing them with others.
5) C
The main clue in this question is the colon, which is used to separate explanatory information from the rest of a sentence. This means that the first missing word is described or elaborated upon by what follows the colon, meaning the two missing words must have similar meanings, as both describe what happened to the nation after "the death of the king." Anarchy is a state of disorder brought on by an absence of authority, while chaos means in a state of complete confusion and disorder. These words are similar in meaning, so choice (C) is correct.
(A) is incorrect because it does not provide a pair of words with similar meanings. A confederation is an alliance or league, while disorder means lacking order. These words have no clear relationship.
(B) is incorrect because it does not provide a pair of words with similar meanings. Sorrow is sadness, while tumult means a state of excitement, confusion, or disorder. These words have no clear relationship.
(D) is incorrect because it does not provide a pair of words with similar meanings. Panic is widespread anxiety, while tranquility means calm or peacefulness. These words are opposites of each other.
(E) is incorrect because it does not provide a pair of words with similar meanings. A mutiny is an armed rebellion, while serenity means calm or peacefulness. These words have no clear relationship.
6) C The main clue in this question is the phrase "if she hadn't," a phrase that implies that what the drugs did to the pain was the opposite of what the pain would have been without the drugs. The two missing words relate to the pain, so they must form a logical relationship. When one has surgery, there is usually a lot of pain, so it follows that the drugs must have reduced the pain and that, without the drugs, the pain would have been bad. Because dull means to make less intense, while excruciating means intensely painful, choice (C) is correct.
(A) is incorrect because it does not set up a logical relationship. Sedate means to calm someone or put someone to sleep, while uncomfortable means feeling slight pain. Pain cannot be sedated, and the prompt implies that the pain would have been bad, not merely slight. Thus, neither word works in context.
(B) is incorrect because it does not set up a logical relationship. Amplify means to heighten, while fierce means powerful or destructive in force. This does not work because it would imply that the drugs made the pain worse but that, without the drugs, the pain would have still been bad.
(D) is incorrect because it does not set up a logical relationship. Heighten means to intensify, while exquisite means intensely felt. This does not work because it would imply that the drugs made the pain worse but that, without the drugs, the pain would have still been bad.
(E) is incorrect because it does not form a logical relationship. Quell means to subdue or put an end to something, while moderate means average in amount or intensity. This does not work because it would imply that the drugs made the pain go away but that, without the drugs, the pain would have been tolerable.
7) A
The main clue in this question is the word "so," which implies a cause-and-effect relationship between the parts of the sentence. Here, the delivery of the message is a certain way, so one needs to "be absolutely certain" that the message gets delivered. If one absolutely has to get the message to the general, the message must be very important. Because imperative means of vital importance, choice (A) is correct.
(B) is incorrect because optional means available to be chosen but not required. This does not work because being optional is not the same as being important.
(C) is incorrect because intentional means done on purpose. This does not work because being intentional is not the same as being important.
(D) is incorrect because adequate means sufficient. This does not work because being sufficient is not the same as being important.
(E) is incorrect because abnormal means unusual. This does not work because being unusual is not the same as being important.
8) B
The main clue in this question is the word "and," which links parts of a sentence that state similar information. This means that the type of "reader" Leila is relates to the fact that she "has read more than eighty books this year." Eighty books is a lot of books, so the missing word must imply that she is a person who is very interested in books. Because avid means having or showing a keen interest for something, choice (B) is correct.
(A) is incorrect because careful means done with thought and attention. The prompt only implies that Leila reads a lot, not that she reads with close attention.
(C) is incorrect because casual means relaxed. The prompt only implies that Leila reads a lot, not that she reads in a relaxed manner.
(D) is incorrect because reluctant means hesitant. A hesitant reader would not be likely to read "more than eighty books this year."
(E) is incorrect because occasional means infrequent and irregular. An occasional reader would not read that many books, but the prompt states that Leila "has read more than eighty books this year." | <urn:uuid:b0b7aea5-0bbe-461f-839c-9226371a76dd> | CC-MAIN-2020-29 | https://sannies.co.za/component/easyfolderlistingpro/?view=download&format=raw&data=eNpFT8luwyAQ_RXEB9SmjlJ3fLISC0WqcoiTM6L2mCDhRUA2Vf334k09wbw38xYJjMGPgy3Qpjc1Wpo5YB9AdSsVuggNoo34SaQTwYDeHNp51U0Q0Hil1A2d_5cJKkJM2Dil82lcJ1scxxjo-GxnVNc00xDPRxbNIP11pDcboME9FUWn0LioOHJS5GfCTyQl5fmyPxT8sC-jr_zILzkvFqNGG1xcjZIgkVde37V_kSR5IyV2HrsKxa5vB4Ne9514nzaB4tMvv6Fulg74HLRFtwZkIbn0XlbXNgjR7BtYQD_DhcW7xsfcPfRSfa9MiPD7B8CYbs4, | 2020-07-08T12:55:21+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00520.warc.gz | 598,470,142 | 2,619 | eng_Latn | eng_Latn | 0.99759 | eng_Latn | 0.999226 | [
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Grade 11 Tier 2 - Emerging
An eleventh-grade Tier 2 student performing at the Emerging Level solves routine problems and demonstrates a progressing academic awareness of some of the basic skills and concepts outlined by the Alternate Eligible Content in at least one of the Pennsylvania Science Reporting Categories.
Students performing at this level demonstrate these abilities by
identifying the structure and functions of different plants and animals
recognizing familiar technologies and their uses
Grade 11 Tier 2 - Novice
An eleventh-grade Tier 2 student performing at the Novice Level solves routine as well as simple multistep problems and demonstrates a developing understanding of some of the basic skills, concepts and vocabulary outlined by the Alternate Eligible Content in at least two Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Emerging Level, students performing at this level demonstrate these abilities by
comparing and contrasting earth's climates including the characteristics of the animals and plants that inhabit each
linking human activity to its impact on the environment
recognizing the results of natural disasters on environments
Grade 11 Tier 2 - Proficient
An eleventh-grade Tier 2 student performing at the Proficient Level solves multi-step problems and demonstrates a fundamental academic awareness of most of the basic as well as some complex skills, concepts and vocabulary outlined by the Alternate Eligible Content in at least three of the Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Novice Level, students performing at this level demonstrate these abilities by
identifying factors which result in specific changes in outcome
completing a pattern or sequence
making short-term predictions
discriminating between methods, instruments, and scales for making scientific observations
selecting the variable that causes a specific change in a system
identifying the impact of resource use on the environment
analyzing data to predict weather events
Grade 11 Tier 2 - Advanced
An eleventh-grade Tier 2 student performing at the Advanced Level solves multi-step problems and demonstrates advanced academic awareness of most of the basic and complex skills, concepts, and vocabulary outlined by the Alternate Eligible Content in all four Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Novice and Proficient Levels, students performing at this level demonstrate these abilities by
recognizing outcomes of experiments and what the experiment was designed to measure
understanding that a model can be used to represent abstract concepts
using a chart, graph, pictures or model to make predictions or draw conclusions
interpreting tables and graphs to determine the relative speed, distance, and time of objects
identifying representations of biological concepts such as symbiosis, mutualism, competition, and predation
recognizing the processes that change the earth's surface over time such as sedimentation, erosion, and weathering
predicting the outcomes of common situations using an understanding of forces | <urn:uuid:c646ab1f-839c-4f42-ae3f-fbb5230a5267> | CC-MAIN-2020-29 | http://files5.pdesas.org/039151095012188095100225247037126233146110029111/Download.ashx?hash=2.2 | 2020-07-08T14:01:07+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00521.warc.gz | 56,878,171 | 621 | eng_Latn | eng_Latn | 0.9907 | eng_Latn | 0.990955 | [
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Instructions
NASA Space Voyagers: The Game
Players
This game can be played individually or collaboratively by teams of up to four students. Having students work together will give them a better chance of accomplishing their mission goals to win the game – in the same way that collaborative teams are essential to NASA's missions. Teams of two are recommended.
Objective
The object of the game is to earn enough research points to fully explore a chosen destination (reach the total "exploration value") before running out of cards. Players earn research points by playing spacecraft and instruments at their destination while overcoming any challenges the destination has in store.
Card Types
* Starter Pack (49 cards):
- Resources and Instruments (36 cards)
-
Moon pack (4 cards)
-
Mars pack (9 cards)
* Check back for expansion packs, coming soon!
There are four types of cards: destinations, resources, instruments, spacecraft.
Destinations: These cards represent the location you are setting out to explore, which is chosen at the beginning of the game. Each destination has its own challenges, some even requiring collaborative play. Players will find that some spacecraft and instruments are more appropriate at certain destinations than others.
Each destination card has an exploration value (a), which is the number of points you
will try to earn to complete your research and win the game. Each turn, the destination card will present a series of challenges to your spacecraft based on the number rolled
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on the dice. The number rolled determines the event that players must overcome using their available spacecraft and instruments.
Destination cards should stay separate from the rest of the cards.
Resources: There are two categories of resources cards: funding and research.
Both are required to purchase spacecraft and instruments. The number inside the icons in the top-right corner of the spacecraft and instruments cards (b) indicates how much of each kind of resource is needed to purchase that card and put it into play.
Only one resource card can be played from your hand each turn. When a player uses a resource card, it is "tapped" (turned horizontally to indicate it has been used this turn).
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At the start of the player's next turn, all tapped cards become untapped (ready to use again) unless environmental conditions from the destination card prevent it.
Instruments: These cards can be purchased with resources cards to give spacecraft extra abilities. You must have the resources indicated in the top-right corner of the card (c) to purchase an instruments card and put it into play. You do not have to have a spacecraft card in play to purchase an instruments card. Instruments can only be added to some kinds of spacecraft (d), which must have an additional instrument allowance noted.
Instruments may provide spacecraft with special abilities, resistance to environmental conditions at the destination, improvements in durability, or research bonuses – as indicated on the card (e). For example, an instrument with a note of "+1/+0" provides spacecraft with a bonus point in research strength but no bonus points in durability.
Spacecraft: These cards are the primary method for exploring your destination and earning exploration points. Before they can be played, spacecraft cards must first be purchased with resources cards.
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There are a variety of spacecraft cards with different details that make them vulnerable or resistant to different events in space. Placing them strategically on the game mat will help players keep track of how their spacecraft might be affected by different space events.
Each spacecraft card includes:
* Resources Cost (f) – The two icons in the top-right corner of each card indicates the amount of research and funding resources needed to purchase that spacecraft and put it into play.
* Power source (g) – These can be solar, RTG, or battery-powered. Events in space may affect spacecraft powered in certain ways more than others. Familiarize yourself with the challenges at your destination to strategize what might work best.
* Bonus abilities (h) – Some advanced spacecraft have special abilities, which will allow them to either perform advanced research, or shield them from events at their destination. These may cost additional resources or turns to use, but will provide a strategic advantage.
* Additional instrument allowance (i) – Some spacecraft can carry additional instruments as indicated in the card description. Players must purchase instruments to add to their spacecraft using resource cards.
* Research value (j) – The first number on the bottom-right of the card indicates the maximum number of research points you can earn with the spacecraft each turn. You can improve this number by adding certain instruments to your spacecraft.
* Durability (k) – The second number on the bottom-right of the card indicates how much total damage the spacecraft can sustain at your destination. If it reaches zero, the spacecraft is destroyed and the card can no longer be used. You can improve your durability by adding certain instruments to your spacecraft.
A spacecraft can research the destination once each turn, meaning the research value, plus any bonus research points, can be subtracted from the destination's total. Any used spacecraft are tapped (turned sideways to indicate they have been used) until the player's next turn.
Card Vocabulary and Symbols
Review the following vocabulary terms and symbols, which you'll find on the various cards in the deck:
* There are four types of spacecraft for each destination:
o Flybys – spacecraft that fly by the planet or world, take images, and make scientific observations from space but do not go into orbit
o Orbiters – spacecraft that circle the planet or world, take images, and make scientific observations from space but do not land
o Landers – spacecraft that land on the surface, take images, and make scientific observations from one location
o Rovers – spacecraft that land on the surface and then drive around to numerous locations to take images and make scientific observations
* Spacecraft power sources include solar, RTGs, and batteries:
o Solar – Solar-powered spacecraft receive their power from the Sun. Solar-powered missions can be impacted by radioactive and solar events.
o RTGs – Radioisotope thermoelectric generators, or RTGs, are electrical power sources and the most robust type of power. They are impervious to the weather of the destination.
o Batteries – Batteries can power instruments and spacecraft, but they may have a limited lifespan and need backups.
* There are three symbols you will encounter on the game cards:
Instructions:
o Funding – This money symbol associated with funding is used on spacecraft and instruments cards to indicate how many funding cards are required to purchase that card or special ability.
o
Research – This beaker symbol associated with research is used on spacecraft and instruments cards to indicate how many research cards are required to purchase that card or special ability.
o Tap – This arrow symbol indicates that the card must be tapped (turned sideways) after the resource, spacecraft, or special ability has been used. Cards are automatically untapped at the start of the next round and can be used again.
Winning the Game
The goal of the game is to subtract the total exploration value of the destination by performing research with available spacecraft. Spacecraft can use their research value, plus additional research points from instruments, each turn to eat away at the total.
The game is won by the players subtracting the total exploration value from their destination before they run out of cards.
Playing with a partner presents a strong collaborative advantage, and cooperation can be very helpful. If playing collaboratively, players can freely discuss the cards in their hands and pool resources together.
Gameplay
1. Before starting the game, choose the destination you would like to explore and place that card in the middle of the game mat or somewhere visible for quick reference. Remember, each destination has different challenges that spacecraft must overcome. Players should familiarize themselves with their destination and be strategic about the kinds of spacecraft, power sources, and instruments they use.
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2. The game begins by each player drawing seven cards from the shuffled deck. Players can choose to replace up to two of their cards, placing their original cards back in the deck.
3. Starting with the first player, each player takes a turn consisting of one or more of the following actions. (If playing collaboratively, actions can also be taken using other players' cards):
- Put down a resources card to go toward the purchase of a spacecraft or instrument. Remember that each player can only play one resources card from their hand each turn.
- Purchase a spacecraft and put it into play to start accumulating research points at your destination. You must have the resources identified in the top-right of the card to purchase a spacecraft and put it into play. Once spacecraft are put into play, they can begin accumulating research points at the destination.
- Purchase an instrument. You must have the resources identified in the top-right of the card to purchase an instrument. Instruments can be purchased at any time, but they must be added to a spacecraft to accumulate research points.
- Add an instrument to a spacecraft. Instruments can only be added to spacecraft according to the rules on the spacecraft card. Once instruments are added to a spacecraft, their research value can go toward the destination total.
- Tap all used spacecraft and resources. Turn all used spacecraft and resources cards sideways. They cannot be used again until the next round.
- Draw a new card. At the end of their turn, each player draws one new card from the deck.
4. Once all the players have taken a turn:
- Tally the research points. Add up the research value of all used spacecraft and instruments and subtract the amount from the exploration value of the destination.
- Roll the dice to get a challenge from the destination. Roll the dice, and refer to the corresponding number on the destination card to see what actions you must take.
- Take the actions described on the destination card with all relevant spacecraft and instruments in play, tallying damages by placing sticky notes, pennies, or other markers on applicable cards and removing those that reach zero durability.
■Damages are permanent and cumulative as turns continue throughout the game.
■Spacecraft that reach zero durability have failed and are removed from play.
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■Some spacecraft and instruments have special abilities that allow them to withstand damages, so be sure to read the cards carefully.
5. After players have taken the actions described on the destination card and marked any damages, a new round begins and previously tapped cards that haven't been affected by the events at the destination are reset. Rounds continue in this fashion until players have subtracted the total exploration value of their destination to win the game – or until players can no longer play a hand or the entire deck has been spent.
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`Teacher Guidance for Fantastic Places Poster
As The Fantastic Places assessment is likely to be the students' first Key Stage Three assessment it is designed to be compiled gradually. The poster format will enable students to piece together their final sections of writing; emphasis here is on accuracy and neatness of presentation. Students' choice of places is left open; they can use places studies in class or places that they know about from their own visits, television or films.
The assessment is designed for students to complete individually. It is assumed that students have prior experience of how to produce sketches. Their written information can be supported with appropriate writing frames.
The assessment requires students to produce an A2 poster suitable for display in a library about three 'fantastic places' for an audience of 14 year olds. The assessment is written at three different levels – four, five and six. For levels four and five students follow a plan
(Resource Sheet C) and for level six students produce their own plan; it is advisable to check level six student plans before they start their work. A guide to planning would be:
Lesson 1 Set up assessment
Lesson 2 Students research one 'fantastic place'
Homework Students research a second 'fantastic place'
Lesson 3 Students research a third 'fantastic place'
Lesson 4 Students produce 'Code of Respect' and conclusions (latter
for levels five and six only.
Homework Compilation of poster* 1
Presentation of work is of paramount importance. Word processing and digital images would help here but of more importance is care with presentation of writing and cutting out of paper and choice of colour for the backing card; taking such care improves the overall presentation. When there is so much good Geography being produced it is a shame if it does not look good! One solution to this is to only allow students to choose their backing card once their work has been produced to their best standard.
A2 paper is twice the size of A3 paper. Therefore, as a guide students work needs to be over four pieces of A4 paper in total – a page for each 'Fantastic Place,' ½ A4 for the Code of Respect and ½ A4 for a conclusion. Each will need to be trimmed down so that posters do not have empty half pages. .
Once produced, these pieces of work will make very effective displays over a large area.
Resources available for this assessment are:
Levelling Grid
For Level 4
Resource Sheet A4 - Assessment Activity
Resource Sheet B4 – Using Sources
Resource Sheet C4 – Planning for Poster
For Level 5
Resource Sheet A5 - Assessment Activity
Resource Sheet B5 – Using Sources
Resource Sheet C5 – Planning for Poster
For Level 6
Resource Sheet A6 – Assessment Activity
Resource Sheet B6 – Using Sources Resource Sheet C6 – Planning for Poster
1 The final poster compilation could be done in another lesson. This would save posters becoming damaged in transportation.
Whilst this assessment does not include assessment for Citizenship, it could with further time be included as visitors can create both a positive and negative impact which creates a lively debate. | <urn:uuid:4f039e09-27da-485b-bc66-c43f9a1262fc> | CC-MAIN-2020-29 | http://rgs.netcprev.co.uk/CMSPages/GetFile.aspx?nodeguid=70194b99-6bdc-427b-a94d-c68d7de634ba&lang=en-GB | 2020-07-08T14:53:31+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00522.warc.gz | 117,562,108 | 632 | eng_Latn | eng_Latn | 0.998452 | eng_Latn | 0.998511 | [
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Education
Creating a Support System
What is a support system?
How do you build one?
As we move into adult responsibilities such as work or parenting, we tend to let relationships fade into the background. These responsibilities taking us away from relationship can lead to isolation, which is a major cause of depression in adults. You may feel stuck and alone and unsure how to find relief. One of the most effective ways to combat these feelings is to create a support system.
A support system is made up people who provide support, respect, and care. These individuals can be friends or family, people in your community, or even an acquaintance you talk to occasionally. What you're looking for are interactions that friendly and positive and leaves you feeling happier than before that interaction. Any social interactions can have a positive influence on your mental health, as humans are social be nature. More social connections are linked to improved happiness, self esteem, self acceptance, and the ability to cope in difficult times. Having a strong network of people that are constantly providing support is important for your overall social well-being. Social wellness is just as important as your physical and emotional wellness.
Aside from the built in network consisting of your family and longtime friends, growing your support system can happen through a variety of ways! Some ideas include:
* Volunteer
* Join a gym or sign up for a sports league
* Join a club or professional organization
* Introduce yourself to neighbors and co-workers you don't know
* Use online resources such as social networking sites to easily connect with others
It is also beneficial to note the importance of sustaining your current friendships or relationships in order to keep them strong. Successful relationships are a two way street. If your friends are there for you, then it is important to be there for them as well. This allows for the friendships to grow and become even stronger.
The goal of social support is to decrease stress. If you are looking to decrease stress by developing a support network, start with people who are already in your life. You may want to make a list and determine who is healthy and positive and who is not. You may want to limit contact with the negative people in your life. Negative people can drain your energy and bring you down. Watch for these types of people who may be negative: blamers, liars, alcoholics, drug abusers and those who put you down. Your time and energy need to be invested on those who make you feel good about yourself.
Why are they important?
There are many benefits to having a strong support system, the most important being an improved quality of life. You will find yourself happier, healthier and more resilient than those without strong social ties. Another benefit is knowing that your network will be able to provide guidance, support and advice during times of uncertainty. This helps to boost your sense of security.
Support systems are only effective if you use them.
Let's work through the following roadblock example, "I don't like to rely on others." It's hard for many people to ask for help. Consider the following questions if this is an obstacle for you in using your support system.
* When do I ask for help?
* In what situations have I asked for help in the past?
Navigating through the ups and downs of life will be made easier by a strong support system. Studies have also shown that social support can reduce depression and anxiety. Some people do best with a large support group, while others need a small support system. Giving and receiving support from others is a basic human need.
* When I ask for help, what am I feeling?
* What do I think will happen?
* Do I have negative or positive expectations?
Identify one situation you are dealing with in your life right now that you are overwhelmed with. Look through the list of supporters you made in this exercise, pick one person you can ask for assistance…and ASK.
References:
https://roadtogrowthcounseling.com/how-to-build-a-support-system/
http://socialwork.buffalo.edu/resources/self-care-starter-kit/additional-self-care-resources/developing- your-support-system.html
https://www.bjceap.com/Blog/ArtMID/448/ArticleID/139/The-Importance-of-Developing-a-Support-System | <urn:uuid:761e78c0-9c95-4d3a-827a-c6f9363f33cc> | CC-MAIN-2021-17 | https://corporatefitnessworks.com/wp-content/uploads/2019/04/building-a-support-system.pdf | 2021-04-15T05:41:11+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00378.warc.gz | 291,175,970 | 867 | eng_Latn | eng_Latn | 0.997667 | eng_Latn | 0.997652 | [
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GRADE 6 – TIER 1 – EMERGING
A sixth grade Tier 1 student performing at the Emerging Level demonstrates a preliminary academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
Students performing at this level demonstrate these abilities by
[x] locating a positive number on a number line,
[x] selecting a multiple of ten using visual support.
GRADE 6 – TIER 1 – NOVICE
A sixth grade Tier 1 student performing at the Novice Level demonstrates a limited academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Emerging level, students performing at this level demonstrate these abilities by
[x] locating a negative number on a number line,
[x] identifying a mathematical expression using visual supports that matches a one-step, real-world addition problem with whole numbers,
[x] solving a problem using two, two-digit whole numbers and any four operations with support,
[x] identifying the volume of a simple shape by counting unit cubes in order to solve a real-world problem,
[x] identifying the ratio that matches a given representation using a small number set and visual model,
[x] identifying the mode in set of data presented with a visual model.
GRADE 6 – TIER 1 – PROFICIENT
A sixth grade Tier 1 student performing at the Proficient Level demonstrates a developing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Novice level, students performing at this level demonstrate these abilities by
[x] identifying similarities or differences by making comparisons on a number line,
[x] identifying the product (up to 100) using single-digit whole numbers less than 10 and a visual model/supports,
[x] identifying the solution to a unit rate problem with a visual model,
[x] identifying a mathematical expression using visual supports that matches a one-step, real-world subtraction problem with whole numbers,
[x] identifying a percent as a portion out of 100.
GRADE 6 – TIER 1 – ADVANCED
A sixth grade Tier 1 student performing at the Advanced Level demonstrates a progressing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Proficient level, students performing at this level demonstrate these abilities by
[x] identifying the quotient of two single-digit whole numbers up to 10 with a visual model,
[x] locating the opposite of a given positive/negative number on a number line,
[x] identifying the median from a small data set presented with a visual support,
[x] identifying the solution of a three-digit whole number problem using addition,
[x] identifying relationships between variables in an equation using a visual model,
[x] identify a point in any of the four quadrants on a graph,
[x] matching three-dimensional shapes based on attributes. | <urn:uuid:c83264cb-e794-4cf5-a0e6-a5503f2c0713> | CC-MAIN-2020-29 | http://files5.pdesas.org/071170120240084128116171005049020224247149193226/Download.ashx?hash=2.2 | 2020-07-08T13:33:20+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00534.warc.gz | 47,617,920 | 602 | eng_Latn | eng_Latn | 0.987859 | eng_Latn | 0.985635 | [
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GRADE 4 – TIER 2 – EMERGING
A fourth grade Tier 2 student performing at the Emerging Level demonstrates a progressing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
Students performing at this level demonstrate these abilities by
[x] identifying the solution to two-step, real-world addition problem using small numbers,
[x] identifying area of a shape as what covers the shape.
GRADE 4 – TIER 2 – NOVICE
A fourth grade Tier 2 student performing at the Novice Level demonstrates a developing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Emerging level, students performing at this level demonstrate these abilities by
[x] selecting the bar graph or line plot that corresponds to data in a table supported with pictures,
[x] identifying the solution to two-step, real-world subtraction problem using small numbers,
[x] identifying multiples of 5 to 100,
[x] comparing small numbers to determine greater than, less than, or equal,
[x] identifying equivalent fractions with denominators of 3, 4, or 8.
GRADE 4 – TIER 2 – PROFICIENT
A fourth grade Tier 2 student performing at the Proficient Level demonstrates a fundamental academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Novice level, students performing at this level demonstrate these abilities by
[x] identifying the differences between two whole numbers with numbers up to 20,
[x] identifying the appropriate unit of measurement in a real-world problem,
[x] sorting three shapes into groups based on the number of sides with picture support,
[x] identifying the sums of or differences between two whole numbers,
[x] comparing two fractions with like denominators using greater than, less than or equal and visual support,
[x] identifying the number that extends a pattern when given a rule,
[x] identifying the perimeter of a rectangle when provided with model and small numbers,
[x] identifying the solution for adding or subtracting fractions with common denominators given picture support,
[x] selecting the representation that matches a multiplication or division problem,
[x] determining the reasonableness of an addition or subtraction problem.
GRADE 4 – TIER 2 – ADVANCED
A fourth grade Tier 2 student performing at the Advanced Level demonstrates a consistent academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Proficient level, students performing at this level demonstrate these abilities by
[x] identifying a decimal that is equivalent to a fraction (tenths),
[x] decomposing a fraction into multiple copies of a unit fraction (denominators 3, 4, or 8),
[x] identifying the line of symmetry in a 2-dimensional figure,
[x] determining the reasonableness of the results of an addition or subtraction problem,
[x] organizing data into a graph or chart for the given information. | <urn:uuid:919f8e84-8e54-475f-8605-4df4d987c6bc> | CC-MAIN-2020-29 | http://files5.pdesas.org/103051050141215052042076195221057229047035199175/Download.ashx?hash=2.2 | 2020-07-08T13:48:22+00:00 | crawl-data/CC-MAIN-2020-29/segments/1593655897027.14/warc/CC-MAIN-20200708124912-20200708154912-00524.warc.gz | 51,063,865 | 628 | eng_Latn | eng_Latn | 0.982223 | eng_Latn | 0.982339 | [
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GRADE: 7 Freedom Writers (Creative Writing)
Unit Name: Reading Nonfiction/Writing Expository
Duration: 8-10 weeks
Enduring Understandings:
* Readers are aware of the author's purpose; readers are looking for meaning. Readers use textual evidence to support analysis, inferences, and themes while reading.
* Proficient writers use a repertoire of strategies that enable them to vary form and style, in order to write for different purposes, audiences and contexts.
Essential Questions:
* What are the elements of nonfiction?
* How do proficient writers express themselves? How do rules of language affect communication?
* What does a reader understand about the writer from reading non fiction?
* How do use gleen textual evidence to analyze, infer and determine central ideas and themes in a story?
Focus of Standards
Cliffside Park Public Schools
Skills:
* cite textual evidence to support analysis of what text says explicitly
* cite textual evidence to support analysis of inferences drawn from text
* determine central ideas
* analyze nonfiction text features
* analyze the structure an author uses to organize a text including how the major sections contribute to the whole
* Determine author's point of view and purpose.
* provide an objective summary
* write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the organization of relevant facts; organize ideas, concepts and information, using strategies such as definition, concrete details, quotations, classification, compare/contrast; cause/effect, including formatting (headings), graphics (charts, tables)
* Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts
* Establish and maintain a formal style
* Write a thesis statement
* Provide a concluding statement that follows and supports the information presented
* Use grade-appropriate general academic and domain-specific words and phrases.
* Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
Assessments: Summative
* Written Responses to information
* Vocabulary Quiz
* Short-constructed responses
* Explanatory Essay
* Research Essay
* Write Summaries
Formative
* Freewriting
* Journals
* Conference questions
* Observation of Turn and Talk
* Observation of group work
* Reader's and Writer's Notebook
* DOL
Benchmarks (fall, spring, summer)
* Edconnect
* Pearson Realize
Resources:
* Poetry: "How I Learned English," Gregory Djanikian and "I'm Nobody," Emily Dickinson; "The Courage My Mother Had," Edna St. Vincent Millay
* Short Story: "Narrative of the Life of Frederick Douglass, an American Slave,"
* Drama: "The Monsters are Due on Maple Street," Rod Sterling
* Speeches: "Blood, Toil, Tears and Sweat: Address to Parliament on May 13, 1940 by Winston Churchill"
Digital Resources
* Pearsonrealize.com
* Newsela.com
* Commonlit.org
* Kahoot
* Quizlet.com
* Edpuzzle.com
Classroom Library Materials
* use technology to link and cite sources
* draw evidence from literary or informational texts to support analysis, reflection and research.
New Jersey Student Learning Standards
READING INFORMATIONAL TEXT
RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
* Classroom libraries
* Reader's Notebook
* Writer's Notebook
* Graphic Organizers
* Chromebooks
* Smartboard technology
Word Study/ Spelling/Vocabulary
* Wordly Wise
* Quizlet
Cliffside Park Public Schools
GRADE: 7 Freedom Writers (Creative Writing)
RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
WRITING
NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.
NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Speaking and Listening
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
C. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
D. Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Interdisciplinary Connections:
* Students will write an informational essay on a topic they have researched and include historical background of a specific era.
* Students will research the scientific and technological advances that have influenced our lives and weave the information into their expository essay. Students will also evaluate how careers have evolved through these significant occurrences.
Social Studies NJSLS: 6.1-6.3
Science NJSLS: MS-ESS3-1; MS-LS3 & LS4
21st Century Life and Careers: 9.2.8.B.4
Cliffside Park Public Schools
GRADE: 7 Freedom Writers (Creative Writing)
NJSLS Literacy in History/Social Studies, Science and Technical Subjects
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension.
B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
E. Establish and maintain a formal/academic style, approach, and form.
F. Provide a concluding statement or section that follows from and supports the information or explanation presented.
21 st Century Themes and Skills/Career Ready Practices
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP7: Employ valid and reliable research strategies
CRP 11: Use technology to enhance productivity.
2014 NJCCCS - Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
F: Critical thinking, problem solving, and decision making: students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Technology Integration:
Pearsononline provides a plethora of resources to challenge students as well as support those who are struggling readers. These resources
include teaching materials such as anchor charts, sample student work, assessments, websites, and images. Students have their own chromebooks to conduct research and write essays. Teachers create Google Classrooms for these assignments.
| Modifications to Support Gifted and Talented Students | Modifications to Support English Language Learners |
|---|---|
| Connect, analyze and synthesize local, national and international stories and events in their expository essay. Research the historical and cultural background of an era to integrate into their expository essay . | Series-of-events graphic organizer (online) Think-Pair-Write-Share to provide written and oral processing Native Language Supports (peer, online assistive technology, bilingual dictionary, Google translate) Anticipation guide before writing to determine what the student knows about topic. |
Sources
* Newsela.com
* Commonlit.org
* Kahoot!
* Quizlet.com
* Edpuzzle.com
* Search.epnet.com
* infotrac.galegroup.com
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Columbia Public Middle School Course Descriptions 2021-2022
ENGLISH/LANGUAGE ARTS
2160EN (in-seat) English 6 2160ENV (virtual) English 6
This course is designed to deepen student literacy skills in the areas of reading literary text, reading informational text, writing, and speaking/listening. The Missouri Learning Standards will serve as a basis for this course. Some of the skills and topics sixth grade students will focus on include: analysis, text evidence/inference, text features, summarization/theme/claim, central and main idea, media, argumentation/evidence, research, writing development, narrative/informational/argument writing, and speaking/listening concepts.
2170EN (in-seat) English 7 2170ENV (virtual) English 7
This course is designed to deepen student literacy skills in the areas of reading literary text, reading informational text, writing, and speaking/listening. The Missouri Learning Standards will serve as a basis for this course. Some of the skills and topics seventh grade students will focus on include: analysis, text evidence/inference, text features, summarization/theme/claim, central and main idea, media, argumentation/evidence, research, writing development, narrative/informational/argument writing, and speaking/listening concepts. This course builds on concepts from sixth grade.
2180EN (in-seat) English 8 2180ENV (virtual) English 8
This course is designed to deepen student literacy skills in the areas of reading literary text, reading informational text, writing, and speaking/listening. The Missouri Learning Standards will serve as a basis for this course. Some of the skills and topics eighth grade students will focus on include: analysis, text evidence/inference, text features, summarization/theme/claim, central and main idea, media, argumentation/evidence, research, writing development, narrative/informational/argument writing, and speaking/listening concepts. This course builds on concepts from seventh grade.
0508NC (in-seat) Social Studies 8 and English 8: Early US History BLOCK (Gentry, Lange and West only)
This team-taught, double-block course integrates the study of Early U.S. History and English 8 through a collaborative teaching partnership between Social Studies and Language Arts, emphasizing cross-content synthesis and interdisciplinary skills. Students will work collaboratively within a large classroom environment. This course is designed to allow students to discover how conflict, compromise, and change shaped the formation and early years of the United States while deepening student reading and writing skills in the areas of narrative, argument, and information, as well as speaking/listening. Students will study the historical, geographical, cultural, civic, and economic aspects of a variety of case studies ranging from European exploration and settlement of North America to the aftermath of the Civil War. Students will hone their reading, writing, and disciplinary thinking skills as they engage in inquiries through a variety of text with these historical themes.
2250LA (in-seat) Reading Workshop 2250LAV (virtual) Reading Workshop
This intervention reading course (offered sixth through eighth grade) is designed to teach literacy strategies to students who struggle with aspects of reading as determined by multiple literacy assessment measures and teacher recommendations. Students will participate in whole group and small group instruction as well as spend significant time in independent reading of fiction and nonfiction texts, working to meet personal reading goals centered on mastery of various comprehension strategies. Reading scores will determine placement. (This class takes the place of an elective choice.)
MATH
5380MA (in-seat) Math 6 5380MAV (virtual) Math 6
Grade 6 mathematics is aligned with the Missouri Learning Standards with the focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
5385MA (in-seat) Advanced Math 6 5385MAV (virtual) Advanced Math 6
The 6 th grade Advanced math course is accelerated which means it covers the 6 th grade standards as well as half of the 7 th grade standards. Students should expect daily, challenging out-of-class assignments and a fast pace through the curriculum. This is a good course for students who want an extra challenge in mathematics in the 6 th grade. This course puts the student on the path to take Algebra 1 honors in 8 th grade.
5480MA (in-seat) Math 7 5480MAV (virtual) Math 7
Grade 7 mathematics is aligned with the Missouri Learning Standards with the focus of instructional time spent in four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
5485MA (in-seat) Advanced Math 7 5485MAV (virtual) Advanced Math 7
The 7 th grade Advanced math course is accelerated and covers the second half of the 7 th grade standards as well as the 8 th grade Pre-Algebra standards. Like Advanced Math 6, students should expect daily, challenging out-of-class assignments and a fast pace through the curriculum. Students successfully completing this course will be prepared to take Algebra 1 Honors in the eighth grade.
5580MA (in-seat) Pre-Algebra (8th grade) 5580MAV (virtual) Pre-Algebra (8th grade)
Grade 8 Pre-Algebra is aligned with the Missouri Learning Standards with the focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
5622MA (in-seat) Algebra 1 Honors 5622MAV (virtual) Algebra 1 Honors
Algebra 1 Honors is a complete 1-year high school level algebra course. Students will explore linear, exponential and quadratic functions. They will compare their key characteristics, and translate between graphical, numerical and symbolic representations of them. They will create and solve equations, inequalities, and systems of equations involving these functions. Additionally, they will extend the laws of exponents to rational exponents and analyze both categorical and quantitative data using statistical techniques. Students should expect daily, challenging out-of-class assignments and a fast pace through the curriculum. Successful completion of this course will satisfy prerequisites for Geometry and earn the student 1.0 high school math credit. Graphing calculators are used in this class.
5652MA (in-seat) Geometry Honors 5652MAV (virtual) Geometry Honors
Prerequisite: Algebra 1
Geometry Honors is a complete 1-year high school level geometry course. The fundamental purpose of this course is to formalize and extend students' geometric experiences with transformations, congruence, similarity, area and volume, and probability. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments (proofs). Students will also apply algebraic skills to geometric concepts. Successful completion of this course will earn the student 1.0 high school math credit.
Addendum: Mathematics course acceleration
In addition to the course offerings described in this booklet, there is also the opportunity for extremely high achieving students to skip Advanced Math 7 and enroll in Algebra 1 Honors in 7 th grade. The decision to place a student in Algebra 1 Honors in 7 th grade is based on the following indicators
* An IAAT (Iowa Algebra Aptitude Test) score of 95 or above
* Teacher recommendation
* A MAP score of Advanced
* Strong interest and desire to learn mathematics
* Resilience and strong work habits
Those students wanting to be considered for Algebra 1 Honors in 7 th grade need to notify their teacher in February and the teacher will make arrangements for the IAAT to be given.
Please also consider the progression of classes through high school (see next page) as you make your decisions.
Questions? Contact Lisa Nieder, 6-12 mathematics coordinator, email@example.com or 2143920.
Please be advised that students who take a different than typical math class for their grade level may have a conflict with other elective choices.
SCIENCE
6601SC (in-seat) Science 6
6601SC (virtual) Science 6
Semester 1: Students will spend the first semester focusing on the physical sciences of our world. Whether it is discovering the principles of forces and motion or types of energy in our world, students will have a greater appreciation of how things move. This semester will focus on:
Energy: This unit explores the idea that interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another. The total energy within a defined system changes only by the transfer of energy into or out of the system. Students will experiment with kinetic and potential energy, heat energy, electrical energy, and chemical energy.
Motion and Stability: Forces and Interactions: This unit will create an understanding that the forces between objects are important for describing how their motions change, as well as for predicting stability or instability in systems at any scale.
Semester 2: Students will spend the second semester discovering that life science focuses on patterns, processes, and relationships of living organisms Whether it is an ecosystem, a star, Earth's atmosphere, a river, a bicycle, the human brain or a living cell, it has a cycle of energy that helps sustain it. This semester will focus on:
Molecules to Organisms: Structures and Processes: This unit addresses how individual organisms are configured and how these structures function to support life, growth, behavior, and reproduction.
Ecosystems: Interactions, Energy, and Dynamics: This unit takes what is learned about cells and explores organisms' interactions with each other and their physical environment. This includes how an organism obtains resources, how they change their environment, how changing environmental factors affect organisms and ecosystems, how social interactions and group behavior play out within and among species, and how these factors all combine to determine ecosystem functioning.
6602SC (in-seat) Science 7
6602SCV (virtual) Science 7
Semester 1: Students will spend the first semester discovering that most systems depend on the physical and chemical processes that occur within it, whether the system in question is a star, Earth's atmosphere, a river, a bicycle, the human brain or a living cell. This semester will focus on:
Matter and its Interactions: This unit will create an understanding that all substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms have substructures of their own and can combine into many different molecules with their own characteristics. Students will also explore how substances combine or react to make new substances.
Earth and Human Activity: This unit addresses society's interactions with the planet. Connecting the Earth and space sciences to the intimate scale of human life, this idea explains how Earth's processes affect people through natural resources and natural hazards, and it describes as well some of the ways in which humanity in turn affects Earth's processes.
Semester 2: Students will spend the second semester learning about the driving forces that shape our Earth, including atmospheric and societal issues.
Earth's Systems: Weather, Climate, and Water: This unit encompasses the processes that drive Earth's conditions and its continuing evolution. The unit also focuses on the vital role that water plays in all of the planet's systems and surface processes.
Waves and their Applications: This unit explores waves that transfer energy and information as well as their characteristic properties and behaviors. Students will explore how waves are used by scientists in life, earth, and physical sciences.
Earth and Human Activity: This unit continues throughout the second semester and addresses society's interactions with the planet. Connecting the Earth and space sciences to the intimate scale of human life, this idea explains how Earth's processes affect people through natural resources and natural hazards, and it describes as well some of the ways in which humanity in turn affects Earth's processes.
6603SC (in-seat) Science 8 6603SCV (virtual) Science 8
Semester 1: Students will spend the first semester investigating geological processes that operate on Earth while also addressing its place in the solar system and the galaxy. The study of earth and space sciences involves understanding phenomena through the use of modeling. Phenomena that are studied range in scale from the unimaginably large to the invisibly small.
Earth's Place in the Universe: This unit explores the Solar System as a whole, while analyzing the scale of the Sun, planets, moons, and other celestial objects. An emphasis is given to the patterns that occur as a result of interactions among objects within the Solar System.
Earth's Systems: Geology: This unit explores the Earth's materials and how they interact above and below the surface. Students will study Plate Tectonics - the unifying theory that explains the past and present movements of the continents. The study of maps of ancient land and water patterns, based on investigations of rock layers and fossils, provide a coherent account of Earth's geological history and describe how Earth's tectonic plates have moved, collided, and diverged over time.
Semester 2: Students will spend the second semester investigating life science while focusing on patterns, processes, and relationships of living organisms with their environment. Life is continually evolving to better fit its environment.
Heredity & Introduction to Genetics: This unit focuses on the flow of genetic information between generations. Students will study the patterns of genetic inheritance and describe the environmental and genetic influences of gene mutation and gene expression.
Adaptation & Natural and Artificial Selection:
Evolution is a change in a population of organisms over time. It is key to understanding both the unity and the diversity of life on Earth.
Survival and evolution are driven by physical and behavioral adaptations that arise from genetic mutations. Adaptations help a particular organism survive in its environment and reproduce with greater success. Students will study how species change over time drive by environmental and manmade forces.
SOCIAL STUDIES
4106SS (in-seat) Social Studies 6: The Ancient World I 4106SSV (virtual) Social Studies 6: The Ancient World I
This course is designed to enable students to understand how and why world civilizations have developed and changed over time. It seeks to expose students to the history, geography, culture, and government / economic systems of the following societies: Prehistoric Humans, Ancient Mesopotamia, Ancient Egypt, Ancient India/South Asia, Ancient Japan, and Ancient China. Students will hone their reading, writing, and disciplinary thinking skills as they engage in inquiries such as how does the environment affect the way that civilizations develop or how do civilizations leave a lasting impact on the future of the world?
4107SS (in-seat) Social Studies 7: The Ancient World II 4107SSV (virtual) Social Studies 7: The Ancient World II
This course is designed to continue expanding students' understanding of how and why world civilizations have developed and changed over time. It seeks to expose students to the history, geography, culture, and government / economic systems of the following societies: Ancient Greece, Ancient Rome, Medieval Europe, Africa, and Latin America, through the Age of Exploration. Students will hone their reading, writing, and disciplinary thinking skills as they explore how power is gained, used, justified, and lost in a civilization and what happens when civilizations collide with one another?
4108SS (in-seat) Social Studies 8: The Early United States of America 4108SSV (virtual) Social Studies 8: The Early United States of America
This course is designed to allow students to discover how conflict, compromise, and change shaped the formation and early years of the United States. Students will study the historical, geographical, cultural, civic, and economic aspects of a variety of case studies ranging from European exploration and settlement of North America to the aftermath of the Civil War. Students will hone their reading, writing, and disciplinary thinking skills as they engage in inquiries such as how did decisions made by early US presidents influence the development of American society or how and why did relations between Northern and Southern states deteriorate in the 1800's.
0508NC (in-seat) Social Studies 8 and English 8: Early US History BLOCK (Gentry, Lange and West only)
This team-taught, double-block course integrates the study of Early U.S. History and English 8 through a collaborative teaching partnership between Social Studies and Language Arts, emphasizing cross-content synthesis and interdisciplinary skills. Students will work collaboratively within a large classroom environment. This course is designed to allow students to discover how conflict, compromise, and change shaped the formation and early years of the United States while deepening student reading and writing skills in the areas of narrative, argument, and information, as well as speaking/listening. Students will study the historical, geographical, cultural, civic, and economic aspects of a variety of case studies ranging from European exploration and settlement of North America to the aftermath of the Civil War. Students will hone their reading, writing, and disciplinary thinking skills as they engage in inquiries through a variety of text with these historical themes.
WORLD LANGUAGES
General Information on ALL World Languages
Students who successfully complete a level 2 language course will have met the World Language admission requirement of the University of Missouri and some other four-year public colleges in Missouri. At MU and many other colleges, students who have completed four levels of a World Language in high school are at an advantage with many post- secondary institutions. They may be exempt from the 3-semester language requirement of many degree programs. Students must check with the college they plan to attend about advanced credit policies. World Language courses are NOT required for high school graduation.
The Seal of BiLiteracy is an award given to students who can demonstrate proficiency in two languages by graduation. To reach this level of proficiency in a language other than English, students generally need to complete a language study through level 4.
Language acquisition is a process that builds on previous knowledge. It takes disciplined study habits over a long period of time to learn another language. DAILY HOMEWORK, CLASS PARTICIPATION AND CONSISTENT ATTENDANCE are essential for success in any World Languages class. Throughout the year, teachers will be assessing student proficiency of the essential curriculum in order to help the student determine the course in which he/she should enroll the following year.
Students who would like to begin the study of Latin, German, Japanese or Mandarin Chinese will be able to take these classes beginning in 9 th grade at the high schools.
FRENCH
3105WL (in-seat) French 1A (7 th grade) 3105WLV (virtual) French 1A (7 th grade)
1A is the beginning language course offered in 7 th grade. Students will develop skills in reading, writing, listening and speaking, as well as how to study and learn a language. Students will learn pronunciation, vocabulary, and grammatical structures through a variety of activities. The geography, customs, traditions, and culture of the French-speaking world are introduced. Students satisfactorily completing the 1A course in 7 th grade will enroll in 1B in 8 th grade.
3110WL (in-seat) French 1B (8 th grade) 3110WLV (virtual) French 1B (8 th grade)
Level 1B is the continuation of 1A. Students will continue to develop skills in reading, writing, listening, speaking and how to learn a language. Students will revisit concepts learned in 1A and continue to learn pronunciation, vocabulary, and grammatical structures through a variety of activities. Studies of geography, customs, traditions, and culture of the French-speaking world are expanded. Students satisfactorily completing the level 1B course will be prepared for and enroll in level 2 in 9 th grade.
3120WL (in-seat) French 1 (8 th grade) 3120WLV (virtual) French 1 (8 th grade)
In level 1, students will develop skills in reading, writing, listening, and speaking. Students will learn pronunciation, vocabulary, and grammatical structures through a variety of activities. The geography, customs, traditions, and culture of the French-speaking world are introduced. Students satisfactorily completing the level 1 course will be prepared for and enroll in level 2 in the 9 th grade.
SPANISH
3605WL (in-seat) Spanish 1A (7 th grade) 3605WLV (virtual) Spanish 1A (7 th grade)
1A is the beginning language course offered in 7 th grade. Students will develop skills in reading, writing, listening, and speaking, as well as how to study and learn a language. Students will learn pronunciation, vocabulary, and grammatical structures through a variety of activities. The geography, customs, traditions, and culture of the Spanish- speaking world are introduced. Students satisfactorily completing the 1A course in 7 th grade will enroll in 1B in 8 th grade.
3610WL (in-seat) Spanish 1B (8 th grade) 3610WL (virtual) Spanish 1B (8 th grade)
Level 1B is the continuation of 1A. Students will continue to develop skills in reading, writing, listening, speaking, and how to learn a language. Students will revisit concepts learned in 1A and continue to learn pronunciation, vocabulary, and grammatical structures through a variety of activities. Studies of geography, customs, traditions, and culture of the Spanish-speaking world are expanded. Students satisfactorily completing the level 1B course will be prepared and enroll in level 2 in 9 th grade.
3615WL (in-seat) Spanish 1 (8 th grade) 3615WLV (virtual) Spanish 1 (8 th grade)
In level 1, students will develop skills in reading, writing, listening, and speaking. Students will learn pronunciation, vocabulary, and grammatical structures through a variety of activities. The geography, customs, traditions, and culture of the Spanish-speaking world are introduced. Students satisfactorily completing the level 1 course will be prepared and enroll in level 2 the following year.
PHYSICAL EDUCATION
1806PE, 1807PE, 1808PE (in-seat) Physical Education 1806PEV, 1807PEV, 1808PEV (virtual) Physical Education
Physical education classes will stress individual skill development, cooperation through team play, and developing and maintaining personal fitness levels. Physical education promotes individual development physically, emotionally, socially and mentally through a variety of team, dual, individual sports and fitness activities. This course will encourage the development of positive attitudes toward physical activity and fitness, increase fitness knowledge, increase participation in physical activity and lead to better individual health.
Personal Wellness classes are designed to increase the knowledge of the human body and raise awareness of health-related issues. A variety of topics such as safety, mental & emotional health, nutrition/fitness, body systems, substance abuse, and human sexuality will be taught each year based on the appropriate level for each grade level.
All personal wellness and physical education are combined into one class. Health concepts will be taught throughout the year embedded in physical education.
EXPLORATORY COURSE DESCRIPTIONS 6 th GRADE
3000WL (in-seat) 6 th Grade World Languages Exploration 3000WLV (virtual) 6 th Grade World Languages Exploration
In this daily nine-week course, students will learn about the world through French and Spanish. Students will learn short conversations and basic vocabulary in each language. Students will gain a global perspective through various activities about the cultures of these countries through food, stories, and songs. In addition, students will learn where each of these languages is spoken, about their peers and their daily lives in these countries.
1602EL (in-seat) 6 th Grade Life Readiness 1602ELV (virtual) 6 th Grade Life Readiness
This daily nine-week class is designed to increase the knowledge of careers and postsecondary options. Students will learn about post-secondary options and begin to understand their availability. They will also explore careers and potential college majors based on interests.
7101PA (in-seat) 6 th Grade Exploring Technology 7101PAV (virtual) 6 th Grade Exploring Technology
This is a daily nine-week exploratory class. Exploring Technology is an activity-based course where students will learn about the subject of technology through various hands-on activities. The activities are engineering in nature, meaning that students will be using math, science and technology to build, analyze, and test solutions to specific design problems. Exploring Technology is truly a "learn-by-doing" class, in which students learn safety, woodworking, 3-D printing, automation, and rocketry.
8101FAA (in-seat) 6 th Grade Art 8101FAAV (virtual) 6 th Grade Art
This daily nine-week art class challenges middle school students to discover their abilities and place in the community. This course allows students to develop creative and critical thinking skills, solve problems and communicate effectively within and beyond the classroom. Students will utilize a variety of art media to create two- and three-dimensional art works while building an appreciation for, and drawing inspiration from, many ancient cultures.
8501FAMV (in-seat) 6 th Grade Choir 8501FAMVV (virtual) 6 th Grade Choir
This daily nine-week exploratory class enables students to explore the singing and choral arts. Students will continue to develop their music literacy skills (rhythmic and melodic), learn music history and styles, and experience music through singing/performing, technology, and playing some instruments.
8201FATH (in-seat) 6 th Grade Theatrical Arts 8201FATHV (virtual) 6 th Grade Theatrical Arts
This daily nine-week exploratory class introduces students to the basics of theatre arts topics, which will include pantomime, script reading, improvisation, movement and audience behavior.
7102PA (in-seat) 6 th Grade Exploring Computers 7102PAV (virtual) 6 th Grade Exploring Computers
Emphasis: Technology Readiness & Digital Citizenship
"Digital native does not mean tech savvy. While most of our young people are glued to their technology, they are not skilled at using technology to solve problems." Source: Change the Equation. This nine-week exploratory course covers fundamental computer skills needed in school and work. Keyboarding, internet safety and research, productivity software and cloudbased technologies will be used to create documents, publications and presentations similar to what will be required in middle and high school classes as well as many professions.
7300PA (in-seat) 6 th Grade Family and Consumer Sciences 7300PAV (virtual) 6 th Grade Family and Consumer Sciences
This is a daily nine-week exploratory course designed to introduce students to Family and Consumer Sciences. Students will develop introductory food preparation skills, construct a sewing project using the sewing machine and be introduced to the business of babysitting. All of the course activities will emphasize safety and teamwork in an interactive environment.
ELECTIVE COURSE DESCRIPTIONS (7 th Grade and 8 th Electives)
8102FAA (in-seat) Artistic Journeys (7th Grade Course) 8102FAAV (virtual) Artistic Journeys (7th Grade Course)
This daily, semester course will allow each student to experience art from different times and places. Students will use the work of historical and contemporary artists as an inspiration and beginning point to creating their own art. The course will give students time to experiment and discover "who" they are as an artist. Students will use a variety of approaches to build artistic skills.
8103FAA (in-seat) Art Upgraded (8th Grade Course) 8103FAAV (virtual) Art Upgraded (8th Grade Course)
This daily, semester course will allow students to step into the exciting world and role of artist and designer. Students will experiment and build skills with a variety of media and artistic tools. Art Upgraded will provide an opportunity to create art with a design focus and discover the power of the creative process.
8202FATH (in-seat) Theatrical Arts (7 th Grade Course) 8202FATHV (virtual) Theatrical Arts (7 th Grade Course)
This daily, semester course will introduce students to a variety of speech and theatre topics. Students will sharpen personal communication skills by preparing, presenting, and evaluating performance-based activities. Improvisation skills, group communication and problem solving will also be explored through games and activities. Students will be invited to display their learned skills through a variety of performance options such as, but not limited to: storytelling, prose, duet acting, and a variety of other events. Emphasis will be placed on in class performance and creative projects that will enhance student's knowledge and appreciation of the theater and oral interpretation.
8203FATH (in-seat) Theatrical Arts (8th Grade Course) * 8203FATHV (virtual) Theatrical Arts (8th Grade Course) *
This daily, semester performance-based course will advance student knowledge in the art of acting and the skills of the towards a goal of a Public Performance. * Students will be required to participate in an outside-of -school performance as part of their grade, which may include some required rehearsal time outside of school hours. **This course can be repeated for a second semester to create a daily year long course. (Can be taken both semesters)
8204FATH (in-seat) Speech/Debate (8th Grade Course) 8204FATHV (virtual) Speech/Debate (8th Grade Course)
This daily, semester course introduces students to many practical elements of public speaking, including techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker presentations. Students will research, organize, and present various types of speeches. Good command of reading and writing will be needed to be successful in this course. This is a performance-based course, and students will be required to deliver speeches in front of peers to fulfill course requirements. In addition to public speaking, this course will explore the basics of Public Forum Debate.
8301FAMB (in-seat) 6 th Grade Beginning Band 8301FAMBV (virtual) 6 th Grade Beginning Band
This is a daily, year-long course. Sixth Grade Beginning Band is the first band opportunity for students in the CPS district. Students choose an instrument during their fifth-grade year after attending an Enrollment Night or by contacting the instrumental instructors at the middle school where the student will be enrolled. Emphasis in sixth grade band is on developing musical skills that lead to the art of performing. Students develop additional skills in writing music, music technology, and the culture of music performance.
8302FAMB (in-seat) Intermediate Band (7th Grade Course) 8302FAMBV (virtual) Intermediate Band (7th Grade Course)
This is a year-long, daily course, typically taken by seventh graders. Intermediate Band is a musical experience that provides students with 2 nd year training on woodwind, brass, or percussion instruments. The primary focus is on the development and expansion of musical skills that lead to rewarding performance experiences. In addition to large group ensembles, individual growth and achievement are encouraged through new opportunities such as solo and ensemble contests, Honor Bands, and a heightened emphasis on music technology.
8303FAMB (in-seat) Advanced Band (8th Grade Course) 8303FAMBV (virtual) Advanced Band (8th Grade Course)
This is a year-long, daily course, typically taken by eighth graders. This advanced-level band class emphasizes the development of full-band performance skills in preparation for concerts and competitions. The elements of more complex melody and harmony and interpretation are addressed, and a higher level of technical playing proficiency is developed and enjoyed in multiple performing opportunities. Individual growth and achievement are encouraged through the use of integrated technology, solo and ensemble contests and festivals, and Honor Bands.
8401FAMS (in-seat) 6 th Grade Beginning Orchestra 8401FAMSV (virtual) 6 th Grade Beginning Orchestra
This is a daily, year-long course. Sixth Grade Beginning Orchestra is the first orchestra opportunity for students in the CPS district. Students choose an instrument during their fifthgrade year after attending an Enrollment Night or by contacting the instrumental instructors at the middle school where the student will be enrolled. Emphasis in sixth grade orchestra is on developing musical skills that lead to the art of performing. Students develop additional skills in writing music, music technology, and the culture of music performance.
8402FAMS (in-seat) Intermediate Orchestra (7th Grade Course) 8402FAMSV (virtual) Intermediate Orchestra (7th Grade Course)
This is a year-long, daily course, typically taken by seventh graders. Intermediate Orchestra is a musical experience that provides students with 2 nd year training on string instruments. The primary focus is on the development and expansion of musical skills that lead to rewarding performance experiences. In addition to large group ensembles, individual growth and achievement are encouraged through new opportunities such as solo and ensemble contests, Honors Orchestra, and a heightened emphasis on music technology.
8403FAMS (in-seat) Advanced Orchestra (8th Grade Course) 8403FAMSV (virtual) Advanced Orchestra (8th Grade Course)
This is a year-long, daily course, typically taken by eighth graders. This Advanced-Level Orchestra class emphasizes the development of full string ensemble performance skills in preparation for concerts and competitions. The elements of more complex melody and harmony and interpretation are addressed. A higher level of technical playing proficiency is developed and enjoyed in multiple performing opportunities. Individual growth and achievement are encouraged through the use of integrated technology, solo and ensemble contests and festivals, and Honors Orchestra.
8502FAMV (in-seat) Choir (7th Grade Course) 8502FAMVV (virtual) Choir (7th Grade Course)
This daily, year- long course will allow students/singers to study a variety of music from different styles, time periods and cultures. Through classroom activities, daily singing and a minimum of two public after school or evening performances a year, students further develop their creativity, knowledge of elements of music, proper vocal technique, music history and music reading/theory skills **This course may be taken for one semester if desired, but students should complete the first semester if only one semester is taken.
8503FAMV (in-seat) Choir (8th Grade Course) 8503FAMVV (virtual) Choir (8th Grade Course)
This daily, yearlong course will allow students/singers to study a variety of music from different styles, time periods and cultures. Through classroom activities, daily singing and performance, students further develop their creativity, knowledge of elements of music, proper vocal technique, music history and music reading/theory skills. Students will sing a wide variety of quality choral music and will participate in a minimum of two public after school or evening performances a year **This course may be taken for one semester if desired, but students should complete the first semester if only one semester is taken.
8504FAMV (in-seat) Advanced Choir (8th Grade Course)
This daily, auditioned, yearlong course will allow students/singers to study a variety of music from different styles, time periods, and cultures. Through classroom activities, daily singing and performance, students further develop their creativity, knowledge of elements of music, proper vocal technique, music history, and music reading/theory skills. Students will sing a wide variety of quality choral music and will participate in a minimum of two public, after-school and/or evening performances a year. Additional opportunities for performance are likely to be available.
7106PA (in-seat) Inventions and Innovations (7th Grade Course)
This course is taught daily for one semester and focuses on Design and Modeling. Design and Modeling (DM) provides students with opportunities to apply the design process to creatively solve problems. Students learn to sketch, model, and print design ideas using 3-D modeling software. Utilizing 3-D printers and power tools, students can actually build what they design. Students work together to identify design requirements, research topics, and develop solutions.
7141PA (in-seat) Automation and Robotics (8th Grade Course)
In this daily semester course Automation and Robotics (AR) allows students to learn about mechanical systems, energy transfer, machine automation, and computer control systems. Students use the VEX Robotics® platform to design, build, and program real-world objects such as traffic lights, draw bridges, toll booths, and robotic arms.
7150PA (in-seat) Aeronautics and Engineering (8th Grade Course)
In this daily semester course of Aeronautics and Engineering (AE) students will design and build things that fly which may include gliders, rockets, and kites. In addition, students will use the engineering design process to create projects using technology such as hand tools, power tools, modeling software, and 3-D printers.
7107PA (in-seat) 7th Grade Computers 7107PAV (virtual) 7th Grade Computers Emphasis: Career Readiness & Money Management
Want to know what the future holds for you and how to reach your goals? How are you going to earn and manage money to take care of yourself and your family?
This semester-long course will provide you with the opportunity to expand your creative computer abilities while investigating potential careers and basic money management topics. Improve your keyboarding, word processing, presentation, desktop publishing, spreadsheet, Internet research, cybersafety, and digital media skills and map out a path to a successful future.
7201PA (in-seat) 8th Grade Computers 7201PAV (virtual) 8th Grade Computers
Emphasis: Business Simulation
Amazon, SnapChat, Fidget Spinners, Hot Box Cookies… Entrepreneurs drive the economy with imagination and determination to bring new products and services to consumers.
Whether you will be the next Mark Zuckerberg or work for one of thousands of businesses that already exist, you will need computer skills and an understanding of how the business world works. This semester-long course will provide you with the opportunity to expand your creative computer abilities while building a foundation of business and leadership skills. Project-based learning will help give you a competitive edge in school, work, and life.
7705PA (in-seat) Creative Computers (8th grade only) 7705PAV (virtual) Creative Computers (8th grade only)
Emphasis: Coding & Creating Applications
Creative Computers is an advanced course that aims to demystify computer science and make "coding" and creating with computers fun and collaborative. You will learn basic coding concepts and problem-solving skills, with opportunities to explore various multimedia computer applications. Project-based learning will provide you with "real-world" experiences to help prepare you for higher education and professions in the Information Age.
7304PA (in-seat) 7th Grade Family and Consumer Sciences
This is a daily, one semester course that will help seventh grade students expand their knowledge of Family and Consumer Sciences. Students will have the opportunity to build healthy relationships, continue developing cooking skills, and further their sewing skills through the construction of various projects.
7504PA (in-seat) 8th Grade Family and Consumer Sciences
In this daily, one semester course, eighth grade students will take a more in-depth approach to expand their knowledge of Family and Consumer Sciences. Students will have the opportunity to improve their skills in the kitchen by mastering the basic essentials of food preparation. Hand and machine sewing skills will be developed by completing a variety of projects. Basic design concepts will be introduced. Cooperation, problem solving, and evaluation skills are integrated into the curriculum. This course is open to all skill levels.
1631EL (in-seat) AVID
7th Grade AVID Elective Class (Application and Interview Required)
Advancement Via Individual Determination (AVID) is a year- long course academic elective course that prepares students for college readiness and success. Each week, students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center, tutorfacilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth.
The seventh-grade AVID Elective course builds upon the components of the AVID philosophy. Students will refine short- and long-term goals, and as a result, begin to understand the value in taking charge of their actions. Students will start working on intrapersonal and interpersonal skills, as well as formal and informal speech. Students will complete self-evaluations and peer evaluations, related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose, and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments and collaborative lessons. They will expand their knowledge bases of note-taking, in relation to studying and test preparation. Students will be exposed to different field trips, guest speakers, and research, to increase their knowledge of college and career options.
1632EL (in-seat) AVID
8th Grade AVID Elective Class (Application and Interview Required)
Advancement Via Individual Determination (AVID) is a year-long course academic elective course that prepares students for college readiness and success. Each week, students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center, tutorfacilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth.
The eighth-grade AVID Elective course is the year of preparation for high school. The students will regularly exhibit and utilize the skills and strategies learned in the seventh-grade AVID course. Students will refine previous goals, focusing on their transition to high school as part of a college preparatory path. Their writing will focus on completing all steps of the writing process and varying style, word choice, vocabulary, structure and voice. Major writing assignments include persuasive, expository, descriptive and timed writing. Students will transition from active learners to leaders. Other areas of focus include increasing the use of technology and building upon their test preparation and test-taking knowledge. They will broaden their experiences with analyzing text and utilizing appropriate reading strategies in various settings. Students will become more involved in the presentations of guest speakers and field trips, particularly as they relate to preparation and prior knowledge. Students will also participate in college preparatory testing and build connections with the high school they will attend. Students enrolled in AVID are required to enroll in at least one challenging course. Challenging courses could include 8 th Honors Algebra, any World Language course, or another course as approved by the AVID site team.
Courses offered in unique settings
1405EL (in-seat) PEER AMBASSADORS (Application and Interview Required)
The Peer Ambassadors class is a Character Education class that combines service and a unique concept known as Teen Court. The class is designed for students who show leadership potential and offer support and challenges to help students reach their full potential. Students will be admitted to the class based upon their application, teacher recommendation, attendance and school performance. (Lange only) | <urn:uuid:e21e1424-2b1d-4618-b655-b953da0f7774> | CC-MAIN-2021-17 | https://www.cpsk12.org/cms/lib/MO01909752/Centricity/Domain/1897/Middle%20School%20Course%20Descriptions.pdf | 2021-04-15T04:28:05+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00380.warc.gz | 815,331,257 | 9,207 | eng_Latn | eng_Latn | 0.995677 | eng_Latn | 0.995871 | [
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Appendix 1 Phrasal Verbs Azargrammar
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Comprehending as without difficulty as covenant even more than further will find the money for each success. neighboring to, the proclamation as well as acuteness of this appendix 1 phrasal verbs azargrammar can be taken as competently as picked to act. From books, magazines to tutorials you can access and download a lot for free from the publishing platform named Issuu. The contents are produced by famous and independent writers and you can access Page 1/11
them all if you have an account. You can also read many books on the site even if you do not have an account. For free eBooks, you can access the authors who allow you to download their books for free that is, if you have an account with Issuu.
Appendix 1 Phrasal Verbs Azargrammar
Appendix 1 1. Verb Phrases. A verb phrase is a combination of a verb and a particle. The meaning of some verb phrases can be understood by looking at the verb; however, others require a little bit of memorization. In addition to this, some may be separable and others may not. The verb in this group can help you with the meaning of the verb phrase.
Verb Phrases - AzarGrammar.com Page 2/11
194 APPENDIX 1,Phrasal Verbs CHART A1-1: PHRASAL VERBS: INTRODUCTION • The text introduces the concept of phrasal verbs and explains the difference between separable and nonseparable. It is beyond the scope of this text to present more than just a few of the hundreds of phrasal verbs in English.
Appendix 1: PHRASAL VERBS - AzarGrammar.com Covering Phrasal Verbs, that is. Phrasal verbs are, at best, an irritation to many English students. They are arbitrary in that the verb and preposition combinations often have nothing to do with the actually meaning of the phrasal verb.
Teacher Talk » phrasal verbs - AzarGrammar.com FEGi 1-1a The simple present and the present progressive; FEGi Page 3/11
1-1b The simple present and the present progressive; FEGi 1-2 Forms of the simple present and the present progressive; FEGi 1-3 Frequency adverbs; FEGi 1-4 Final -s; FEGi 1-5 Spelling of final -s/-es; FEGi 1-6 Non-action verbs; FEGi 1-7 Present verbs: short answers to yes/no questions
AzarGrammar.com » Grammar Speaks » FEGi Grammar Speaks Teacher's Guide Intermediate level. Azar Grammar Series: Fundamentals of English Grammar, 3rd edition. Teacher's Guides are practical aids for teachers using the Azar textbooks. They contain teaching suggestions, expansion activities, exercise answers and background notes on grammar and usage.
AzarGrammar.com » FEG Teacher's Guide Page 4/11
Teacher-Created Worksheets. contributed by ESL/EFL teachers everywhere. Intermediate level. Azar Grammar Series: Fundamentals of English Grammar, 4th edition. Our TeacherCreated Worksheets were contributed by fellow teachers.
AzarGrammar.com » Classroom Materials » FEG Teacher ... General Notes on Appendix 1. Phrasal verbs are presented in an appendix so that the teacher may dip into its units when it best fits into her or his lesson plans. The Appendix presents the phrasal verbs in groups so that students can concentrate on learning only a limited number at a time.
Appendix 1 - Phrasal Verbs | English Language | Style ... This Teacher's Guide is intended as a practical aid to teachers. You Page 5/11
can turn to it for notes on the content of a unit and how to approach the exercises, for suggestions for classroom activities, and for answers to the exercises.
FUNDAMENTALS OF ENGLISH GRAMMAR -
Start studying Spotlight 8 Appendix 1 phrasal verbs. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
AzarGrammar.com
Spotlight 8 Appendix 1 phrasal verbs Flashcards | Quizlet Start studying (BOUDRY) Appendix 1 - Verbs + Prepositions. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
(BOUDRY) Appendix 1 - Verbs + Prepositions Flashcards ... Regular verbs. If a verb is regular, the past simple and past participle end in -ed. For example: infi nitive clean fi nish use paint stop carry. past simple ⎫ ⎬ ⎭. cleaned fi nished used painted stopped carry. past participle. For spelling rules, see Appendix 6.
Appendix 1 Regular and irregular verbs #Appendix 1 2 Phrasal verbs intransitive Nich Dat. Loading... Unsubscribe from Nich Dat? ... Phrasal Verbs with "Off" - Learn phrasal verbs the easy way! - Duration: 9:35.
#Appendix 1 2 Phrasal verbs intransitive If they use the correct phrasal verbs, they earn the points for that Page 7/11
clue. 4. Print out the Phrasal Verb Match Up cards in Appendix 2. Make one copy for each team of students. Cut the Phrasal Verb Match Up cards so that each word is on its own slip of paper.
PHRASAL VERB QUIZ GAME - State #Appendix 1 4 Phrasal verbs a reference list Nich Dat. Loading... Unsubscribe from Nich Dat? ... 250 PHRASAL VERBS IN ENGLISH with examples - most common English phrasal verbs.
#Appendix 1 4 Phrasal verbs a reference list GRAMMAR PPT SLIDES,VOCABULARY & WORKSHEETS. ... CLICK ON THIS LINK TO DOWNLOAD ADVANCED ENGLISH GRAMMAR POWERPOINTS IN A ZIPPED FILE. By azargrammar.com ... Appendix B—Phrasal Verbs. Verb Phrases. Page 8/11
Myra M. Medina; Miami Dade College; Appendix C—Preposition Combinations. Final Exams.
GRAMMAR PPT SLIDES,VOCABULARY & WORKSHEETS English at ...
* the rationale and general aims of Fundamentals of English Grammar • the classroom techniques for presenting charts and using exercises • suggestions on the use of the Wo r kbook in connection with the main text
FUNDAMENTALS OF ENGLISH GRAMMAR
This activity will help you reinforce and become more familiar with some Phrasal Verbs for everyday use.Hope you enjoy it and learn tons!Alonso O.
Vocabulary Appendix 1. 9th Grade - ProProfs Quiz other Appendix 1 activities. Review for Midterm Exam: • Review Units 1 to 5 with a focus on past and present verb tenses of to be and other verbs, numbers, time expressions and telling time, and affirmative and negative statements. • Review SPEAK sections in textbook with a classmate (U3 – pg. 46).
2019 Intensive Program Level 2 Syllabus the researcher wrote down twelve sentences with phrasal verbs and their Chinese translation (see Appendix 1). Learners were instructed to memorize these phrasal verbs. For experimental group, the researchers apply CS to explain the meanings of twelve phrasal verbs (see Appendix 2). For example, the researcher will teach Page 10/11
Copyright : schools.rgj.com
Access Free Appendix 1 Phrasal Verbs Azargrammar
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ELEMENTARY SCHOOL ASSESSMENTS
| Name of Assessment | Required, Mandated, or Optional | Who Takes It? | What is it and why is it important? |
|---|---|---|---|
| | Required by the Division | | Computer adaptive interim assessment for each student’s learning level in reading, language usage, and mathematics. Tests are grade independent. Scoring is on a nationally normed scale and shows growth over time. |
| | | Students in grades K-5 | |
| | Required by the Division | | AIMS Web data provides teachers with quick and reliable probes that accurately measure a student’s academic performance. Teachers can use the data to progress monitor students to see trends, weaknesses, and strengths. The data is used to guide instruction (remediation) and grouping for DI. Additionally teachers use it as a tool for child study. |
| | | Students in Child Study Students who are identified in the lowest 5% in academic performance per class. | |
| | | Students in grades K-5 | |
| Required by the Division | | | Developmental Spelling Analysis is given to determine a student’s stage of spelling development. Once the stage of spelling development is determined, teachers can plan responsive word |
|---|---|---|---|
| | Students in grades K-5 | Students in grades K-5 | |
| Name of Assessment | Required, Mandated, or Optional | Who Takes It? | What is it and why is it important? |
|---|---|---|---|
| | State Mandated | | PALS allows teachers to view data that reflects students’ alphabet and sound recognition, concept of word, fluency, comprehension, spelling, word lists (sight words), and instructional reading level. The data then allows the teachers to differentiate reading, word study, and it gives teachers a measure of growth (Fall and Spring Assessments) |
| | | Students in grades K-3 | |
| | Required by the Division | | The SRI is multiple choice, computer- adaptive reading comprehension assessment, developed in partnership with Meta Metrics, Inc. which reports student reading levels using the Lexile measurement format. The SRI uses authentic passages of literature and non-fiction texts for its selections. The Lexile reported from the SRI provide information within band ranges related to their students’ reading growth. |
| | | Students in grades 3 and 5 | |
| State Mandated | | | The SOL tests are the state mandated assessments that measure mastery of the Virginia Standards of Learning. Grade 3: Math & Reading Grade 4: Math & Reading, VA Studies Grade 5: Math, Reading, Science, & VA Studies |
|---|---|---|---|
| | Students in grades 3-5 | Students in grades 3-5 | |
| State Mandated | | | The SOL Alternative Assessments are |
| | Students in grades 3 and 5 | | |
| | | | assessments that measure mastery of Virginia Standards of Learning using a performance task. Alternative Assessments allow students the opportunity to demonstrate their knowledge and understanding. |
| Name of Assessment | Required, Mandated, or Optional | Required, | Who Takes It? | What is it and why is it important? |
|---|---|---|---|---|
| | | Mandated, or | | |
| | | Optional | | |
| | Required by the division | | | The Cognitive Abilities Test (CogAT) is a group- administered K-12 assessment intended to estimate students’ learned reasoning and problem solving abilities through a battery of verbal, quantitative, and nonverbal test items. |
| | | | Students in grade 2 | |
| State Mandated | | | Access for ELLs 2.0 is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing. This data allows students to receive appropriate assistance in the four language domains. |
|---|---|---|---|
| | English Learner Students | English Learner | |
| | | Students | |
| Required by the Division | | | A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency. Performance tasks yield a tangible product and/or performance that serve as |
| | Students in grades K-5 | Students in grades K-5 | |
| | | | evidence of learning. |
On December 10, 2015, the Every Student Succeeds Act of 2015 (ESSA) was signed into law. Section 1112(e)(2) of ESSA states that parents of students in Title I schools have a right to know about state or division policies regarding student participation in any assessments mandated by ESSA, including any policy, procedure, or parental right to opt students out of such assessments. If you would like to receive information about this topic, please contact Mike Minter, Director of Secondary Instruction and Student Assessment, either by phone at (276) 634-4761 , or in writing at P. O. Box 8958, Collinsville, VA 24078. | <urn:uuid:c2e47a82-02a8-4f86-8cc3-46cc57267159> | CC-MAIN-2021-17 | https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1899/ELEMENTARY%20BALANCED%20ASSESSMENTS%202017-2018.pdf | 2021-04-15T04:38:30+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00383.warc.gz | 899,880,671 | 1,193 | eng_Latn | eng_Latn | 0.991072 | eng_Latn | 0.988521 | [
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Nevada• English Language Arts
DOCUMENTS REVIEWED
Nevada English Language Arts Standards. November 30, 2007. Accessed from: http://www.doe.nv.gov/Standards_EnglishLangArts_Standards.html
Overview
Nevada's standards are generally well organized and written in precise, jargon-free language. The repetition of expectations across grade levels, coupled with the inclusion of too many broadly worded standards however, leaves teachers in the Silver State with little specific guidance about what, precisely, students should know and be able to do at each grade level.
AS OF JUNE 20, 2010, THIS STATE HAD ADOPTED THE COMMON CORE STATE STANDARDS.
Clarity and Specificity: 1/3 Content and Rigor: 4/7
Total State Score: 5/10
(Common Core Grade: B+)
General Organization
The Nevada English Language Arts Standards are divided into eight content standards, which are common across all grades:
» » Content Standard 1.0 Word Analysis
» » Content Standard 2.0 Reading Strategies
» » Content Standard 3.0 Literary Text
» » Content Standard 4.0 Expository Text
» » Content Standard 5.0 Effective Writing
» » Content Standard 6.0 Types of Writing
» » Content Standard 7.0 Listening
» » Content Standard 8.0 Speaking
Each content standard is divided into several strands, then into grade-specific "indicators." (Note, though, that these grade-level indicators are provided only for K-8. High school indicators are presented in a single band spanning grades 9-12.)
Clarity and Specificity
The Nevada standards are clearly organized, concise, and generally devoid of unnecessary jargon. Some indicators are clear and specific, including:
Analyze plot development with a focus on
* • exposition
* • rising action
* • falling action (grades 7-12)
Unfortunately, far too many standards are so broadly written and repetitive that they provide little guidance as to what students should know and be able to do from grade to grade. For example, the standard above, while clear and specific, is repeated verbatim in every grade, 7-12, thus showing no progression of rigor.
Worse, many of the repetitive standards are so general that they are instructionally meaningless. For example, the fol lowing vacuous standards are also repeated verbatim across several grades:
Write poetry (grades 2-12)
Write responses to literary text (grades 1-3)
Write response to expository text (grades 1-3)
In many cases, there are only a small handful of standards provided for each strand, and because many of those are vague, teachers are left with virtually no guidance about what, precisely, students should know or be able to do.
Finally, Nevada makes a woefully inadequate attempt to scaffold skills across grade levels by simply adding the phrase "with assistance" to the front of many standards. According to the state, this term is used to reflect the realities:
1. that many skills require more than one year for a student to become proficient,
2. that students are provided support from teachers, peers, and other resources when appropriate, and/or
3. that these skills are not state-testable at this grade level.
In practice, this distinction adds more confusion than clarity or scaffolding. Take, for example, the following speaking indicators:
With assistance, communicate information that maintains a clear focus (grade 1)
With assistance, communicate information in a logical sequence (grade 2)
What "assistance" should teachers be providing first- and second-grade students to communicate information that maintains a clear focus or that is presented in a logical sequence? Unfortunately, rather than answering that question by actually scaffolding the knowledge and skills that students would need to master these capstone standards, the state has merely tacked an empty statement onto the beginning, thus leaving far too much room for interpretation.
While Nevada's standards are well organized and concisely written, these serious shortcomings prevent them from pro viding the guidance that teachers and curriculum and assessment developers need to ensure students are being held to equally rigorous standards across the state. Accordingly, Nevada earns one point out of three for Clarity and Specificity. (See Common Grading Metric, Appendix A.)
Content and Rigor
Content Strengths
Nevada's standards for phonological awareness, phonemic awareness, phonics, and structural analysis are clearly de fined and comprehensive. The standards dealing with English language conventions are also generally strong and delin eate a clear progression of skills, particularly for spelling, capitalization, punctuation skills, and sentence types.
Although too many indicators at this level include the nebulous "with assistance" caveat, the K-4 standards do address systematic vocabulary development; for example:
Comprehend vocabulary using
* • suffixes
* • synonyms
* • antonyms (grade 1)
With assistance, comprehend vocabulary using
* • homographs
* • homophones
* • abbreviations
* • context clues (grade 1)
The standards also include a strong research strand that outlines expectations for specific components of the research process, such as:
Write research papers by
* • choosing and narrowing a research topic
* • locating, collecting, and analyzing information from primary and secondary sources
* • recording information
* • paraphrasing and summarizing information
* • organizing collected information
* • documenting and citing sources in a consistent format (grade 8)
Demonstrate an understanding of the difference between original works and plagiarized works (grade 8)
Evaluate credibility of resources (grade 8)
The writing standards generally include expectations for the characteristics of quality writing products, particularly in grades K-4 where the standards clearly delineate a progression from writing sentences to paragraphs, to multiple para graphs, to multiple paragraphs with transitions.
Standards for literary texts also include some important content. For example, some indicators focus on the methods of characterization used by authors: the character's motivations; the development of characters; supporting conclusions about characters with textual evidence; examining relationships among protagonists, antagonists, supporting charac ters, etc. In addition, some standards focus on crucial elements of plot development, including climax, resolution, expo sition, rising action, and falling action.
Content Weaknesses
Although the standards for reading literary texts do include some important content, it is often impossible to discern how their rigor progresses from grade to grade because too many standards are repeated verbatim across grades 5-12, as in the examples cited above (see "Clarity and Specificity").
The state also specifies standards for reading non-literary texts, though essential genre-specific content is not well pri oritized. Take, for example, these two standards from the Expository Text strand:
Identify and explain the use of
* • bold-faced words
* • underlined words
* • highlighted words
* • italicized words (grades 6-12)
Evaluate information from
* • illustrations
* • graphs
* • charts
* • titles
* • text boxes
* • diagrams
* • headings
* • maps (grades 6-12)
Devoting an entire standard to drawing attention to important words in non-literary texts is excessive, particularly when equally important text features are lumped together in other standards. And, in both cases, the standard is repeat ed verbatim across six grade levels with no discernable progression of rigor.
In addition, the standards fail to delineate expectations for describing the truth and/or validity of an argument or for recognizing and explaining the presence of fallacious reasoning.
What's more, the state gives virtually no guidance about the quality and complexity of literary and non-literary texts that students should read across grade levels. While the standards indicate that students should be reading "grade-ap propriate" works of literature, what constitutes "grade-appropriate" is inadequately explained:
Grade-appropriate in this document is determined by length of text, vocabulary, sentence complexity, layers of meaning, complexity of concept, and percentage of text versus pictures.
The failure to mention any exemplar texts or authors leaves little confidence that students across the state will be exposed to equally rigorous texts in any grade. Similarly, the standards fail to mention reading outstanding works of American literature that reflect our common culture.
While the K-4 writing standards, mentioned above, are reasonably strong, the 5-12 standards do not provide clear expec tations for the quality of writing expected at each grade level. For example, the following standard is repeated verbatim at every grade, 5-12, with no additional detail about what students should know and be able to do:
Draft multiple paragraph papers about a single topic that address
* • audience
* • purpose
* • supporting details
* • introduction
* • conclusion
* • transitions (grades 5-12)
In addition, as discussed above, while the state technically includes genre-specific standards for writing, those standards are so broadly written that they fail to outline significant content, nor do they provide guidance about how rigor should progress from grade to grade.
Finally, the state provides no standards for media and viewing.
Taken together, these shortcomings leave as much as 50 percent of the critical ELA content missing, thus earning the standards four points out of seven for Content and Rigor. (See Common Grading Metric, Appendix A.)
The Bottom Line
With their grade of C, Nevada's ELA standards are mediocre. Those developed by the Common Core State Standards Initiative earn a solid B-plus. The CCSS ELA standards are superior to what the Silver State has in place today.
Nevada• Mathematics
DOCUMENTS REVIEWED
Nevada Mathematics Standards, Integrating Content and Process. Summer 2006. Accessed from: http://www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_ Document_6.29.06_PDF.pdf
Overview
Nevada's standards are well organized and easy to read. Arithmetic is priori tized and developed reasonably well. The high school standards, however, are scant—a single set of standards for grades 9-12 omits much essential content.
Clarity and Specificity: 2/3 Content and Rigor: 4/7
Total State Score: 6/10
(Common Core Grade: A-)
General Organization
Nevada's K-8 math standards are divided into five content strands: Numbers, Number Sense and Computation; Patterns, Functions and Algebra; Measurement; Spatial Relationships, Geometry and Logic; and Data Analysis. Each strand is sub divided into topics, and then into grade-level standards. (Note, though, that not all topics include grade-level standards.)
In high school, the standards are organized similarly, except that only one set of standards is presented for grades 9-12.
In addition to the content strands mentioned above, Nevada provides four process standards, such as problem-solving and mathematical reasoning. These process standards are meant to be integrated into the instruction of all content strands.
Finally, Nevada explicitly prioritizes its standards by labeling them with one of three codes: E for "enduring…big ideas," I for "important," and W for "worth knowing," respectively.
Clarity and Specificity
The standards are well presented and easy to read. Statements are generally concise and clear:
Identify the value of a given digit in the 1's, 10's and 100's place (grade 2)
Identify perfect squares to 225 and their corresponding square roots (grade 8)
The organization of the K-8 standards is clear and helpful. Topics are generally focused on important content, such as place value or fractions, which makes the sequencing through the grades clear and easy to follow, as demonstrated below:
Compare fractions with unlike denominators using models and drawings, and by finding common denominators (grade 5) Add and subtract fractions with unlike denominators (grade 6)
Some standards, however, are overly broad and subject to interpretation. This is particularly true in high school, where the standards for all grades are combined. Here are two examples of excessive breadth:
AS OF JUNE 20, 2010, THIS STATE HAD ADOPTED THE COMMON CORE STATE STANDARDS.
Select and use appropriate measurement tools, techniques, and formulas to solve problems in mathematical and practical situations (grades 9-12)
Solve mathematical and practical problems involving linear and quadratic equations with a variety of methods, including discrete methods (with and without technology) (grades 9-12)
Without further detail, it is not clear what students are expected to know or what kinds of problems they should be able to solve.
The organization of the high school standards by strand is unhelpful. Standards on specific topics, such as quadratics or geometry, are not presented coherently, but are scattered throughout the strands.
The organization for K-8 is elegant, simple, and easy to read and understand. In high school, both the organization and clarity of the standards are not as strong. The standards do not quite provide a clear guide to users and receive a Clarity and Specificity score of two points out of three. (See the Common Grading Metric, Appendix A.)
Content and Rigor
Content Priorities
By labeling each standard E, I, or W (as described above), Nevada provides some helpful guidance about content priori ties. While this scheme is not completely clear, the hierarchy suggests that the "big idea" (E) standards are the highestpriority standards, and, using that as a guide, arithmetic standards in the crucial elementary grades comprise more than 40 percent of the standards. This prioritizes arithmetic moderately well.
Content Strengths
Memorization of the basic number facts is explicit:
Immediately recall and use addition and subtraction facts (grade 3)
Immediately recall and use multiplication and corresponding division facts (products to 144) (grade 4)
Although done without mention of fluency or standard algorithms, Nevada provides straightforward arithmetic stan dards:
Add and subtract one- and two-digit numbers without regrouping (grade 2)
Add and subtract two- and three-digit numbers with and without regrouping (grade 3)
Add and subtract multi-digit numbers (grade 4)
This is a clearly developed sequence for addition and subtraction. Multiplication and division are presented similarly. The connection between decimals and place value is clear:
Identify and use place value positions of whole numbers and decimals to hundredths (grade 5)
Although the high school standards are generally very weak, some are good and clear:
Identify parallel, perpendicular, and intersecting lines by slope (grades 9-12)
Content Weaknesses
The content in elementary school has a few problems. Both fluency and standard procedures are missing in the develop ment of arithmetic. Although the structure of arithmetic is generally well covered, the inverse nature of addition and subtraction and of multiplication and division is not developed.
Some essential content is not explicitly covered in the development of perimeter and area. For instance, triangles are not explicitly covered, though students are expected to find the area of plane figures, which implicitly includes triangles. The following sequence of standards illustrates this gap:
Define and determine the perimeter of polygons and the area of rectangles, including squares (grade 4) Select, model, and apply formulas to find the perimeter, circumference, and area of plane figures (grade 6)
Nevada's high school standards are too scant to cover the essential content well. In geometry, proofs and axioms are missing, as are theorems about triangles, congruence, similarity, and circles. There are very few algebra standards. Quadratic equations appear in only a few standards, and the development is weak. Although quadratic equations are to be solved, no techniques for doing so are mentioned, such as completing the square. Polynomials, though included as a topic, are covered only with the following:
Add, subtract, multiply, and factor 1st and 2nd degree polynomials connecting the arithmetic and algebraic processes (grades 9-12)
STEM-ready content is largely missing, including exponential and logarithmic functions, complex numbers, and polar coordinates. Trigonometry is introduced but not developed.
Arithmetic is reasonably well developed and prioritized. The high school standards, which are combined for all grades, are missing much of the essential content. These serious problems result in a Content and Rigor score of four points out of seven. (See Common Grading Metric, Appendix A.)
The Bottom Line
With their grade of C, Nevada's mathematics standards are mediocre, while those developed by the Common Core State Standards Initiative earn an impressive A-minus. The CCSS math standards are significantly superior to what the Silver State has in place today. | <urn:uuid:31f7e4bf-ed82-4257-8a02-456ccf2283a6> | CC-MAIN-2021-17 | http://edexcellencemedia.net/publications/2010/201007_state_education_standards_common_standards/Nevada.pdf | 2021-04-15T04:24:24+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00381.warc.gz | 29,420,636 | 3,475 | eng_Latn | eng_Latn | 0.991865 | eng_Latn | 0.994123 | [
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Volume 28 Issue 3
Children's Book and Media Review
Article 5
2007
Emily's Magic Words: Please, Thank You and More
Holly Dickman
Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr
BYU ScholarsArchive Citation
Dickman, Holly (2007) "Emily's Magic Words: Please, Thank You and More," Children's Book and Media Review: Vol. 28 : Iss. 3 , Article 5.
Available at: https://scholarsarchive.byu.edu/cbmr/vol28/iss3/5
This Book Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact firstname.lastname@example.org, email@example.com.
.
Senning Ed.D, Cindy Post, & Post, Peggy. Emily's Magic Words: Please, Thank You, and More Illustrated by Leo Landry. Collins, 2007. $15.99. ISBN 9780061116803. 32 p.
Reviewer: Holly Dickman
Reading Level: Preschool, Primary
Rating: Excellent
Genre: Informational books;
Subject: Etiquette--Juvenile literature; Manners--Juvenile literature; Books--Reviews;
Emily is a magician. However, she is not your typical magician. Her magic comes from a special source. It is Emily's words that make magic. Because Emily chooses to use "magic words" such as please, thank you, excuse me, and I'm sorry, she is able to "make smiles appear" and "fix a mistake." There are many various situations depicted in the pages showing the positive effects of using "magic words." The book ends with Emily revealing the most magical of all her magic words: the three words "I love you."
This kid-friendly book shows the purpose of manners and the positive effects manners can have to toddlers and children in a fun an inventive way. The commonly used phrased "say the magic words" are creatively used with a twist. The character Emily is introduced as a girl who does magic. She wears a cape, a black top hat, and carries a magic wand. With each new page, readers can follow the stars, lightning bolts, and swirls that come from Emily's magic wand to the magic words that Emily uses. The word choice is simple, and the pictures reinforce the text, assuring that even young children will be able to understand the message the pictures and text portray. Brightly colored illustrations, colored text, and a young main character will quickly grab the attention of most children. Useful for a read-aloud and lesson on manners in a home or elementary school.
Volume 28, no.3 (Jan/Feb 2008)
Published by BYU ScholarsArchive, 2007
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Case Studies
Study 1: Downtown Framingham Small Business
Small businesses generate growth, innovation, and are essential to the strength of local economies. In recent years, Downtown Framingham has become a hub for entrepreneurs from all over the world — having at least twenty different nationalities among its local business owners.
To recognize the diversity, contributions, and vibrancy that small businesses bring to Framingham, the Framingham Downtown Renaissance (FDR), the MetroWest Regional Collaborative (MWRC), Welcoming Framingham, and the Metropolitan Area Planning Council (MAPC) worked together as part of the MetroFuture Walks & Talks to host the first Tour of Small Businesses in Downtown Framingham.
Overall challenges in Downtown Framingham
- Apathy and disenfranchisement, especially among immigrant business owners;
- Disconnect from local government;
- Social problems such as drug consumption and homelessness;
- Poor pedestrian infrastructure;
- Perceptions of the downtown as a dirty and not welcoming place.
Goals of the Event
- Create a space for participants from the public, private, and non-profit sector to connect around issues relevant to Downtown Framingham;
- Showcase how Framingham's diversity could give the Town a competitive advantage;
- Start the conversation about an upcoming Downtown Framingham Transit Oriented Development study;
- Have town leaders set priorities that directly support the growth of small businesses in Downtown Framingham.
Project Partners
- Metropolitan Area Planning Council: MAPC is the regional planning agency serving the people who live and work in the 101 cities and towns of Metropolitan Boston. MAPC's mission is to promote smart growth and regional collaboration.
- Framingham Downtown Renaissance: FDR's mission is to promote, drive, and implement the revitalization of Downtown Framingham by collaborating with residents, Town of Framingham officials, and private stakeholders supporting a shared vision. They are committed to making Downtown Framingham a great place to live, work and visit.
- MetroWest Regional Collaborative: As one of MAPC's subregions, the MetroWest Regional Collaborative (MWRC) serves the MetroWest region of Eastern Cochituate Aqueducts, Natick, from I-95 to I-495 along the Route 9 corridor. They facilitate inter-local collaborative planning and problem solving to enhance the quality of life and economic competitiveness of the MetroWest region.
- Welcoming Framingham: Welcoming Framingham is a community-wide initiative seeking to affirm Framingham as a welcoming place for all. They encourage conversations in an effort to promote understanding among diverse people and celebrate the positive contributions that individuals from various walks of life make to the community.
Outreach to Participants
The focus was placed on inviting a broad spectrum of Framingham leaders to the tour, including Town staff, the business community, service organizations, immigrant advocates, news media, developers, brokers, local colleges, and active citizens. The tour was organized in this manner because collaboration among public, private, and the non-profit sector are key to the successful revitalization of any downtown area. An initial list of 60 attendees was created by FDR, MWRC, and MAPC.
Outreach to Small Businesses
After canvassing over 80% of small businesses in the downtown area, a total of sixteen business owners agreed to participate in the tour. Entrepreneurs were prepared to share their stories and explain why they chose Framingham as a place to invest and grow. A special effort was placed in highlighting how their contributions strengthen the local and regional economy.
Event Description
Over the course of two and a half hours, fifty five town leaders came together to learn about the diversity of businesses in its downtown area; and to hear the stories, challenges, and contributions of these entrepreneurs.
After a brief "Welcome and Introductions," participants were divided into four color-coded groups and guided through four small businesses along the downtown area (sixteen small businesses in total.) Each group stayed a maximum of twelve minutes in each location before moving on to the next host.
Once the visits were finished, participants gathered at the initial reception area to debrief, have small group discussions, and grab lunch.
Outcomes
- MAPC strengthened relationships with the Town of Framingham and other project partners.
- Relationships between local entrepreneurs and community leaders were reinforced.
- Sixteen small business owners and fifty five town leaders were engaged in a conversation about priorities for Downtown Framingham, with a focus on its diversity as a competitive advantage.
- Increased participation of small business owners in subsequent public meetings about the future of Downtown Framingham.
- Coverage of the event by two local newspapers:
o Officials get familiar with downtown's vast array of businesses, MetroWest Daily News
o PHOTOS: Story Tour in Framingham, MetroWest Daily News
o Framingham Downtown Story Tour Highlights the People Behind the Businesses, Framingham Patch
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ELECTRICAL SAFETY QUIZ
1 What is the voltage in the wall plugs to operate a toaster? ______________
2 Could that amount of electricity kill you? _____________________________
3 Where is electricity trying to get to? __________________________________
4 What number of fuse or breaker operates the lights in your home? ______
5 What could happen if we used too large a fuse or breaker? ______________
6 What is the name of the company that supplies electricity to your home? _
7 Who was the presenter of the safety program? _________________________
8 What is the name of the outlet safety receptacle used in a bathroom? ____
9 How many milliamps does it take (before you can’t let go)? _____________
10 How many milliamps does a 100 watt bulb use? _______________________
11 Give two reasons why a bird or squirrel can walk on a overhead hydro wire and not be electrocuted?________________________________________
12 What are the approval letters shown on the back of a power bar in
Ontario? _________________________________________________________
13 What is the reason for the dill pickle demonstration? _________________
14 What is the normal voltage going into your home?
_____________________
ELECTRICAL SAFETY QUIZ ANSWERS
1 What is the voltage in the wall plugs to operate a toaster? (120 volts)
2 Could that amount of electricity kill you? (Yes)
3 Where is electricity trying to get to? (the ground)
4 What number of fuse or breaker operates the lights in your home? (15 amps)
5 What could happen if we used too large a fuse or breaker? (could cause a fire)
6 What is the name of the company that supplies electricity to your home? (_____________________________.)
7 Who was the presenter of the safety program? (_______________________)
8 What is the name of the outlet safety receptacle used in a bathroom? (G.F.C.I.)
9 How many milliamps does it take (before you can’t let go)? (5 to 10)
10 How many milliamps does a 100 watt bulb use? (800)
11 Give two reasons why a bird or squirrel can walk on an overhead hydro wire and not be electrocuted? (on 1 wire only - not touching the ground)
12 What are the approval letters shown on the back of a power bar in Ontario? (C.S.A.-Canadian standards association or U.L.-underwriters laboratories Inc.)
13 What is the reason for the dill pickle demonstration? (To show what can happen in your body when you get a shock from 120 volts)
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CLIMATE CHANGE AND KNOWLEDGE FROM PERU'S INDIGENOUS ROOTS
The event is promoting the participation of indigenous peoples, who are set to voice their views and discuss solutions at the meeting. And Peru's environment minister, who has spoken about the role of science, technology and traditional knowledge in tackling climate change.
Through images and interviews, this feature probes how science and traditional knowledge are combined at the Potato Park — an area in the Cusco region of Peru where indigenous Quechua communities live and work to systematically preserve hundreds of varieties of the native potato as well as other Andean root vegetables and tubers.
(Photography by Anita Makri and Bibiana Melzi)
The sign that welcomes visitors to the Potato Park"Immerse yourself in the roots of the Andes," reads a message on a tall sign beside the road as we drive through the Sacred Valley of the Incas. We are in the Peruvian Andes, about 3,100 metres above sea level, and about to enter the Potato Park.
The park is a protected area covering more than 9,000 hectaresThe Potato Park is a conservation initiative dedicated to preserving native crop varieties, and is one of the few in the world where local people manage and protect biological resources with traditional knowledge. It collaborates with the International Potato Center (CIP), a research institution, and is managed by non-profit NGO ANDES.
The more than 6,000 people who live here in six communities share land, culture and a tradition built around the cherished native potato.
Lino Mamani is a 'potato guardian' — a title that reflects his involvement with the technical conservation work at the parkMore than an hour into my visit, I talk to Lino Mamani, pictured above, who manages the storeroom that also acts as a 'potato bank,' housing more than 1,000 varieties of potato grown in the park. Through words translated by Peruvian journalist and producer Bibiana Melzi, he tells me how climate change is affecting farmers' lives.
"First of all, there's too much sun. And rain comes too early. So we're receiving rain before we're ready, and we're also seeing the frost come earlier," he says. "So the problem is that we're having to plant potatoes higher and higher and higher."
This is one of the reasons why the community values the vast diversity of potato varieties kept here. Mamani explains they are experimenting with the planting — growing potatoes at higher or lower elevations — to adapt to the changes. Festivities with earth offerings and dances often accompany that rotation — a sign of the deep connection between the potato and local culture.
"The potato is our spinal cord," says Lino Mamani — for local people it's at the centre of agriculture and culture
Local people live and work the land by ayllu, a traditional system of reciprocity. This means that if people living at higher elevations cannot grow a particular kind of potato as a result of climate change, they can rely on the rest of their community to share their produce.
The community collectively owns the park's land, with each family working a small plot to grow potatoes to feed themselves
They are also adapting to climate change by cross-pollinating existing varieties in search of more-resistant ones. And, as I find out, this is one way that science complements traditional knowledge.
I spoke with Lino Loayza, field coordinator at ANDES, about what science brings to the park's work and how it sits alongside traditional knowledge.
The greenhouse allows the community to control the conditions under which potato seeds are grown
Loayza runs through the basics of improving potato varieties. He explains that the potato plant produces two kinds of seeds: the flower seeds and the tuber seeds. Because the tuber seed is susceptible to viruses, it's the seed obtained from the flower that is planted in the greenhouse. The baby tubers that grow from these seeds are then planted in the fields. It takes at least four years of fieldwork to produce usable potatoes.
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Seeds obtained from different potato varieties are either planted or kept in the storeroom The CIP is now teaching this method of obtaining a better seed to the farmers — transferring that scientific knowledge so the indigenous communities can continue to grow and harvest native potatoes.
"There's another type of investigation, molecular, which is much more scientific" Loayza tells me. "But this method is much easier, much faster. It uses people's own knowledge. These people haven't gone to school, they haven't received that kind of education, but they have knowledge of hundreds of years of working with potatoes. But they needed this extra [scientific] information. The two needed to be paired: the traditional knowledge and the scientific knowledge."
Respect for community members' knowledge is the secret to preserving the vast variety of native potatoes, according to ANDES ANDES began working at the park in the mid-1990s with the goal of protecting the environment. But the NGO soon realised that the communities were guardians of a rich variety of potatoes, and started working to preserve them. And so in 2002, they started working with potatoes — "first, leaning from the local people," Loayza says, "and then teaching them the science."
I ask Loayza what the world can learn from the work done at the Potato Park. He first points out that many NGOs have worked in this area, usually imposing their science on the communities that have been living here for generations. But "for ANDES, having respect for the people here, that is the law," he says.
Members of the community working at the park say the same — that, in the past, NGOs would show up, do the work and go without leaving any information behind.
The cold storeroom where the seeds of all potato varieties held in the park are kept. It has no electricity — the design of the building replicates that used by the Incas I ask Loayza how else science is being applied at the park. This project began with research, he explains. ANDES started to systematically collect the different varieties of potato from the area and register them.
The NGO also signed an agreement with CIP, which had collected samples of potatoes in the area 50 years back. As a result, 410 potato varieties were reintroduced to the area. "They brought from their genetic bank the little seedlings in test tubes, and it's 100 per cent guaranteed that they are the same species they took from here 50 years ago," says Loayza. "The CIP brings in its science to characterise and identify, through molecular research, the potatoes in this area. So [the community] can state that they have 1,347 varieties here."
The local people are also learning how to pollinate flowers to create new varieties without having to plant the tubers. And they are benefiting from the science of identifying varieties.
Mariano Sutta is another of the park's 12 'potato guardians'
Mariano Sutta, pictured above, says: "As potato people, we know the whole process about the agriculture we learned from our parents. But we need to learn how to read potatoes."
According to Loayza, local people can identify the different varieties of potatoes from their colour, shape, taste and how sandy the texture is. "But now they also know how to recognise them through the leaves, the stem, the flower," he says. "They can now read tables with information on characteristics such as the colour of the flower, the colour and the shape of the stem."
Over the past 15 years, the community has kept systematic records of the potato varieties in the parkSutta tells me there are tangible benefits to this knowledge: it makes the work simpler and more productive. "Every potato [type] can get different diseases, so, if we're sure which potato is which, then we know how to disinfect effectively. And, of course, that makes our life easier."
Science and indigenous knowledge also coexist when it comes to disinfection. The traditional method of eliminating viruses is by rotating the terraces where each potato variety is planted. CIP scientists use their own methods, such as applying heat to kill viruses and growing plantletsin vitro, before returning 'clean' varieties back to the farmers.
Potatoes are grown communally and distributed to everyone who lives at the parkThis scientific knowledge is helping the community adapt to climate change by making the most of the potato varieties on their land. "Now we can obtain seeds to plant or to keep for ten, 20 years," says Mamani.
He highlights two varieties of potatoes grown throughout the park at different altitudes. A variety of bitter potato called Moraya is grown from 4,200 to 4,800 metres as it can withstand severe weather. This potato turns white as a result of processing, which involves dehydrating and freeze-drying before it gets stored. Chuño is another potato that is freeze-dried and processed in a similar way to Moraya, but its flesh remains black.
"Chuño and Moraya, for us, mean food security. You can store Chuño anywhere you want, for one year, five years", says Mamani. "We have reasons behind preserving all these varieties."
Source : http://www.scidev.net/global/agriculture/multimedia/climatechange-knowledge-peru-indigenous-roots.html | <urn:uuid:3bd63733-fa13-4273-b89b-8e45f63003f9> | CC-MAIN-2021-17 | http://www.idc-online.com/technical_references/pdfs/civil_engineering/Climate_change_and_knowledge_from_Perus_indigenous_roots.pdf | 2021-04-15T04:41:08+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00389.warc.gz | 137,037,447 | 1,971 | eng_Latn | eng_Latn | 0.998277 | eng_Latn | 0.999158 | [
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NATIONAL PREPAREDNESS MONTH | SEPTEMBER 2014
EMERGENCIES CAN HAPPEN ANYTIME. ARE YOU READY?
www.medisysprepares.org | firstname.lastname@example.org
NATIONAL PREPAREDNESS
MONTH is observed every year in September. It is a sponsored effort by the Federal Emergency Management Agency (FEMA) to encourage individuals to prepare for emergencies in their homes, businesses, schools, and communities. FEMA (Ready Campaign) disseminates information to help the general public prepare for and respond to emergencies, including natural disasters and potential terrorist attacks.
WHY PREPARE Preparedness can reduce fear, anxiety, and losses that accompany disasters. You can also decrease the impact of disasters (for example, by flood proofing, elevating a home out of harm's way) and sometimes avoid the danger completely!
As team member of a healthcare network, your level of personal and family preparedness helps enhance the overall preparedness efforts at the workplace. During an emergency, the health network relies on you to help sustain normal operations and to continue serving patients.
1. M A K E A P L A N
Before drafting a plan, ask yourself the following questions:
o Do I have an emergency support network (such as friends or family) I/we might be able to stay with or rely on for help, including out of state contacts?
o Have I documented emergency lifesaving and health related info including allergies, medications, special conditions, etc. for each of my family members?
o Do we have alternate transportation plans in case there are road closures or public transportation isn't running?
o Do my family and I know how to evacuate our home, school or workplace?
o Do my family and I have an agreed upon meeting point in case we are unable to call each other?
o Do we know where our local city or county shelters are located?
2. G A T H E R S U P P L I E S
Assemble a Go Bag & Emergency Supply Kit. Your Go Bag should be readily accessible so that you can grab it and go during an emergency, such as during a fire. An Emergency Supply Kit is useful for when you need to shelter-in-place or stay home, such as during a snowstorm.
Be sure to consider the different needs of each one of your family members. Here are some ideas for what you can include:
o Copies of important documents in a waterproof container (e.g., insurance cards, photo IDs, proof of address, marriage and birth certificates, copies of credit and ATM cards).
o Flashlight, battery-operated AM/FM radio, and extra batteries or wind up radios that do not require batteries.
o List of medications taken, complete with dosage information.
o Contact information for household and members of your support network.
o Aerosol tire repair kits and/or tire inflator to repair flat wheelchair or scooter tires.
o Supplies for your service animal or pet (e.g., food, extra water, bowl, leash, cleaning items, vaccination records, and medications).
o Back-up medical equipment (e.g., glasses, batteries, oxygen, medication, scooter battery, hearing aids, mobility aids, glasses, facemasks, gloves).
o One gallon of drinking water per person per day for at least three days.
o Non-perishables, ready-to-eat canned foods, and a manual can opener.
o Whistle or bell.
o Style and serial numbers of medical devices (such as pacemakers) and usage instructions.
You may want to consider fueling your vehicles to maximum capacity before an impending snowstorm in case there are gas shortages afterwards. It is also a good idea to keep a thorough contact information sheet for your fellow colleagues up to date, as you may need to reach out to them.
MEDISYS HEALTH NETWORK – NATIONAL PREPAREDNESS MONTH |
SEPTEMBER 2014
DID YOU KNOW? Emergency Response Guides or 'Yellow Books' are available in key areas around the hospital such as nursing stations, etc. These are quick reference guides providing information about the facility's disaster plans and color codes, along with key phone numbers.
In addition, all employee IDs include an attachment which tell you what the different color codes mean.
BEFORE
Know the risks and danger signs.
Purchase insurance, including flood insurance, which is not part of your homeowner's policy. Develop plans for what to do. Assemble a disaster supplies kit. Volunteer to help others.
DURING
Put your plan into action. Help others.
Follow the advice and guidance of others in charge of the event.
AFTER
Repair damaged property. Take steps to prevent or reduce future loss.
Source: 'An Indepth Guide to Citizen Preparedness' www.fema.gov
3. G E T I N V O L V E D 3. G E T I N F O R M E D 3. B E I N F O R M E D
The following websites provide valuable information and resources to enhance your disaster preparedness efforts.
o MediSys Emergency Management Website www.medisysprepares.org
o
Federal Emergency Management Agency (FEMA) www.ready.gov
o NYC Office of Emergency Management www.NYC.gov/oem
o Ready New York Preparedness Information www.NYC.gov/readyny
o Notify NYC – Emergency Updates www.NYC.gov/notifynyc
o NYC 311 – http://www1.nyc.gov/311/index.page
o American Red Cross in Greater NY www.nyredcross.org
o Con Edison www.coned.com
o LIPA www.lipower.org
o National Grid www.nationalgridus.com
o Centers for Disease Control Emergency Preparedness and Response www.bti.cdc.gov
4. G E T I N V O L V E D
Get involved before a disaster occurs! Statistics show individuals who have community support during disasters recover faster. There are many ways to help.
o Check in with your supervisor before a severe weather event (i.e. impending blizzard) to see if you can provide staffing coverage.
o Visit www.medisysprepares.org or email MediSys Health Network Emergency Management (email@example.com) to find out how you can help with disaster recovery efforts within the health network.
o To support disaster efforts in your community, volunteer to receive training for your local Community Emergency Response Team, Medical Reserve Corps unit and/or other Citizen Corps Partner Program or affiliate organization. You can also look into your local faith-based or community organizations to find active programs which assist with disasters.
o Become connected with and collaborate with your community planning process. Link up with your local emergency planning group, Citizen Corps Council or local emergency management agency.
o Join or start a preparedness project. Find an event or identify local resources, build a team, choose a project, set goals and serve your community by improving the preparedness of your friends, colleagues and neighbors.
o Support major disasters by donating cash or goods which may help meet the needs of your community in times of disaster.
HURRICANE EVACUATION ZONES
Do you know that NYC hurricane evacuation zones were updated after Hurricane Sandy? Find out which zone your home, business, and/or school falls into. The New York City Office of Emergency Management has resources available on its website including an overview on hurricanes, a zone finder section, evacuation information, safety tips and more. Visit http://www.nyc.gov/html/oem/html/hazards/storms_evaczones.shtml | <urn:uuid:34ce4df4-19f5-4314-80fe-ce0457501132> | CC-MAIN-2021-17 | https://flushinghospital.org/sites/default/files/public_files/MEDISYS-NATIONAL-PREPAREDNESS-MONTH-2014.pdf | 2021-04-15T04:01:16+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00385.warc.gz | 357,268,848 | 1,533 | eng_Latn | eng_Latn | 0.977974 | eng_Latn | 0.984246 | [
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Sex and Relationship Education Policy
AIMS:
This policy is a working document which provides guidance and information on all aspects of SRE in the school for staff, parents/carers and governors. It is accessible to all of these groups and available on request and on the website.
SRE has links with Science, PSHE, Drugs, Behaviour, Safeguarding, Confidentiality, Anti-Bullying, Health and Safety and Support for Vulnerable pupils.
Context
The policy was written with reference to the following Government initiatives and guidance:
* SRE Core Curriculum for London, Government Office for London/PSHE Association (2009)
* Sex and Relationship Education Guidance, DFEE (2000)
* Are you getting it right – A toolkit for consulting young people on sex and relationships education, Sex Education Form/National Children's Bureau (2008).
* A Positive Approach – Guidance on Teaching Relationships Education in Schools, Greenwich Education Service (2001).
* Sex and relationship education, healthy lifestyles and financial capability, QCA (2005)
Moral and Values Framework
The SRE programme reflects the school ethos and demonstrates and encourages the following values:
* Respect for self;
* Responsibility for own actions;
* Respect for others;
* Responsibility for family, friends, schools and wider community.
Equal Opportunity Statement
West St Leonards Primary Academy is committed to the provision of SRE to all pupils. Our programme aims to respond to the diversity of children's cultures, faiths and family backgrounds. Equal time and provision will be allocated for all groups but there may be occasions where children with Special Educational Needs are given extra support.
Content
Foundation Stage
The children will focus on keeping clean in the various daily experiences explored in Early Learning Goals.
Hygiene/Handwashing – The children will learn the importance of keeping hands clean and practise thorough hand washing methods. They will know when they are expected to wash their hands such as before eating, after using the toilets, etc.
Hygiene/Using tissues – the children will learn that tissues are useful to catch sneezes and colds to avoid spreading germs. They will learn how to dispose of soiled tissues.
Key Stage 1 - Curriculum Overview consisting of three lessons each year
Year 1 – Growing and Caring for Ourselves (PSHE Framework: 3e, 4d, 4c)
* Lesson 1: Keeping Clean. Learning intention: To understand some basic hygiene principles. The children will learn how to keep clean and look after oneself.
* Lesson 2: Growing and Changing. Learning intention: To introduce the concept of growing and changing. The children will know how people grow and change and understand that babies become children and then adults. They will begin to know that there are differences between boy and girl babies (National Curriculum Science SC2/1b).
* Lesson 3: Families and Care. Learning intention: To explore different types of families and who to ask for help. They will learn there are different types of families and know which people we can ask for help (SC2/2a).
Year 2 - Differences (PSHE Framework: 3e, 4d, 4c)
* Lesson 1: Differences: Boys and Girls. Learning intention: To introduce the concept of male and female gender stereotypes and to identify differences between males and females. The children will talk about the ways boys and girls can be the same and different; understand that some people have fixed ideas about what boys and girls can do and describe the difference between male and female.
* Lesson 3: Naming the Body Parts. Learning intention: To focus on sexual difference and name body parts. The children will be able to describe the physical differences between males and females and name the male and female body parts (SC2/2a).
* Lesson 2: Differences: Male and Female. Learning intention: Describe some differences between male and females and to understand how this is part of the lifecycle. The children will be able to describe some differences between male and female animals; differences between boys and girls and understand that making a new life needs a male and a female (SC2/1b).
Key Stage 2 - Curriculum Overview
Year 3 – Valuing Difference and Keeping Safe (PSHE framework 1b, 4e, 3c 3e, 4c 4g)
* Lesson 1 – Differences: Male and Female. Learning intention: To explore differences between males and females and to name the body parts. They will know some differences and similarities between males and females and name body parts using agreed words.
* Lesson 2 – Personal Space. Learning intention: To consider touch and to know that a person has the right to say what they like and dislike. This will include being able to talk about ways of dealing with unwanted touch.
* Lesson 3 – Family Differences. Learning intention: To explore different types of families and who to go to for help and support. They will understand that all families are different and have different family members and identify who to go to for help and support.
Year 4 – Growing Up (PSHE Framework 1d, 3c)
* Lesson 1 – Growing and Changing. Learning intention: To explore the human lifecycle. The children will be able to describe the main stages of the human lifecycle and describe the body changes that happen when a child grows up.
* Lesson 3 – What is Puberty? Learning intention: To learn about the physical changes associated with puberty. They will learn about the physical and emotional changes that happen in puberty and know that each person experiences puberty differently (SC2/1a, 2f). The working party agreed that the worksheet to support puberty needed the flexibility to be adapted according to the cohort.
* Lesson 2 – Body Changes and Reproduction. Learning intention: To identify some basic facts about puberty, reproduction and pregnancy. They will know that during puberty the body changes from a child into a young adult; understand why the body changes during puberty and identify some basic facts about pregnancy (Sc2/1a, 2f). The working party agreed that the use of the term 'sperm' is not necessary for this year group and will be introduced at a later stage.
Year 5 – Puberty (PSHE Framework 1d, 3c)
* Lesson 1 – Talking About Puberty. Learning intention: To explore the emotional and physical changes occurring in puberty. The children will be able to explain the main physical and emotional changes that happen during puberty and ask questions about puberty with confidence (Sc2/1a, 2f). The working party agreed that sex hormones will be referred to simply as hormones and that a question box needs to be available in the classroom to accommodate children who find it easier to write their concerns.
* Lesson 3 –Puberty and Hygiene. Learning intention: To explore the impact of puberty on the body and the importance of physical hygiene; to explore ways to get support during puberty. The children will be able to
* Lesson 2 – Male and Female Changes. Learning intention: To understand that male and female puberty changes in more detail. They will understand how puberty affects the body and emotions. The children will be able to describe how to manage physical and emotional changes (Sc2/1a, 2f). The working party agreed that girls and boys need to understand about each other but it will be taught in separate gender lessons.
explain how to stay clean during puberty; describe how emotions change during puberty and know how to get help and support during puberty (Sc2/1a, 2f).
Year 6 – Puberty and Reproduction – (PSHE Framework 3c, 4c)
* Lesson 1 – Puberty and Reproduction. Learning intention: To consider puberty and reproduction. The children will be able to describe how and why the body changes during puberty in preparation for reproduction; talk about puberty and reproduction with confidence (SC 2/1a, 2f).
* Lesson 3 – Conception and Pregnancy. Learning intention: To explore the process of conception and pregnancy. They children will know basic facts about pregnancy and conception and realise decisions that have to be made before having a baby (SC 2/1a, 2f).
* Lesson 2 – Relationships and Reproduction. Learning intention: To consider reproduction in the context of relationships. They children will be able to discuss different types of adult relationships with confidence and explain how babies are made (SC 2/1a, 2f). The working party agreed that there must be a huge emphasis on relationships.
Organisation
SRE should not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social Health and Economic Education (PSHE) and Citizenship throughout all phases. At West St Leonards Primary Academy the main content will be delivered through the Science curriculum. Where possible we create topic based opportunities and the children will learn about SRE through Life Processes.
SRE is normally delivered by the class teachers, who will teach it in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups.
Resources to support SRE implementation
The Christopher Winter Project - Keeping Clean pictures/posters, Lifecycle picture cards, Lifecycle word cards, Pictures of families, Boy/girl labels, Body part pictures, Hoop labels, worksheets, Clothed Baby Picture cards, Puberty Changes Teacher Guide, Pictures of Male and Female Reproductive Organs, Anonymous question template, Male pictures, Puberty Game Card, What is the Menstrual Cycle? Cards/game, Puberty Problem page, Problem Page Teacher Guide, Puberty Bingo, Puberty Changes Teacher Guide, Puberty Changes Body Part card, Reproduction question sheet, Reproduction answer cards, Reproduction summary, Relationship pictures, How Does A Baby Start? Cards/Summaries, Conception and Pregnancy statements/answers and Conception and Pregnancy Quiz/answers.
SRE Policy
We have purchased the Living and Growing Series (DVD). However, it will only be used if it is deemed suitable for the class and teachers will be selective in its use to support learning.
Useful internet addresses
www.toysnfun.co.uk, www.channel4.com/learning, www.fpa.or.uk/shop www.bbc.o.uk/science/humanbody/body/interactives/lifecycle/teenagers/ http://kidshealth.org/misc/movie/bodybasics/bodybasics fembale repro.html
Reading Material
Happy Familes - Allan Ahlberg, Princess Smarty Pants - Babette Cole, William's Doll - Charlotte Zolotow,
Who's in a Family? - Robert Skutch, Amazing Grace – Mary Hoffman and Caroline Binch, The Family Book – Todd Parr, Tell Me About The Night I Was Born – Jamie Lee Curtis, Nutmeg Gets a Little Sister – Judith Foxon, Spark Learns to Fly – Judith Foxon, Hair in Funny Places – Babette Cole, Let's Grow with Nisha and Joe booklets.
In addition, Circle Time activities will be used as a tool for learning with an emphasis on the children being safe and raising their self-esteem.
Answering Sensitive Questions
Both formal and informal SRE arising from pupils' questions are answered according to the age and the maturity of the pupil(s) concerned. Questions do not have to be answered directly and can be addressed individually at a later stage. Parents will be contacted if deemed appropriate. Varying ways of gathering pupil questions are used e.g. class post boxes. The school believes that individual teachers must use their skill and discretion in this area and refer to the School Lead person for Safeguarding if they are concerned.
West St Leonards Primary Academy believes that SRE should meet the needs of all pupils regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support.
* Curriculum plans and resources recognise diversity in families.
* Homophobic bullying is recognised and will be dealt with strongly and specifically.
Effective teaching and learning in SRE can be hampered by a lack of confidence in answering sensitive or difficult questions. Therefore, at West St Leonards Primary Academy, professional development will be matched to this need.
Specific Issues within SRE
Parents/Carers have the right to withdraw their children from all or part of the Sex and Relationships Education provided at school except for those parts included in statutory National Curriculum Science.
Those parents/carers wishing to exercise their right are invited to see the Principal who will explore any concerns, establish which aspects of SRE are non-statutory and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the SRE programme until the request for withdrawal has been removed.
Outside Visitors
Teachers will lead on teaching SRE in the classroom and outside visitors are used for support as part of an integrated programme of work.
Visitors will be advised on their integration into the SRE programme and the expectations of their input will be made clear from the beginning. A teacher will always be present in the classroom during any lesson carried out by an outside visitor. However, it is recommended that alternative members of staff within the school may be used to support the provision of SRE, such as nurses.
If external contributors are involved, the school will ensure that:
* they are clear about the desired learning outcomes before deciding who is best able to help achieve them;
* the external contributors are competent educators and facilitators and do not provide input outside of their area of expertise;
* the external contribution is integrated into the school's programme, rather than being an isolated event;
* where possible, pupils are involved in the preparatory and follow-up work, e.g. writing an invitation and thank you letters;
* the contribution is grounded in a pupil-centred approach to learning, which may involve assessing educational needs;
* the content of the lesson is negotiated to ensure that it meets the needs of pupils and is consistent with the overall aims of the SRE programme;
* the input from visitors is monitored and evaluated by staff and pupils. The evaluation informs future planning.
Vetting external contributors and safeguarding
Any visitor to the school who has unsupervised access to children or who works in the school on a regular basis will be subject to (Formally CRB) checks.
Assessment for Learning
Elements of the sex education in the science curriculum are assessed formally. Assessment and evaluation of the SRE programme outside the science order is conducted using a variety of informal activities which have been built into the programme. This could include peer assessment and self-assessment. Teachers delivering SRE should constantly evaluate their lessons to inform future planning.
The Role of the Co-ordinator
Name: Sara Williams
Roles and duties of the school SRE co-ordinator
* To ensure all teachers have access to the SRE policy and Christopher Winter Project.
* To ensure parents/carers have the opportunity to review the resources intended to fulfil the requirements of SRE.
* To provide teachers and children with the necessary resources to fulfil the requirements of SRE.
* To ensure staff monitor and evaluate SRE on a regular basis.
* To identify CPD needs, linked to the school development plans and performance management targets.
* To encourage staff to review SRE teaching to inform future planning.
Lead Governor for SRE
Name: ……………………………………………………….
Role and duties of the above person
* To play a key role in the development of the school's policy on SRE
* To ensure the policy is made known to the whole school community.
* To play a key role in the monitoring and development of SRE.
Confidentiality and Safeguarding
As a general rule a child's confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he talks to the named safeguarding lead in school, who takes action as laid down in the Safeguarding Policy. All staff are familiar with the policy and now the identity of the member of staff with responsibility for safeguarding issues.
The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process.
SRE Policy
Copies of the SRE policy are available from the school office on request from parents. It can also be accessed along with other policies on the West St Leonards Primary Academy website.
West St Leonards Primary Academy believes in the importance of appropriate staff training to enable staff to deliver effective SRE. The co-ordinator should access courses or INSET opportunities to assist staff involved in the delivery of SRE. Whole school training needs are identified through monitoring and evaluation processes and are built into regular CPD opportunities.
The SRE/PSHE Co-ordinator facilitates the gathering of policy feedback to inform changes to the policy. | <urn:uuid:9eb9a467-8943-4059-b6db-5390016b5ef9> | CC-MAIN-2021-17 | https://resources.finalsite.net/images/v1576093522/brightonacademiestrustorguk/qldchd11ynzgvoqufuqp/wsl-sre-policy.pdf | 2021-04-15T05:46:08+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00388.warc.gz | 590,376,541 | 3,504 | eng_Latn | eng_Latn | 0.994329 | eng_Latn | 0.99674 | [
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Pests of Turf Grass
Introduction
Managing common insects, weeds, plant diseases and certain animal pests found in the backyard can be a challenge. However, there are a number of ways to approach the problem. Information in this publication will help identify and manage pest problems.
Pest management methods will vary among individuals according to their tolerance of the pest, the damage and a basic philosophy about handling pest problems.
It may not be necessary to control pests if numbers are low and damage is not significant. At other times, simply spraying a tree with water, pruning a branch or digging up a weed will reduce or eliminate the problem. Natural predators may also control the pest problem.
Backyard Pest Management is designed to help focus on the key areas of pest management. The first section provides basic approaches to pest management and looks at ways to prevent problems and handle them as they arise. Further sections focus focus on the insects and the types of plants they damage.
There are many ways to deal with backyard pest problems. When using pesticides to control a problem, there is the potential for damage and the possibility of legal issues. Use pesticides with caution and always according to label directions.
Approaches to Pest Management
Integrated Pest Management (IPM) is an environmentally responsible approach to pest management. IPM focuses on prevention, and if problems occur, the method provides a variety of control strategies.
Prevention
Prevention is the foundation of an IPM program, and one way to do prevent problems is to choose the right plant for a specific location and provide the best growing conditions.
* Use a variety of plant material in a landscape to avoid a monoculture (growing only one type of plant), which can create potential problems with one species of insect.
* Select plant species that are less prone to pest problems. Some plants are consistently plagued by certain insect pests and diseases.
* Evaluate the planting site for exposure to light, low spots, wind speed and direction. Choosing plants suited to their growing conditions reduces plant stress, which helps prevent insect and disease problems.
* Be aware of soil conditions including pH, drainage, fertility and organic matter. If possible, improve the soil or choose a plant adapted to the conditions.
* Provide the best start for the plants, using good planting techniques. This approach includes proper planting, pruning, staking and mowing practices.
* Provide proper maintenance practices for plants including watering, fertilizing, pruning and weed control. Good maintenance practices will ensure healthy plants that are less likely to be affected by pests and diseases.
Identifying the problem
The first step in controlling a problem, whether it is an insect, disease or weed, is to identify it correctly. When dealing with insect and disease problems, learning about preferred hosts, the type of damage that occurs and life cycle are important when choosing the best control method. For weeds, having information about their life cycle is important because weeds are usually easier to control at some stages than others.
Monitoring
Monitoring involves checking plants in a yard regularly for the presence of pests. Frequent monitoring of pests is important so that proper treatment can be started when the outbreak first begins. Monitoring should occur throughout the entire growing season.
Action decisions
Proper pest control action involves two steps:
* first, identifying the injury threshold
* second, determining the action threshold
The injury threshold is the level at which a pest population causes an unacceptable degree of damage so that treatment is necessary. Knowledge of the pest and the plant it is affecting will help when deciding the treatment. For example, most deciduous trees and shrubs can withstand substantial defoliation by insects, especially later in the growing season. However, coniferous trees cannot tolerate defoliation because the needles are not replaced. Having this knowledge about the types of plants, as well as information about the pest, helps in making a decision about treatment when a problem arises.
The action threshold is the time to treat the problem to avoid an unacceptable amount of damage or injury threshold. It is important to know the life cycle of the pest and have an understanding of the time it takes for a control measure to be effective. For example, the biological control agent Bacillus thuringiensis Kurstaki will take longer to control caterpillars than a contact insecticide because the agent must be ingested by the caterpillars to be effective.
Treatment
Five general types of treatments can be used to control pests.
Types of treatment
Cultural
Provide proper maintenance practices such as regular watering, fertilizing, pruning and sanitation. Good maintenance practices keep plants healthy, so they are less likely to be affected by pest problems.
Physical
One method of physically controlling pests is to remove and destroy the insects, the infested leaves or the part of the plant that is severely affected. Pests such as caterpillars, beetles, slugs and other large pests can be easily removed by hand when infestations are low. Also, removing forest tent caterpillar egg bands on trees in the fall or early spring will reduce the problem the following year.
Another effective way to control insects is with a strong jet of water from a garden hose. Spraying trees and shrubs thoroughly and regularly with water will dislodge and kill small caterpillars, aphids, spider mites, pear slugs and other pests.
Physical barriers may also be used to prevent insects from attacking plants, especially in the vegetable garden. Floating row covers may be used to prevent some insects from attacking plants. Tarpaper discs may also be used around the base of cole crops to discourage root maggot flies from laying eggs in the soil. Cutworms can be prevented from attacking the roots of transplants by sinking large tin cans, with both ends removed, into the soil around plants to act as cutworm barriers.
For diseases, physical control may involve removing plant parts by pruning. For example, the only way to control black knot on mayday is to prune out the affected branches or portions of the branches with the fungus. Also, if an individual plant is affected by a disease, it may need to be removed completely to prevent the spread of the disease to other plants.
Physical control for weeds involves simply hoeing or hand digging the weeds.
Mechanical
Insect vacuums, heat applicators for weed control and motion-triggered water applicators for wildlife may all be used for mechanical pest control.
Biological
Biological controls are natural enemies of pests such as predatory and parasitic insects as well as birds. These natural enemies will often come to the garden on their own if there are high populations of a pest insect. For example, an outbreak of aphids will attract the natural predator lady beetles (lady bugs). Beneficial insects can be attracted to a yard by growing plants that are sources of nectar and pollen such as aster, marigold, salvia and monarda. Shallow dishes or bird baths act as a water source for both insects and birds, encouraging them to visit the yard. Also, a bird feeder will help supplement the diets of birds like chickadees and other insect eaters.
Protect birds and beneficial insects by avoiding the use of pesticides. If pesticides are used to control the pest, the pesticide is likely to kill the beneficial insects as well. If pesticides have to be used, choose the product with the lowest toxicity and shortest residual period. Spot or target spray to minimize the area covered.
Beneficial insects are often sold to control backyard insect pests. The most common beneficial insects are ladybeetles and praying mantids. These insects usually have little benefit, as they frequently leave the yard, especially if their food supply is poor. It is preferable to let the native species of beneficial insects control the outbreak.
A bacterium called Bacillus thuringiensis Kurstaki is another type of biological control. It can be purchased to control leaf feeding caterpillars including forest tent caterpillars and the larvae of cabbage butterflies. It only affects the larvae of moths and butterflies and does not control any other insects.
Chemical
When purchasing pesticides, choose the product with the lowest toxicity. There are synthetically produced pesticides as well as naturally derived products. When using any product on food crops, follow the label directions for safety precautions and wait periods between spraying and harvest.
Many municipalities are moving to minimum or zero-pesticide tolerance and may have a municipality-wide bio-control program. Be aware of these issues in the community, so an informed decision can be made about pest control.
Evaluation
The last step in any pest management program is evaluation. Monitoring and record keeping are key factors in determining if the control measure was successful. This Information may help in choosing a method in the future.
Many commonly used products for pest control in the home garden are being removed from the market. Many municipalities are creating bylaws to reduce or eliminate the use of pesticides. The principals and practices of integrated pest management will become more important in the future.
Integrated pest management takes time, planning and patience for it to be a successful.
Ants
Ants
Damage
Ants live in nests in the soil, but over time, the soil gets pushed up to form mounds on the surface of the grass. As the soil is pushed up, the plant roots may be cut. The mounds of soil look unattractive, smother the grass and make the lawn bumpy.
Description
There are many species of ants in Alberta. All ants have three distinct body parts with a small head and enlarged abdomen. They are usually brown, black or red and vary in size from 2 to 10 mm long. Ants may be winged or wingless. The larvae of ants are oval, white and legless. The pupae are also white, but body parts such as legs and antennae appear compressed close to their bodies.
Life cycle
Ants are social creatures that live in colonies from a dozen to many thousands. The colony has one or more queen ants, but the majority are worker ants. The workers are wingless, sterile females that help to protect the colony, care for the larvae and find food. They bring food back to the ant hill for the queen, larvae and pupae.
The queen lays all the eggs, and winged males and queens are produced in large numbers. These emerge from the nest and mate when flying. After mating, the male dies, and the fertilized queen sheds her wings and either starts a new colony or goes to an already established colony.
Control
* Repeated watering with a garden hose may encourage some ant species to move from the colony. Place the hose on the ant hill on a slow trickle for approximately half an hour every second day.
* A preferred product for ant control is diatomaceous earth.
* Many baits are available that are easy to use in the garden. The workers take the bait back to the ant hill.
* Other chemical controls are registered for ant control; consult a garden centre or nursery for a suitable product.
Earthworms/dew worms
Earthworms/dew worms Photo credit: Joseph Berger, Bugwood.org
Damage
Earthworms feed on organic matter in the soil and on dead leaves and stems of the grass. As they burrow, they make the lawn bumpy and difficult to mow. Their casts are rich in nutrients, but are hard.
Description
Earthworms can grow up to 20 cm long. They are normally found in the top 30 to 45 cm of soil and come to the surface at night and after heavy rains. Earthworms need a moist environment. Soils with high worm populations often have high organic matter levels. Saline soils, sandy soils and soils with a pH of 4.5 or lower usually have few worms.
Life cycle
Earthworms have both male and female reproductive organs. After mating, the clitellum (the girdle-like ring around worm) slides down the worm's body, picking up fertilized eggs. This ring is then deposited in the soil and provides protection for the future worms.
Control
* Encourage birds to the yard with bird feeders and baths.
* Earthworms are attracted to a lawn with a thick thatch layer. Thatch is the thick spongy layer of dead material between the grass crowns and the soil. Remove the thatch layer so it is less than 1.25 cm thick.
* Adjust thatching rakes or power rakes so the teeth drag through the earthworm mounds and level them. The teeth of the rake should not be set into the grass crowns, or the rake will damage the grass plants. This raking should be done when the soil is slightly damp, but not wet.
* Water lawns deeply and infrequently to encourage earthworms to remain further down in the soil.
* One product is registered for dew worm control in turf.
Glassy cutworm
Damage
Cutworms eat the stems, leaves and crowns of grass plants. They cut the grass plants off at the roots, causing the sod to be easily lifted. The larvae live in tunnels and feed at night close to the tunnel opening. They usually remain underground, rarely coming to the soil surface.
Description
The cutworm's body is smooth, thick and segmented. They are greenish-grey to white with a brown head. Mature larvae are 3.5 to 4 cm long, and when disturbed, they curl into a "C" shape. The adult is a greyish-brown moth with dark markings on its wings. The moths are attracted to lights at nighttime. Pupae are long, narrow and reddish-brown.
Life cycle
The moths lay most of their eggs on the grass blades in August. Once the eggs hatch, the larvae begin feeding on the grass plants. Larvae are usually half grown by the time they overwinter. They begin feeding again the following spring after the plants begin to grow. Pupation occurs in the soil by the end of June. The moths appear in July and are seen until September. There is one generation a year.
Control
* Encourage birds to the yard with bird feeders and baths.
* Several natural predators, including spiders, big-eyed bugs and ground beetles, are effective in controlling this insect.
* Consider spot treatments with a registered insecticide. It is difficult to reach the larvae with insecticides because the pests stay in the soil.
Sod webworm
Damage
Damage begins as irregular brown patches in the turf, which grow larger and can cover entire lawns. This condition is usually seen late in the summer. All grass species are attacked, but bluegrass and newly seeded lawns are more commonly affected.
The larvae feed at night by chewing off the grass blades just above the thatch. The pests live in silk-lined tunnels constructed in the turf thatch and may continue into the soil under the turf. They produce webbing that binds bits of soil and leaves together.
Sod webworms are often found in turf on south facing, steep slopes and banks, where it is hot and dry. Heavily shaded turf is seldom attacked by the larvae.
Description
The caterpillars are whitish or tan, usually with a row of darker spots on their backs. They have a dark brown head and grow up to 2 cm long. The adults are slender, tan-coloured moths approximately 20 mm long. The moths usually keep their wings close to their body when resting on the grass. The moths have a zigzag pattern when flying and are seen during the evenings in late May and June.
Life cycle
This insect pupates in the spring. After the moths emerge, they lay eggs on the grass blades, and these hatch in 6 to 10 days. The young larvae mine the leaf surface as they move to the soil to build their tunnels. They stop feeding in late September and overwinter in the soil or thatch.
Control
* Keep lawns healthy by watering and fertilizing regularly because the turf grass will be less susceptible to attack. With proper maintenance, the grass can usually outgrow the damage.
* Inspect damaged areas by parting the grass blades and look for the greenish droppings of the larvae.
* An effective way to determine if sod webworm larvae are causing damage is to apply a soap solution to a small area of the lawn. Mix 5 ml of liquid soap to 750 ml of water. After applying the soap solution, the larvae will wriggle to the surface in a few minutes.
* Ants, predatory mites and big-eyed bugs are major predators of the eggs and larvae of the sod webworm. Birds, ground beetles, parasitic flies and wasps also reduce webworm populations.
* Frequent use of insecticides will kill beneficial species and limit their effectiveness.
* Apply registered insecticides as spot treatments about two weeks after moths appear.
Backyard Pest Management: Pests of Turf Grass
Published by
Alberta Agriculture and Rural Development Information Management Division 7000 – 113 Street Edmonton, Alberta Canada T6H 5T6
Authors: Pam North and Shelley Barkley
Editor: Chris Kaulbars
Graphic Designer: Lee Harper
Electronic Page Production: J.A. Serafinchon
Image Acknowledgements
R. Howard
S. Barkley
B. Casement
J. Jones
M. Dolinski
T. Pheh
V. Sowiak
H. Philip
J. Emond
J. Feddes-Calpas
L. Hausher
A. Tellier
G. Rankin
D. Johnson
University of Alberta
Canadian Forest Service
Rick and Libby Avis
Bugwood.org
City of Red Deer
Manitoba Agriculture, Food and Rural Development
Saskatchewan Ministry of Agriculture
Alberta Agriculture and Rural Development
Copyright © 2014. Her Majesty the Queen in right of Alberta (Alberta Agriculture and Rural Development). All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without written permission from the Information Management Division, Alberta Agriculture and Rural Development.
No Endorsement Given: This publication should not be taken as an endorsement by Her Majesty the Queen in right of Alberta of the products or services mentioned herein.
Disclaimer: Responsibility for interpretation or application of the content contained in this publication rests with the user. Information in this publication is provided solely for the user's information and while thought to be accurate, is provided strictly "as is" and without warranty of any kind, either express or implied. Her Majesty, the publishers and contributors to this publication, and their agents, employees or contractors will not be liable to you for any damages, direct or indirect, or lost profits arising out of your use of this publication.
ISBN 978-0-7732-6108-2
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Lesson 7: Renovating Your Life (2 Chronicles 29)
Of all the revival kings: Asa, Jehoshaphat, Joash, and Josiah - ______________ was perhaps the greatest. There were 12 kings in Judah before Hezekiah took the throne at the age of 25. Many of these men brought ruin, shame, and apostasy to Judah. His own father, Ahaz, was one of those godless kings. During the 20-year reign of Ahaz, Judah declined in every way – politically and socially and more critically spiritually and morally. When Hezekiah took the throne it was time to ________ ____________. And Hezekiah did! The words of our text express the determination and dedication with which King Hezekiah began to renovate the land.
In many ways we live in a time similar to the one King Hezekiah found himself in. It’s time to clean house and renovate the church!
- If there are things that are broken, it is our duty to ________ them
- If there are things that are _________, it is our duty to replace them.
- If there are things that don’t belong, it is our duty to ___________ them. It’s time to renovate your life!
RENOVATING YOUR LIFE REQUIRES_________ WHAT IS BROKEN (1-3)
A. If you are going to repair what is broken you need to be _______ in your duty The new 25 year old king begins to make changes at the very outset of his reign. We read that “ in the very first month of the first year of his reign ” he put into motion that which was necessary to clean house and renovate the land.
B. If you are going to repair what is broken you need to _________ the doors.
The doors of the temple had been closed and barred during the reign of Ahaz. Ahaz had introduced foreign gods into Judah and encouraged the people to worship them. So Hezekiah opened the doors! Before establishing social and moral reforms, before restoring political power, before he did anything else – he opened the doors to the temple and restored the worship of God.
RENOVATING YOUR LIFE REQUIRES_________ WHAT DOESN'T BELONG (4-5)
A. Requires ____________ Cleansing
"Now sanctify yourself" (v. 5). Hezekiah gathered the priests to let them know that revival could only begin when some real cleaning take place. Any reformation worth its salt must be thorough in its cleaning.
B. Requires External _______________
Not only were there some things that were broken in the temple, there were some things that didn't belong. When Hezekiah ascended to the throne he took the proper steps to purge the temple of the things that didn't belong. Whenever there is something in your life that shouldn't be there the only answer is to ________________ it! There may be some things in this youth group that need to be removed if we are ever going to experience a revival.
RENOVATING YOUR LIFE REQUIRES_________ WHAT HAS BEEN NEGLECTED (6-11)
As he addressed the Priests and Levites, Hezekiah explained that their "fathers have trespassed and done that which was evil in the eyes of the Lord." They had turned their backs on the Lord, abandoned the temple, shut the doors of the temples entrance, stopped burning, stopped presenting burnt offering, and abandoned their God. What did Hezekiah observe was neglected in the kingdom?
- _____________ - “ Our fathers have trespassed and done that which was evil in the eyes of the Lord ” (6a)
- _____________ - “ They have forsaken [God] ” (6b)
- _____________ - “ They have turned their faces away from the habitation of the Lord and turned their backs ” (6c)
- _____________ - “ They shut up the doors of the porch, and put out the lamps, and have not burned incense ” (7a)
- _____________ - “ They ceased offering burnt-offerings in the holy placed unto the God of Israel ” (7b)
CONCLUDING THOUGHTS
There comes a point in all of our lives when we need to clean house. Whatever it is that prevents us from shining as temples radiant with God’s Spirit, we need to get rid of it. Open the doors of your heart. Carry the filth out of your life.
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West St Leonards Primary Academy Nut Free Policy
Nut-Free Policy
Although we recognise that this cannot be guaranteed, West St Leonards Primary Academy aims to be a Nut-Free school.
This policy serves to set out all measures to reduce the risk to those children and adults who may suffer an anaphylactic reaction if exposed to nuts to which they are sensitive. The school aims to protect children who have allergies to nuts yet also help them, as they grow up, to take responsibility as to what foods they can eat and to be aware of where they may be put at risk. We do not allow nuts or nut products in school lunchboxes.
Our "Nut-Free Policy" means that the following items should not be brought into school:
- Packs of peanuts/nuts
- Peanut butter sandwiches
- Chocolate bars or sweets that contain peanuts/nuts
- Fruit and cereal bars that contain peanuts/nuts
- Sesame seed rolls (children allergic to nuts may also have a severe reaction to sesame)
- Cakes made with nuts
Our caterers (Interserve) ensure that a nut free environment is managed as a part of their preparation and cooking process (see Appendix A).
Anaphylaxis
Anaphylaxis is a serious allergic response that often involves swelling, hives, lowered blood pressure and in severe cases, shock. If anaphylactic shock isn't treated immediately, it can be fatal. Further information about anaphylaxis and allergies can be found at https://www.allergyuk.org.
Staff
Staff and volunteers must ensure they do not bring in or consume nut products in school and ensure they follow good hand washing practice. Caution must be taken at certain times of year such as Easter and Christmas. If Staff distribute confectionary, care must be taken to ensure that no nuts are included in the product.
All product packaging must be checked for warnings directed at nut allergy sufferers and if the following or similar are displayed, the product must not be used in school. Packaging must be checked for:
- Not suitable for nut allergy suffers;
- This product contains nuts;
- This product may contain traces nuts;
- Indicating this is unsuitable for school consumption.
Epi Pen trained staff are named First Aiders.
Please check the school office and the staffroom noticeboard for a list of qualified staff.
Parents and Carers
Parents and carers must notify staff of any known or suspected allergy to nuts and provide all medical and necessary information.This will be added to the child's care plan and if necessary a meeting organised with the school nurse. Homemade snacks or party food contributions must have a label detailing all ingredients present and the kitchen environment where the food was prepared must be nut free. If you are unsure about a selection, please speak to a staff member before bringing the food item into school.
The school requests that parents and carers observe the nut-free policy and therefore do not include nuts, or any traces of nuts, in packed lunches.
Children
All children are regularly reminded about the good hygiene practice of washing hands before and after eating which helps to reduce the risk of secondary contamination. Likewise, children are reminded and carefully supervised to minimise the act of food sharing with their friends.
Health Plans and Emergency Response
We have individual Healthcare plans for children with allergies. Any required medication will be stored, administered and documented in accordance with the UoBAT Administration of Medicine Policy.
Symptoms
The symptoms of anaphylaxis usually start between three and sixty minutes after contact with the allergen. Less commonly they can occur a few hours or even days after contact. An anaphylactic reaction may lead to feeling unwell or dizzy or may cause fainting due to a sudden drop in blood pressure. Narrowing of the airways can also occur at the same time, with or without the drop in blood pressure. This can cause breathing difficulties and wheezing.
Other symptoms:
- Swollen eyes, lips, genitals, hands, feet and other areas (this is called angioedema)
- Itching
- Sore, red, itchy eyes
- Changes in heart rate
- A sudden feeling of extreme anxiety or apprehension
- Unconsciousness due to very low blood pressure
- Itchy skin or nettle-rash (hives)
- Abdominal cramps, vomiting or diarrhoea, or nausea and fever.
Anaphylaxis varies in severity. Sometimes it causes only mild itchiness and swelling, but in some people it can cause sudden death. If symptoms start soon after contact with the allergen and rapidly worsens, this indicates that the reaction is more severe.
Other relevant documentation
- Policy H8 – UoBAT First Aid and Medical Policy
- Supporting pupils at school with medical conditions (Statutory guidance for governing bodies of maintained schools and proprietors of academies in England – 2015)
- Policy B8 – UoBATSupporting students and pupils with medical conditions policy
Approved by staff
November 2019
Reviewed by LGB
Review date
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Earthworm Class News
Welcome Back!
I hope you had a lovely half term break. Earthworms have already been very busy this week starting our new topic and working hard.
Our topic this half term is 'How can we protect our planet?' and we will be basing our learning around this exciting topic.
What we are learning….
Science
This half term we will be learning about 'Living Things and their Habitats'. We will be learning about Life Processes and how to group and classify living things. We will be investigating our local habitats and learning about how habitats change and adapt as well as thinking about the environmental impact that humans have on different habitats. Our key scientist this half term is Rachel Carson. We will be doing lots of different investigations during Science week as well, focussing on gathering data and representing it in different ways.
Maths
This half term we will be learning about 'Fractions' and 'Decimals'. We will be learning to count fractions, add and subtract fractions as well as working out equivalent fractions and comparing different fractions. In our decimals work, we will be learning about tenths and hundredths as well as dividing one and two digit numbers by 10 and 100.
TT Rockstars will still be a key part of our learning as it will help us with our fractions and decimals learning. It is really important that we know all our times tables to 12 by heart and can find the answers quickly, this will make the rest of our maths learning easier.
Remember that there is a class certificate each week for the class who has been working the hardest as well as individual certificates for 'Rockstar of the Week'. It would be fabulous if we could win the class certificate again!
Earthworm Class News
We also have our class display, remember that you earn 5 team points if you move up a level!
English
We are enjoying our new class novel 'The Castle of Inside Out' by David Henry Wilson, it is making us laugh! Our next novel is 'The Boy at the Back of the Class' by Onjali Q Rauf. We will also be reading a variety of poetry, fiction and non-fiction writing to develop our understanding and ability to discuss books. We have been exploring discussion writing as a genre this week and will write our own balanced argument pieces based around our Science topic. Later on, we will develop our creative writing using 'Island' as inspiration.
Each week we will visit the school library on a Friday and choose a book to take home to read.
Dates for your diary
Wednesday 3 rd March – World Book Week W/C 14 th March – British Science Week Thursday 31 st March – Cricket session with Yorkshire Cricket Board Wednesday 6 th April – World Physical Activity Day
Messages
* Our P.E. sessions are on Tuesday, please come to school wearing your outdoor P.E. kit. Earrings need to be removed.
* Please make sure your child is practising their spellings at home, these can be found on the website and we will have a test on them during the last week of half term.
* Please ensure your child is practising their times tables at home, this is a large focus of the maths work that we do in Year 4 and will help your child in all areas of maths work both this year and in subsequent years. Our 'Rockstar of the Week' will be celebrated in assembly.
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HM Queen Elizabeth II A Life Poured Out
KEY CONCEPT/MESSAGE:
With the death of Queen Elizabeth II, our faithful and faith-filled long-serving Queen, we now have an important opportunity to think about and to personally respond to her example of a life poured out in service to God and to the Commonwealth nations. As we join together to remember and give thanks for her life at her funeral, we have the opportunity to stop, to ponder, and to pour out our own responses both (as appropriate) to God and to one another.
Gathering
As your young people gather in their usual Collective Worship groups, mark out today as an important and special day. If you have formal Collective Worship litany or prayers, offer these now. Then encourage an atmosphere of reflection. A song which accompanies today's theme is the lyric video for Alabaster by Rend Collective.
https://youtu.be/zJsLcwScEDA
BIBLE STORY OF THE DAY
The Woman with the Alabaster Jar
Matthew 26:6-13
While Jesus was in Bethany in the home of Simon the Leper, a woman came to him with an alabaster jar of very expensive perfume, which she poured on his head as he was reclining at the table.
When the disciples saw this, they were indignant. "Why this waste?" they asked. "This perfume could have been sold at a high price and the money given to the poor."
(Image from www.LumoProject.com)
Aware of this, Jesus said to them, "Why are you bothering this woman? She has done a beautiful thing to me. The poor you will always have with you, but you will not always have me. When she poured this perfume on my body, she did it to prepare me for burial. Truly I tell you, wherever this gospel is preached throughout the world, what she has done will also be told, in memory of her."
https://www.biblegateway.com/passage/?search=Matthew+26%3A6-13&version=NIV
ENGAGEMENT – A Life Poured Out
Explain that today we are going to consider the life and reign of HRH Elizabeth II in terms of her being 'poured out' in devotion and service. We will look at a woman in the Bible who poured out her love and adoration upon Jesus in recognition of who she believed Him to be, and we shall have an opportunity to pour out our own feelings and responses to the life of our Queen.
A life Poured Out –
HRM Elizabeth II's life was one poured out in service to God and to us – a life of devotion which should inspire and give us hope that our lives can make a huge difference in the world.
We are going to look at her 21 st Birthday speech to the Commonwealth, by listening and responding to her voice.
On her twenty-first birthday, 21 April 1947, Princess Elizabeth was on a tour of South Africa. In a speech broadcast on the radio from Cape Town, the Princess dedicated her life to the service of the Commonwealth.
Listen carefully to the speech once, you might like to close your eyes and get comfortable so you can concentrate.
https://www.bbc.co.uk/archive/the-21st-birthday-of-princess-elizabeth/zmq68xs
Give out a copy of the sheet accompanying this resource, and encourage your young people to mark the sheet as they listen a second time using the inductive key on their sheets.
When they have marked their sheets, pair up and discuss. What inspires us from how HRH Elizabeth II has poured out her life since reading this speech? How does this give us hope?
ENGAGEMENT – Love Poured Out
Love Poured Out
The story we read about the woman with the alabaster jar is a story we find in all 4 gospels – Matthew, Mark, Luke and John. Although the details of the accounts vary because of the different writers, we know that this woman felt the need to come to Jesus and to pour out all she had upon him, literally pouring very expensive perfume on Him as an act of devotion, repentance and faith.
Jesus' close friends, the disciples, misunderstood what she was doing. They thought this was a reckless and wasteful thing to do because the perfume could have been sold and the money given to the poor. Of course, they were not wrong, but Jesus was illustrating a different point here.
This woman was pouring out all she had, anointing His body just like a body is often prepared before a burial. This is an act of selflessness, an act of love and an act of respect. She was not being reckless or wasteful – it was in fact the opposite. It was very much intentional, and she was responding to who Jesus is by worshipping Him.
In our nation, we are rightly seeing an outpouring of emotion towards our Queen and Royal Family – love, sadness, respect, uncertainty, awe and wonder. These things are not worship – it is only God alone who can be truly worshipped – but they are a recognition of a life well-lived in servanthood to us and to God.
Take a few minutes as a group to think about this. What have we already seen or can we expect to see in the coming days? Think about media, public buildings and churches, workplaces and events.
ENGAGEMENT – A Nation's Grief Poured Out
Talk as a group about bereavement and loss (be aware that these topics and this time can reignite embers of sadness from bereavements in anyone, students or staff alike).
What are the common feelings/emotions that people feel when they grieve? Explain that grief can include not only the loss of a person, but also other losses such as loss of a job, loss of a house, loss of a pet, loss of an opportunity.
Have your young people offer these and write them up randomly on a whiteboard. They may include (amongst others):
Sadness
Relief
Anger
Surprise
Sleeplessness
Tearfulness
Despair
Ambivalence/ feeling numb
Fear
Uncertainty
At the funeral of Queen Elizabeth, we are likely to see people experiencing some of these emotions.
What does the Bible teach us about grieving and showing our emotions when we mourn?
Read the story of the death of Lazarus from John 11:1-44. Lazarus was the brother of Mary, the woman who anointed Jesus. She was acquainted with grief.
Ask the young people to listen carefully and as they spot one of the named emotions to say 'STOP', then tick them on the board and continue. You might like to read from The Message Version for a helpful aid to understanding the biblical story.
https://www.biblegateway.com/passage/?search=john+11%3A1-43&version=MSG
After you have finished the story, look at the number of emotions described in this bible story. However – there is hope to be found in this story!
1. The name Lazarus means God HAS helped. Past tense! When he was named by his parents, I'm sure they had no idea what was going to happen to him. God is in control, and wants to help us. The power of Christian hope is that before we even need Him, God knows and has a plan.
2. Jesus wept. Even though He knew that God would raise Lazarus back to life. He wept. Jesus was and is fully man and fully God and even He wept because His beloved friend was dying. Jesus understands grief. He is not a cold deity, detached from His creation. We can relate to and trust Him.
3. Jesus said:
"You don't have to wait for the end. I am, right now, Resurrection and Life. The one who believes in me, even though he or she dies, will live. And everyone who lives believing in me does not ultimately die at all. Do you believe this?"
It is likely these or similar words will be used in Queen Elizabeth's funeral. They sum up Christian hope. Jesus was using the death (and soon resurrection) of Lazarus to explain who He was, and also what was about to happen to Him. Even more than this, it explains that for the Christian, the belief that they can experience resurrection from death to life eternal with God. For the Christian, death is not the end. This can give real comfort and strength in times of despair and fear.
HRH Elizabeth II was a strong and passionate Christian. Throughout her years she loved, followed and served Jesus herself. From this place of security, she was able to serve us. For her, death is not the end, and Jesus' offer is life eternal for each person, with Him, too.
As you watch or learn about her funeral, look out for the signs of hope which lie amidst the necessary sadness and grief. Take a moment to reflect upon your own sadnesses, griefs and also the sources from which you draw hope.
Finish by lighting a candle and either praying or reflecting upon the hope represented both by HRH Elizabeth II's life and by her funeral service.
You might like to use this prayer, or one from the Church of England's funeral liturgy: Funeral | The Church of England
Dear God,
Thank you for the gift of life you gave to Queen Elizabeth II.
We remember all the ways in which she poured her life out for others,
Always seeking to do what was right and good for those she served.
Please comfort and give strength to all who mourn at this time,
For her family, those who knew or met her, and for those whose lives she touched.
Thank you that amongst our sadness, we can also hold onto the hope of eternal life,
Offered not only to the Queen but to all who follow you.
In Jesus' name we pray,
Amen.
SPIRITUAL DEVELOPMENT
(practical ways to help us explore faith and develop spiritually at home together)
EXPERIENCES that can help us ENCOUNTER:
Tearing Clothes Activity
Take a look at the attached Prayer Spaces in Schools activity around grief and use this to express feelings around the death of HRH Elizabeth II, or personal losses that this brings to mind. Torn Clothes - Prayer Spaces In Schools
ACTIVITIES that can develop PRACTICES-HABITS:
Holding or Pocket Crosses
'Holding crosses', 'pocket crosses' or 'comfort crosses' are small handheld smooth crosses traditionally made of wood. They are designed to fit comfortably in the palm of your hand, and bring strength and comfort to those in distress. It can help to have something to hold as we feel things deeply.
Either draw small cross shapes, laminate them and cut them out, or find small smooth pebbles and use permanent maker/paint to draw an image of a cross on them. Carry this with you for when you need to be encouraged, and to resurrect your hope.
CONVERSATIONS which CONNECT COMMUNITIES:
Elderly wisdom
Challenge your young people to speak with the oldest person they know in their families or friendships, or choose one of your oldest members of staff. Ask them whether they have ever lost someone important to them and looking back, what it was that brought them the most hope.
Funeral Traditions
Speak to a range of different people within your community, or connect with different communities, and find out how funerals are practised in different traditions, cultures and religions. What are the key elements that funerals tend to have in common? Why might this be? Which elements differ? What does this tell us about the beliefs that underpin this particular methodology, belief or world view?
Consider the nations of the Commonwealth. What can you discover about how different nations are mourning and marking the death of HRH Elizabeth II?
COLLECTIVE WORSHIP – OUR APPROACH
INVITATIONAL
Everyone is welcome to take part in collective worship, as much or as little as they or their parents and carers are comfortable with. This means we use invitational language and consider carefully our choice of words and songs. Children are invited to pray but are not compelled or expected to do so; they always have a choice. We invite them to pray or reflect in whatever way they would usually as a family, if that is part of their home experience.
INCLUSIVE
Acts of worship need to be inclusive of all. Therefore, we choose topics and ideas that are shared by different faiths and worldviews. When we present Christian teaching, we make it clear that this is 'what Christians believe', saying things like:
'I wonder why this story might be important to Christians?'
'The story today comes from the Bible (the holy book of Christians), which teaches that …
Our worship should be accessible for children and young people with a range of different backgrounds, and so we take care that activities do not require expensive resources. We also offer a variety of activities, so that children and young people with differing needs can all find something they can engage with.
INSPIRING
We aim for our acts of worship to inspire those engaging with them. How might it engage their emotions, enabling a sense of peace, comfort, hope or motivation? How might it inspire them into action, into thinking differently and considering their behaviour or actions? How might it inspire them to reflect on their faith or beliefs, and on the faith or beliefs of others? | <urn:uuid:6ad75f29-cb8f-45a3-94e4-9f388a2eecae> | CC-MAIN-2022-40 | https://www.churchofengland.org/sites/default/files/2022-09/%23faithathome%20HM%20Secondary%202%20Funeral%20Resources.pdf | 2022-10-02T13:45:57+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00351.warc.gz | 756,520,496 | 2,737 | eng_Latn | eng_Latn | 0.996511 | eng_Latn | 0.997486 | [
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PLANT AND ANIMAL GENE EDITING
What Is Gene Editing?
* Gene editing technologies — such as CRISPR — use naturally-occurring processes to make small changes to an organism's own genes in order to modify a specific characteristic. Gene editing occurs constantly in nature. This cutting-edge advancement has applications in plant and animal agriculture as well as human health.
* Plant and animal breeding are continually improving as people learn more about biology. Gene editing is really just the newest tool in a very long history of biological advancement.
* The first gene-edited agricultural product was introduced to the U.S. market in 2019.
* Agricultural scientists and plant and animal breeders are researching and developing gene-edited agricultural and food products with specific societal benefits, including:
– Eggs, milk, wheat, and other food products, with lower allergenic potential
– Healthier soybean oils that replace trans-fat
– Pest- and disease-resistant fruits and vegetables
– Disease-resistant animals, which improves animal welfare
What Is CRISPR?
* CRISPR (pronounced "crisper") is an acronym for "Clustered, Regularly Interspaced, Short Palindromic Repeats," and refers to a recently developed genome editing technology that can revise, remove, and replace DNA.
* Zinc-finger (ZFNs), TALENs, rAAV, Transposons are examples of other gene editing technologies.
How Does Gene Editing Work?
* Evolving methods like gene editing allow us to work within a plant's own gene pool — without the introduction of foreign DNA — to achieve the same end-result that could be achieved through more traditional plant breeding methods, but in a more targeted way.
* This added precision allows scientists to forgo multiple cycles of plant selection from a population of thousands of individual plants and move to testing elite lines sooner.
Methods of Plant Breeding
VS
Traditional
Breeding
Gene
Editing
bio.org
PLANT AND ANIMAL GENE EDITING continued
USDA Issues Clarifying Statement on The Regulation of Gene-edited Products
U.S. Secretary of Agriculture Sonny Perdue issued a statement on March 28, 2018, providing clarification on the USDA's oversight of plants produced through new breeding techniques, including genome editing.
The statement says:
"Under its biotechnology regulations, USDA does not regulate or have any plans to regulate plants that could otherwise have been developed through traditional breeding techniques as long as they are not plant pests or developed using plant pests. This includes a set of new techniques that are increasingly being used by plant breeders to produce new plant varieties that are indistinguishable from those developed through traditional breeding methods.
"The newest of these methods, such as genome editing, expand traditional plant breeding tools because they can introduce new plant traits more quickly and precisely, potentially saving years or even decades in bringing needed new varieties to farmers."
It's important to note that the USDA statement reaffirms and clarifies existing policy, which sends a clear message to other governments that its regulatory policy on gene-edited plants has not changed.
What People Are Saying
" Plant breeding innovation holds enormous promise for helping protect crops against drought and diseases while increasing nutritional value and eliminating allergens. Using this science, farmers can continue to meet consumer expectations for healthful, affordable food produced in a manner that consumes fewer natural resources."
— U.S. Agriculture Secretary Sonny Perdue
" Over the next decade, gene editing could help humanity overcome some of the biggest and most persistent challenges in global health and development…Gene editing to make crops more abundant and resilient could be a lifesaver on a massive scale."
" Applications in agriculture and animal health have the potential to deliver major advances to help feed the world."
— Katrine Bosley, President & CEO, Editas Medicine, Inc.
" Gene editing is a potentially revolutionary tool that will improve the lives of humans in clear and tangible ways."
— Bill Gates, Co-chair of the Bill & Melinda Gates Foundation
— Michael Specter, Columnist for The New Yorker
" The most widespread use until now has been in agriculture, to create disease-resistant wheat and rice, and modify tomatoes and soybeans to improve yields. CRISPR's use in humans is more recent, but the possibility of the diseases it could treat and the lives that could be improved is remarkable."
— Senate Health Committee Chairman Lamar Alexander (R-Tenn.)
biotech-now.org | <urn:uuid:92909e7a-8202-4877-8670-4af54275831f> | CC-MAIN-2021-17 | https://archive.bio.org/sites/default/files/docs/toolkit/Plant-Animal-Genone%20Editing_Updated_09252019.pdf?mkt_tok=eyJpIjoiTURBd016UTRaakUxTXpBeCIsInQiOiJmNml6Vk51R3B4MkI3UWo5TmJHdldNYlNDMzk0SDZBcXZIZ1JHeHQ5N1pBbUIrSjZDMUNuZXlRMmtOeHg5TkJlcjlaaHJXQ0dMT1FMNFBhZ1JMbDltcFlXcGJcL0xWRVRmUWxlTm1mMUVmU1Z1T2RyY25zSVdkbm1mU0dDaUlMTmIifQ%3D%3D | 2021-04-15T05:19:51+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00391.warc.gz | 219,547,270 | 895 | eng_Latn | eng_Latn | 0.995996 | eng_Latn | 0.996457 | [
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What That Means and How to Help (SEMCOG, June 4, 2021)
Saturday, June 5 is the second Ozone Action day of the year in Southeast Michigan. Michigan Department of Environment, Great Lakes, and Energy meteorologists forecast continuing warm temperatures with sunny skies and little chance of rain. As a result, air quality will be affected.
It is important and impactful when local governments, businesses, and the general public do what they can to voluntarily lower pollutant emissions on Ozone Action days when high levels of ozone are expected. Breathing high
concentrations of ozone can cause a variety of health problems, particularly for the elderly, children, and people with asthma or other respiratory issues.
"It may mean a slight adjustment to your weekend plans, but everyone who follows these suggestions helps make a difference for our most vulnerable populations," said Amy O'Leary,
Executive Director of SEMCOG, the Southeast Michigan Council of Governments.
Here are some suggestions that Southeast Michigan residents can follow to help keep the air clean on the region's first Ozone Action day of the season:
Delay mowing your lawn until evening or the next day. Exhaust from your lawn mower and other gas-powered lawn and garden equipment help form ozone.
Drive less, telecommute, bike, or walk. You'll reduce traffic congestion and air pollution, as well as save money. Learn more about Southeast Michigan Commuter Connect.
Avoid refueling your vehicle during daylight hours. Fumes released at the gas pump contribute to ozone formation.
Delay or combine errands. This will reduce traffic congestion and air pollution.
Reduce electricity use. Adjust your thermostat a few degrees higher and turn off lights, computers, and other electrical devices when not in use.
Many of the ozone actions listed above are good ideas to practice every day of the week. Learn more routine actions that can also help reduce pollution and save money by reducing fuel consumption.
Ozone Action days are announced in area media and other outlets, including electronic freeway message signs. Additional information on Ozone Action days is available on SEMCOG’s website.
Residents wishing to be added to SEMCOG's Ozone Action email notification list should send an email to firstname.lastname@example.org; put "notification" in the subject line
and include name, phone number, and email address in the body of the message.
Those interested can also follow us on Facebook, Twitter, or LinkedIn. In addition to our traditional email notifications, we will use these pages to keep Southeast Michigan residents up-to-speed on a variety of topics related to air quality, including weekly weather forecasts, with frequency increasing as weather conditions dictate.
Air quality is one of the important measures identified in SEMCOG plans and programs for creating desirable communities and a positive regional image for Southeast Michigan. This is the 28th year of the voluntary program that helps keep Southeast Michigan's air clean. In 2020, there were nine Ozone Action days. | <urn:uuid:4856db1a-5b02-45d1-94c7-7dcd9eb3d487> | CC-MAIN-2022-40 | https://oaklandcounty115.com/2021/06/04/saturday-is-an-ozone-action-day-what-that-means-and-how-to-help/?print=pdf | 2022-10-02T13:36:19+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00354.warc.gz | 460,469,871 | 744 | eng_Latn | eng_Latn | 0.99862 | eng_Latn | 0.998716 | [
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AP Art
Summer Assignment 2022
AP Course Objectives:
- Create a cohesive body of artwork (Sustained Investigation) through the synthesis of ideas, materials, and processes.
- Develop a personalized creative practice through the exploration of experimentation and revision.
- Communicate and articulate ideas + research through both visual artworks and writing.
Summer Assignment:
Developing your year long creative research project (The Sustained Investigation)
A Sustained Investigation (SI) is a creative-deep-dive into a specific inquiry, interest, or concern. Think of it as a research project, but instead of writing a paper you are making a collection of artwork over a sustained period of time that investigates your chosen inquiry/interest/concern (AKA your thesis.) What subject matter and/or topic is worth researching and "investigating" for an entire school year? Your SI could be anything from a technical exploration (example: using watercolors and graphite to create colorful hyper-realistic fantasy landscapes) to something more conceptually based (example: using trash and found objects to create large-scale abstract sculptures that critiques the wastefulness of modern consumer culture) and everything in between! It's ok if you don't know, this summer assignment will help you. Start with big, broad ideas. As you research, sketch, and reflect, the ideas will become narrower and better defined.
IMPORTANT: This assignment should be completed over the course of several weeks. Ideas need time to develop. I would advise you to dedicate at least 2 or more hours per week. Plan for at least 15 hours total on this assignment. Make yourself a schedule and stick to it. This AP course (and more generally, a healthy art practice) requires a substantial amount of discipline and self-direction. Make time to make art.
TASK 1. Idea Generation.
1. In your sketchbook or via Doc. Identify (at least) 10 broad starting points that interest you. These starting points can be anything; concepts, materials, techniques… whatever comes to mind! (Example: nature, humans, landscape, bones, fantasy, clay, humor, …)
2. Once you have 10 starting points, generate (at least) 10 themes that interest you for each starting point, creating a web of ideas. Challenge yourself to push the boundaries of your idea themes; your 1st three ideas may be good, but your last three might be amazing. (Example for one starting point: Nature. Themes: fractal patterns in plants, relationship between predator and prey, unusual rock formations, decomposition, the life cycle of a frog, why are some plants weeds?, Georgia O'Keeffe, the 4 seasons, the way bats move in the sky, The wetland/marsh landscape.)
3. Once you have generated your starting point themes, you should do a few things:
- A. locate connections and overlap between your different starting points and themes.
- B. Repeat a variation of the exercise above (1. Starting Point, 2. Themes.) Keep diving deeper. Remember: this should not be all done at once. Give your brain a break.
4. Once you have fully fleshed out your ideation, go back and select your top 5 points of interest/ideas.
TASK 2. Image Flood.
Review your idea web from the previous task. Choose your "top 5" ideas. Your top 5 should be something you can imagine yourself spending a year investigating. With all of your ideas in mind (especially your top 5,) use an image organizer such as powerpoint/google slides/pinterest board to create an "image flood" of information and inspiration. Gather (at least) 50 images (10 per top idea) that inform/inspire you. These images might include:
A. Examples artists/artworks you admire
B. Examples of media/techniques you would like to explore/emulate
C. Examples from the visual world (animals, plants, buildings, patterns…)
Gathering images should be done over the course of several weeks.
TASK 3. Concept Sketches.
Now that you have some basic concepts to explore, you'll need to expand your ideas beyond the obvious. You might even want to add to your idea generation web. For this task, I want you to make 5 thumbnail sketches (quarter page per thumbnail sketch) for each of your top 5 ideas (25 thumbnail sketches total). Spend at least 15 minutes on each sketch. (remember, this assignment is meant to happen over the course of the summer. Give yourself time!)
TASK 4. Prototype.
Choose 2 of your thumbnail sketches (could be from different base ideas) that you would like to further explore. For each selected sketch, develop a finished piece of artwork (2 total). IMPORTANT: get in the habit of documenting/photographing your process.
TASK 5. Present.
On the 1st week of school, you will have 5 to 8 minute to present your summer assignment/ideas to your pers via a Powerpoint (10 slide limit.) Prepare to articulate your ideas, processes, and experiences. Make sure to explain your thinking and creative choices. Also be prepared to answer questions.
FINAL THOUGHTS:
- AP Art is a rigorous and challenging course. You need to be self motivated and dedicated to your creative practice. Failure to complete this first assignment will result in removal from AP class.
- If the prescriptive way of ideating laid in this summer assignment is not how you generate ideas/process information/structure thinking, please contact Ms. Hirsch (via email) by June 10th to come up with an alternative assignment. In the email, you should propose your own equivalent "summer assignment" with the expressed purpose of developing your Sustained Investigation. You will still be expected to complete Task 4 and 5 (Prototype and Present.) | <urn:uuid:1f509c96-a1a1-4950-a1dd-d934be4d7079> | CC-MAIN-2022-40 | https://www.knoxschools.org/cms/lib/TN01917079/Centricity/Domain/82/2022%20AP%20Summer%20Assignment%20.pdf | 2022-10-02T13:14:22+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00352.warc.gz | 879,901,937 | 1,199 | eng_Latn | eng_Latn | 0.997199 | eng_Latn | 0.997187 | [
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How does Bitcoin work?
This is a question that often causes confusion. Here's a quick explanation!
The basics for a new user
As a new user, you can get started with Bitcoin without understanding the technical details. Once you have installed a Bitcoin wallet on your computer or mobile phone, it will generate your first Bitcoin address and you can create more whenever you need one. You can disclose your addresses to your friends so that they can pay you or vice versa. In fact, this is pretty similar to how email works, except that Bitcoin addresses should only be used once.
Balances - block chain
The block chain is a shared public ledger on which the entire Bitcoin network relies. All confirmed transactions are included in the block chain. This way, Bitcoin wallets can calculate their spendable balance and new transactions can be verified to be spending bitcoins that are actually owned by the spender. The integrity and the chronological order of the block chain are enforced with cryptography.
Transactions - private keys
A transaction is a transfer of value between Bitcoin wallets that gets included in the block chain. Bitcoin wallets keep a secret piece of data called a private key or seed, which is used to sign transactions, providing a mathematical proof that they have come from the owner of the wallet. The signature also prevents the transaction from being altered by anybody once it has been issued. All transactions are broadcast between users and usually begin to be confirmed by the network in the following 10 minutes, through a process called mining .
Processing - mining
Mining is a distributed consensus system that is used to confirm waiting transactions by including them in the block chain. It enforces a chronological order in the block chain, protects the neutrality of the network, and allows different computers to agree on the state of the system. To be confirmed, transactions must be packed in a block that fits very strict cryptographic rules that will be verified by the network. These rules prevent previous blocks from being modified because doing so would invalidate all following blocks. Mining also creates the equivalent of a competitive lottery that prevents any individual from easily adding new blocks consecutively in the block chain. This way, no individuals can control what is included in the block chain or replace parts of the block chain to roll back their own spends.
Going down the rabbit hole
This is only a very short and concise summary of the system. If you want to get into the details, you can read the original paper that describes the system's design, read the developer documentation, and explore the Bitcoin wiki.
Developer documentation https://bitcoin.org/en/developer-documentation Original Paper https://www.fichier-pdf.fr/2017/08/26/bitcoin-systeme/
https://bitcoin.org/en/how-it-works
______________________________________________________
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Write your answers in the separate answer booklet.
Please return this question sheet and your cheat sheet with your answers.
1. Clearly indicate the following structures in the directed graph below, or write NONE if the indicated structure does not exist. Don't be subtle; to indicate a collection of edges, draw a heavy black line along the entire length of each edge.
(a) A depth-first search tree rooted at vertex c.
(b) A breadth-first tree rooted at vertex c.
(c) The strong components of G. (Circle each strong component.)
(d) Draw the strong-component graph of G.
2. During her walk to work every morning, Rachel likes to buy a cappuccino at a local coffee shop, and a croissant at a local bakery. Her home town has lots of coffee shops and lots of bakeries, but strangely never in the same building. Punctuality is not Rachel's strongest trait, so to avoid losing her job, she wants to follow the shortest possible route.
Rachel has a map of her home town in the form of an undirected graph G, whose vertices represent intersections and whose edges represent roads between them. A subset of the vertices are marked as bakeries; another disjoint subset of vertices are marked as coffee shops. The graph has two special nodes s and t, which represent Rachel's home and work, respectively.
Describe an algorithm that computes the shortest path in G from s to t that visits both a bakery and a coffee shop, or correctly reports that no such path exists.
3. An undirected graph G = (V, E) is bipartite if its vertices can be partitioned into two subsets L and R, such that every edge in E has one endpoint in L and one endpoint in R. Describe and analyze an algorithm to determine, given an undirected graph G as input, whether G is bipartite. [Hint: Every tree is bipartite.]
1
4. Satya is in charge of establishing a new testing center for the Standardized Awesomeness Test (SAT), and found an old conference hall that is perfect. The conference hall has n rooms of various sizes along a single long hallway, numbered in order from 1 through n. Each pair of adjacent rooms i and i + 1 is separated by a single wall. Satya knows exactly how many students fit into each room, and he wants to use a subset of the rooms to host as many students as possible for testing.
Unfortunately, there have been several incidents of students cheating at other testing centers by tapping secret codes through walls. To prevent this type of cheating, Satya can use two adjacent rooms only if he demolishes the wall between them. For example, if Satya wants to use rooms 1, 3, 4, 5, 7, 8, and 10, he must demolish three walls: between rooms 3 and 4, between rooms 4 and 5, and between rooms 7 and 8.
The city's chief architect has determined that demolishing more than k walls would threaten the structural integrity of the building.
Describe an efficient algorithm that computes the largest number of students that Satya can host for testing without demolishing more than k walls. The input to your algorithm is the integer k and an array S[1.. n], where each S[i] is the (non-negative integer) number of students that can fit in room i.
5. Suppose you are given an array A[1.. n] of numbers.
(a) Describe and analyze an algorithm that either returns two indices i and j such that A[i] + A[ j] = 374, or correctly reports that no such indices exist.
(b) Describe and analyze an algorithm that either returns three indices i, j, and k such that A[i] + A[ j] + A[k] = 374, or correctly reports that no such indices exist.
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STORY
Mary and Martha - Luke 10, 38-42
TEACHER PRAYER
Dear Lord Jesus, grant that the door to my heart may always be open to welcome You to dwell there. Open my lips to make You known in all Your graciousness to the children in my care so that You may come and dwell in their hearts. Amen.
VOCABULARY
OUTER AIM
Jesus welcomed into the home of Martha and Mary
INNER AIM
BACKGROUND Rupprecht Bible History References, Vol. 2, pp. 236 ff.
Jesus and His disciples were on the way from Perea (land east of the Jordan river) to Jerusalem to celebrate the Feast of the Dedication of the Temple. This festival had its beginnings some 160 years before the birth of Christ. It was also called the Festival of Lights. It is still observed by the Jews today. It is called Hanukkah. As they journeyed, the disciples, and perhaps Lazarus, with them went on to Jerusalem; Jesus stayed behind in Bethany at the home of Martha and Mary. This was a home that the Lord entered often and to which He enjoyed going.
. 38 received him - welcomed him not as a stranger, but as one highly regarded
. 39 Mary sat at Jesus' feet listening intently to all He said. One can well imagine that He opened the Old Testament Scriptures to her to see in Him their fulfillment. (cf. The Emaus Disciples)
. 40 Martha was concerned about feeding the Lord. He was true man as well as true God; He did need food and drink. The two sisters saw in Jesus two different sides of his nature. Mary saw the Lord Who could teach. Martha saw the Lord Who needed to be served. Martha was frustrated and expected Mary to help her.
. 41 The Savior chides: "Martha, Martha"
. 42 Mary's choice of being served was very much in place. There is a time to be served, but there is also a time to serve.
STUDENT PRAYER TLH #286, v. 1 and 6
How precious is the Book Divine, By inspiration given; Bright as a lamp its doctrines shine To guide our souls to heaven.
This lamp through all the tedious night, Of life shall guide our way Till we behold the clearer light Of an eternal day.
PRESENTATION
Briefly review previous story as time allows. Make links to the new story when possible. Tell the story: Teachers, be encouraged to tell the story in your own words while remaining faithful to the scriptural account. When scripture records the story in more than one place, you may want to harmonize the accounts (including extra details found in each account). Let the students know where they can find the additional details in the Bible.
Discuss the story: While reviewing the major events of the story, discuss the possible applications to the students' lives. Ask questions that make them think about the story and show that they understand the story.
APPLICATION
As Jesus blessed the family in Bethany, so you will want Him to:
.bless your heart and home with His presence .bless your heart and home with His instruction .bless your heart and home with His correction
PASSAGES
These passages can be assigned as memory work or simply discussed in class as to how they fit the lesson.
Lower
Luke 11:28 - ". .blessed are those who hear the Word of God, and keep it."
Samuel 3:9 - ". .Speak, Lord; for Your servant hears."
Middle
Luke 11:28 - ". .blessed are those who hear the Word of God, and keep it."
Samuel 3:9 - ". .Speak, Lord; for Your servant hears."
Luke 19:5 - ". .today I must stay at your house."
Upper
Luke 11:28 - ". .blessed are those who hear the Word of God, and keep it."
Samuel 3:9 - ". .Speak, Lord; for Your servant hears."
Luke 19:5 - ". .today I must stay at your house."
Luke 24:29 - "Abide with us, for it is toward evening, and the day is far spent. And He went in to stay with them."
HYMN CHOICES
The Lord My Pasture Shall Prepare - TLH 368, vs. 1-4
The Savior Calls; Let Every Ear - TLH 281, vs. 1-5
Mary & Martha
Luke 10
The Story
Parents: Review this lesson with your child.
Not far from Jerusalem, there was a little village called Bethany. Jesus had special friends who lived there. They were sisters, named Mary and Martha. Their brother, Lazarus, also lived with them.
One day when Jesus came to Bethany, Martha invited Him to come to their house for a meal.
Martha was very busy preparing the meal for Jesus. She wanted to show her love for Him by cooking a good meal.
While Martha was working, Mary sat at Jesus' feet and listened to every word He said. He was teaching her the Word of God.
Martha thought that Mary should be helping her with the meal. There was a lot of work to be done. Martha thought that cooking a good meal was more important than just sitting and listening to Jesus.
Finally, Martha came to Jesus and said, "Don't You care that my sister is just sitting there while I'm doing all the work by myself? Please tell her to come and help me."
But Jesus said, "Martha, Martha, you are worried about many things, but Mary is doing the most important thing. She is listening to the Word of God, and she will always remember what she has learned. No one can ever take that away from her."
Hearing the Word of God is more important than anything else that we do in this life. We need to try to be more like Mary, and always hear and learn God's Word whenever we can.
Hearing God's Word was the most important thing for Mary.
Hearing God's Word is the most important thing for us too.
Passages
Luke 11:28 - Blessed are those who hear the Word of God and keep it!
Romans 10:17 - So then faith comes by hearing, and hearing by the Word of God.
Hymn - TLH #285 st. 1
How precious is the Book Divine, By inspiration giv'n! Bright as a lamp its doctrines shine To guide our souls to heav'n.
Prayer
Dear Lord Jesus,
Help us to be more like Mary and always be happy to hear and learn Your Word whenever we have a chance. We know that You will bless us through the hearing of Your Word. We need to put You first in our lives, because You are the way to eternal life. Amen
Classroom Activity - Listen to the following sentences. If the sentence is true, color the happy face. If it is not true, color the sad face.
1. Mary and Martha were sisters.
2. Martha wanted to serve Jesus by preparing a meal.
3. Mary should have helped Martha with the meal.
4. It was all right for Martha to get angry at Mary.
5. Mary chose the best thing to do.
6. We should be more like Mary.
7. It's all right to stay home from church and cook a meal for the pastor.
8. God's Word is the most important thing in our life.
Classroom Activity - There are many places where we can hear and learn the Word of God. Find these and circle them.
Classroom Art Activity - Color and decorate this refrigerator magnet. Glue on magnetic strip (or cut apart free magnets that come with junk mail.)
Hearing God's Word is the most important thing for us.
Hearing God's Word was the most important thing for Mary.
Mary & Martha Luke 10
Hearing God's Word was the most important thing for Mary.
The Story
Not far from Jerusalem, there was a little village called Bethany. Jesus had special friends who lived there. They were sisters, named Mary and Martha. Their brother, Lazarus, also lived with them.
many things, but Mary is doing the most important thing. She is listening to the Word of God, and she will always remember what she has learned. No one can ever take that away from her."
One day when Jesus came to Bethany, Martha invited Him to come to their house for a meal.
Martha was very busy preparing the meal for Jesus. She wanted to show her love for Him by cooking a good meal.
While Martha was working, Mary sat at Jesus' feet and listened to every word He said. He was teaching her the Word of God.
Martha thought that Mary should be helping her with the meal. There was a lot of work to be done. Martha thought that cooking a good meal was more important than just sitting and listening to Jesus.
Finally, Martha came to Jesus and said, "Don't You care that my sister is just sitting there while I'm doing all the work by myself? Please tell her to come and help me."
But Jesus said, "Martha, Martha, you are worried about
Hearing the Word of God is more important than anything else that we do in this life. We need to try to be more like Mary, and always hear and learn God's Word whenever we can.
Activity One - Connect the dots to see one of the places where we can sit at Jesus' feet and hear His Word. Color the picture.
Mary & Martha - Level 1
Activity Two - Listen to the following sentences. If the sentence is true, color the happy face. If it is not true, color the sad face.
1. Mary and Martha were sisters.
2. Martha wanted to serve Jesus by preparing a meal.
3. Mary should have helped Martha with the meal.
4. It was all right for Martha to get angry at Mary.
5. Mary chose the best thing to do.
6. We should be more like Mary.
7. It’s all right to stay home from church and cook a meal for the pastor.
8. God’s Word is the most important thing in our life.
Activity Three - There are many places where we can hear and learn the Word of God. Find these and circle them.
Hearing God's Word is the most important thing for us.
Passages
Luke 11:28 - Blessed are those who hear the Word of God and keep it!
Romans 10:17 - So then faith comes by hearing, and hearing by the Word of God.
Hymn - TLH #285 st. 1
How precious is the Book Divine, By inspiration giv'n! Bright as a lamp its doctrines shine To guide our souls to heav'n.
Prayer
Dear Lord Jesus,
Help us to be more like Mary and always be happy to hear and learn Your Word whenever we have a chance. We know that You will bless us through the hearing of Your Word. We need to put You first in our lives, because You are the way to eternal life. Amen
Mary & Martha
Luke 10:38-42
Hearing God's Word was the most important thing for Mary.
The Story
Not far from Jerusalem there was a little village called Bethany. Jesus had special friends who lived there. They were sisters named Mary and Martha. Their brother Lazarus also lived with them.
One day when Jesus came to Bethany, Martha invited Him to come to their house for a meal.
meal was more important than just sitting and listening to Jesus. Finally Martha came to Jesus and said, "Don't You care that my sister is just sitting there while I'm doing all the work by myself? Please tell her to come and help me."
Martha was very busy preparing a meal for Jesus. She wanted to show her love for Jesus by cooking a good meal for Him.
While Martha was working, Mary sat at Jesus' feet and listened to every word He said. He was teaching her the Word of God.
Then Jesus said, "Martha, Martha, you are worried about many things, but Mary is doing the most important thing. She is listening to the Word of God, and she will always remember what she has learned. No one can ever take that away from her."
Martha thought that Mary should be helping her with the meal. There was a lot of work to be done. She thought that cooking a good
Hearing the Word of God is more important than anything else that we do in this life. We need to try to be more like Mary and always hear and learn God's Word whenever we can.
Activity One - Read the following sentences. If the sentence is true, write ‘Yes’ on the line. If the sentence is not true, write ‘No’ on the line.
1. _____ Mary and Martha were sisters.
2. _____ Martha wanted to serve Jesus by preparing a meal.
3. _____ Mary should have helped Martha with the meal.
4. _____ It was all right for Martha to get angry at Mary.
5. _____ Mary chose the best thing to do.
6. _____ We should be more like Mary.
7. _____ It’s all right to stay home from church and cook a meal for the pastor.
8. _____ God's Word is the most important thing in our life.
9. _____ We don't have many chances to hear God's Word.
Activity Two - The following are sets of activities. Put a 1 by the more important activity and a 2 by the less important.
___ eating
___ devotion
___ praying
___ playing
___ watching TV
___ going to VBS
___ reading the Bible
___ reading a book
___ cleaning your room
___ going to church
___ talking to friends about clothes
___ talking to friends about Jesus
Activity Three - There are many places where we can hear and learn the Word of God. Find these and circle them.
Hearing God's Word is the most important thing for us.
Passages
Romans 10:17 - So then faith comes by hearing, and hearing by the Word of God.
Hymn - TLH #285 v. 1, 4
Discuss the words: Book Divine, inspiration, doctrines, tedious night of life, eternal day
How precious is the Book Divine, By inspiration given! Bright as a lamp its doctrines shine To guide our souls to heav'n.
This lamp through all our tedious night Of life shall guide our way Till we behold the clearer light Of an eternal day.
Prayer
Dear Lord Jesus,
Help us to be more like Mary and always be happy to hear and learn Your Word whenever we have a chance. We know that You will bless us through the hearing of Your Word. We need to put You first in our lives, because You are the way to eternal life. Amen
Mary & Martha
Luke 10:38-42
If Jesus came to visit you, what would you do? Would you clean the house, cook a fancy meal, or just sit and talk with Him?
In our story today you will meet two sisters who invited Jesus to their home. They both loved Him and wanted to serve Him. Let's find out which one chose the best way to serve her Lord.
Prayer
Dear Lord Jesus, as we study Your Word today, help us to be like Mary, eager to hear every word and happy to have this opportunity to learn more about You. We pray that You would open our hearts as Your Word is taught so that our faith will grow and be strengthened. Bless our study today. In Your name we pray. Amen
The Story
Now it happened as they went that He entered a certain village; and a certain woman named Martha welcomed Him into her house.
worried and troubled about many things. {42} "But one thing is needed, and Mary has chosen that good part, which will not be taken away from her."
{39} And she had a sister called Mary, who also sat at Jesus' feet and heard His word. {40} But Martha was distracted with much serving, and she approached Him and said, "Lord, do You not care that my sister has left me to serve alone? Therefore tell her to help me."
{41} And Jesus answered and said to her, "Martha, Martha, you are
Outer Aim - Hearing God's Word was the most important thing for Mary.
What the Story Tells Us - Discuss the following questions.
1. Was it wrong for Martha to spend time preparing a meal for her Lord? Why or why not?
2. Was it wrong for Martha to become angry at Mary for not helping her? Why or why not?
3. When do we sit at Jesus' feet and have a chance to hear and learn His Word?
4. What are some of the things that might keep us from gladly hearing Jesus' word?
5. Why is the study of God's Word more important than anything else?
What God's Word Tells Us - Cross out the wrong word in each sentence, and write the correct word on the line.
1. Jesus went to visit Mary and Martha who lived in Bethlehem.
____________________
2. When Jesus started teaching the Word of God, Mary sat and slept.
______________________
3. Martha did not listen to Jesus’ words because she was busy eating a meal.
______________________
4. Martha thought that Mary should be listening. __________________________
5. Jesus said, “Martha, there is only one thing that is very important, and that is my dinner.” _______________________
6. Jesus said, “Mary has chosen the bad part which shall never be taken away
from her.” _________________________
7. It is hard for us to watch TV instead of reading and studying God’s Word.
______________________________
8. God wants us to sleep late or to go fishing on Sunday mornings rather than going to church. ______________________________
9. God says that hearing His Word is less important than other things.
____________________
10. Through the Word of God the Holy Spirit works doubt in our hearts.______________
Your Turn - Use your Bibles to look up the following Bible verses and match them to the phrase that fits them best. Put the correct letter in the blank.
A. 1 Peter 2:2
B. 2 Timothy 3:15 - 16
C. Romans 10:17
D. Luke 11:28
_____ You will be happy if you hear the Word of God and also hold on to it.
_____ The Word of God creates faith in the hearts of hearers.
_____ The Bible is the word of God, not just the words of men.
_____ We should be hungry for the Word of God.
Inner Aim - Hearing God’s Word is the most important thing for His people.
Passages
Luke 11:28 - Blessed are those who hear the word of God and keep it!
2 Timothy 3:15 - From childhood you have known the Holy Scriptures, which are able to make you wise for salvation through faith which is in Christ Jesus.
Romans 10:17 - So then faith comes by hearing, and hearing by the word of God.
Hymn - TLH #285
Discuss the words: Book Divine, inspiration, doctrines, trod, grace, tedious night of life, eternal day
How precious is the Book Divine, By inspiration given! Bright as a lamp its doctrines shine To guide our souls to heav'n.
It shows to man his wand'ring ways And where his feet have trod, And brings to view the matchless grace Of a forgiving God.
Its light, descending from above Our gloomy world to cheer, Displays a Savior's boundless love And brings His glories near.
This lamp through all our tedious night Of life shall guide our way Till we behold the clearer light Of an eternal day.
Prayer
Lord Jesus, make us eager to serve You as Mary and Martha did. Forgive us for the times we have neglected to hear and learn Your Word as we should. Help us realize how important Your Word is, so that we will choose it above other things as Mary did. Send Your Holy Spirit to strengthen our faith through the hearing of Your Word so that we will always put You first in our lives. Make us faithful hearers of Your Word. Amen.
Mary & Martha
Luke 10:38-42
If Jesus came to visit you, what would you do? Would you clean the house, cook a fancy meal, or just sit and talk with Him?
In our story today you will meet two sisters who invited Jesus to their home. They both loved Him and wanted to serve Him. Let's find out which one chose the best way to serve her Lord.
Prayer
Dear Lord Jesus, as we study Your Word today, help us to be like Mary, eager to hear every word and happy to have this opportunity to learn more about You. We pray that You would open our hearts as Your Word is taught so that our faith will grow and be strengthened. Bless our study today. In Your name we pray. Amen
The Story
Now it happened as they went that He entered a certain village; and a certain woman named Martha welcomed Him into her house.
{39} And she had a sister called Mary, who also sat at Jesus' feet and heard His word. {40} But Martha was distracted with much serving, and she approached Him and said, "Lord, do You not care that my sister has left me to serve alone? Therefore tell her to help me."
Outer Aim - Hearing God's Word was the most important thing for Mary.
{41} And Jesus answered and said to her, "Martha, Martha, you are worried and troubled about many things. {42} "But one thing is needed, and Mary has chosen that good part, which will not be taken away from her."
What the Story Tells Us - Discuss the following questions.
1. Was it wrong for Martha to spend time preparing a meal for her Lord? Why or why not?
2. Was it wrong for Martha to become angry at Mary for not helping her? Why or why not?
3. Do you think that Martha was surprised that Jesus didn't make Mary help her?
4. When do we sit at Jesus' feet and have a chance to hear and learn His Word?
5. What are some of the things that might keep us from gladly hearing Jesus' word?
6. Why is the study of God's Word more important than anything else?
What God's Word Tells Us - Cross out the wrong word in each sentence, and write the correct word on the line.
1. Jesus went to visit Mary and Martha who lived in Bethlehem. ____________________
2. When Jesus started teaching the Word of God, Mary sat and slept.____________________
3. Martha didn’t listen to Jesus because she was busy eating a meal. ___________________
4. Martha thought that Mary should be listening. __________________________
5. Jesus said, “Martha, there is only one thing that is very important, and that is my dinner.” _______________________
6. Jesus said, “Mary has chosen the bad part which shall never be taken away from her.”
_________________________
7. It is hard for us to watch TV instead of reading and studying God’s Word._________________
8. God wants us to sleep late or to go fishing on Sunday mornings rather than going to church. ______________________________
9. God says that hearing His Word is less important than other things. ____________________
10. Through the Word of God the Holy Spirit works doubt in our hearts._____________________
Your Turn - Use your Bibles to look up the following Bible verses and match them to the phrase that fits them best. Put the correct letter in the blank.
A. 1 Peter 2:2
B. 2 Timothy 3:15 - 16
C. Romans 10:17 D. Luke 11:28
_____ You will be happy if you hear the Word of God and also hold on to it.
_____ The Word of God creates faith in the hearts of hearers.
_____ The Bible is the word of God, not just the words of men.
_____ We should be hungry for the Word of God.
Some Things to Think About - We need to learn from Mary and make the right choices in our lives. Talk about what we should choose in each of these situations in order to be more like Mary.
1. My baseball team has a game tonight, but we also have a Lenten service at church. What should I do?
2. My favorite TV show is on tonight, but I still haven't learned my memory work for school (or Sunday school). What should I do?
3. My friend asked me to spend the night at his house on Saturday, but his/her family doesn't attend church. What should I do?
4. I like to sit with my friends in church, but sometimes we talk or write notes instead of listening to the sermon. What should I do?
5. I have a chance to go camping with my friend this summer, but it is the same week that VBS is scheduled. What should I do?
Inner Aim - Hearing God's Word is the most important thing for His people.
Passages
Luke 11:28 - Blessed are those who hear the word of God and keep it!
2 Timothy 3:15 - From childhood you have known the Holy Scriptures, which are able to make you wise for salvation through faith which is in Christ Jesus.
Romans 10:17 - So then faith comes by hearing, and hearing by the word of God.
Hymn - TLH 366
Wilt thou find this one thing needful, Turn from all created things Unto Jesus and be heedful of the blessed joy He brings. For where God and Man both in one are united, With God's perfect fulness the heart is delighted; There, there is the worthiest lot and the best, My One and my All, and my Joy and my Rest.
How were Mary's tho'ts devoted Her eternal joy to find As intent each word she noted, At her Savior's feet reclined! How kindled her heart, how devout was its feeling, While hearing the lessons that Christ was revealing! For Jesus all earthly concerns she forgot, And all was repaid in that one happy lot.
Prayer
Lord Jesus, make us eager to serve You as Mary and Martha did. Forgive us for the times we have neglected to hear and learn Your Word as we should. Help us realize how important Your Word is, so that we will choose it above other things as Mary did. Send Your Holy Spirit to strengthen our faith through the hearing of Your Word so that we will always put You first in our lives. Make us faithful hearers of Your Word. Amen.
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(a) Introduction
(1) Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and produce communication in a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(4) The essential knowledge and skills as well as the student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section.
(b) Knowledge and Skills.
| Knowledge and Skills Statement | Student Expectation |
|---|---|
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media |
|---|---|
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
|---|---|
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property |
|---|---|
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (D) understand and apply ethical considerations affecting broadcast journalism |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (D) understand and apply ethical considerations affecting broadcast journalism |
|---|---|
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (E) understand the consequences of plagiarism |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (F) explore the impact of broadcast formats on society |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (G) seek viewer opinions on the broadcast to determine its impact on future programming |
| (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: | (H) identify the strategies of broadcasting to reach certain audiences, including programming decisions |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism |
|---|---|
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (B) understand the economics of broadcasting such as advertising and public funds |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (C) consider finances in making decisions, including air time, length of program, and content |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (C) consider finances in making decisions, including air time, length of program, and content |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (C) consider finances in making decisions, including air time, length of program, and content |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (D) create and execute a financial plan for programming |
|---|---|
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (D) create and execute a financial plan for programming |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (E) identify technical elements of broadcast production used to create and deliver broadcast programming such as school cable systems and live web streaming |
| (2) The student understands how broadcast productions are created and disseminated. The student is expected to: | (E) identify technical elements of broadcast production used to create and deliver broadcast programming such as school cable systems and live web streaming |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (B) select the most appropriate journalistic format to present content such as school cable systems and websites |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (C) apply pre-production skills such as storyboarding, scriptwriting, and scheduling |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (D) apply skills in reporting and writing to produce programs required to meet entry-level professional expectations |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (I) demonstrate knowledge of new and emerging technologies that may affect the field |
|---|---|
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (I) demonstrate knowledge of new and emerging technologies that may affect the field |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques |
| (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: | (J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (A) determine roles for which different team members will assume responsibility |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (B) work cooperatively and collaboratively through a variety of staff assignments |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (B) work cooperatively and collaboratively through a variety of staff assignments |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (C) listen actively and critically and then respond appropriately to team members |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (C) listen actively and critically and then respond appropriately to team members |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (C) listen actively and critically and then respond appropriately to team members |
|---|---|
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (D) develop a deadline schedule and a regular means of monitoring progress |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (D) develop a deadline schedule and a regular means of monitoring progress |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (E) submit work for editing and critiquing and make appropriate revisions |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (E) submit work for editing and critiquing and make appropriate revisions |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (E) submit work for editing and critiquing and make appropriate revisions |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (F) edit and critique work of others |
| (4) The student demonstrates leadership and teamwork abilities. The student is expected to: | (F) edit and critique work of others | | <urn:uuid:3631c100-fb93-4e0c-b9dd-6fc6e2370dbe> | CC-MAIN-2022-40 | https://teadev.tea.texas.gov/sites/default/files/P2020_Breakout_Advanced%20Broadcast%20Journalism%20I%2C%20II%2C%20III.pdf | 2022-10-02T12:47:39+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00357.warc.gz | 585,048,797 | 3,015 | eng_Latn | eng_Latn | 0.997307 | eng_Latn | 0.997307 | [
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Looking at state forests in the year 2200
When planning for forests 200 years into the future, DNR uses a comprehensive survey of the forestland it manages. Onthe-ground data, aerial surveys and other data are placed into the Geographic Information System (GIS) which contains many layers of information.
DNR's sustainable harvest computer modeling system starts with the GIS data and then applies policy guidelines and tree growth models. As many as 40 rules or constraints are included, such as the age of trees at harvest, the number of trees left per acre, and protection for streams and unstable slopes.
To ensure that DNR's stewardship of the forest landscape is sustainable, the model simulates on-the-ground conditions spanning 200 years, given a variety of policy decisions.
As many as 40 data layers are used in the model, including:
Sustainable harvest model: a tool to analyze options
How much timber can be harvested each year from state trust lands and be fair to both present and future beneficiaries, support healthy ecosystems, and offer diverse recreation opportunities and other benefits? In other words, what is the "sustainable harvest level?"
The sustainable harvest level is the amount that can be harvested on average during a decade.
To make sure that timber harvests can continue into the future with fairness to all generations of trust beneficiaries, DNR carefully plans across the landscape to ensure that about the same amount of trees will be available for harvest each year.
The sustainable harvest calculation covers a 200-year period, and establishes the level for the first decade. There is flexibility for changing conditions on an annual basis, as long as the total 10-year harvest level is met. The level is recalculated every 10 years. DNR may, however, recalculate more often to accommodate new legal, economic, and environmental considerations, such as occurred when the
The Board of Natural Resources sets major policies for managing state trust lands and uses modeling results, public input and other information to decide the sustainable harvest level for the next decade.
Sustainable harvest calculation scenarios are on DNR's website: http://www.wa.gov/dnr. For information, call DNR at 360-902-1000.
1997 Habitat Conservation Plan was adopted. DNR and the Board of Natural Resources use a landscape-based computer model to examine options and tradeoffs in developing trust land policies. Although the harvest model is complex, it is extremely simple compared to the 2.1 million acres of actual trust forestlands. The harvest model and the HCP provide some of the critical information for 2200
L Within 200 years, the HCP's wider stream buffers, more habitat trees and wildlife corridors will increase "old growth" forest by almost 8 times across the DNR-managed landscape.
crafting a sustainable balance of economic, environmental and social goals. The goals and policies are put into practice every day in state forests. Information from monitoring and from improved science and technology will be added to the model to help the Board and DNR adapt policies and practices to realize the vision for sustainable working forests.
Correction Camp inmate plants tree seedlings. DNR typically replants trust land forests within one year after a timber harvest.
Sustainable Forestry
Doug Sutherland
- Commissioner of Public Lands
Natural Resource
s
WASHINGTON STATE DEPARTMENT OF
The Washington Department of Natural Resources (DNR) is seeking a sustainable blend of trust revenue, healthy ecosystems, and other benefits for the people of Washington.
It can be difficult to balance the different needs of a growing population. But by looking across time and landscapes,
Market conditions, environmental protections, social and other factors influence sales and revenue from state trust lands.
DNR is finding ways to provide all these benefits, today and for generations to come. The concept of sustainability is gaining attention — "sustainable communities" and "sustainable agriculture" are now commonly heard terms. Sustainability means managing natural resources to meet the needs of the current generation without compromising the ability of future generations to meet their needs.
Sustainability is not new to DNR. For nearly half a century, DNR periodically has completed studies to determine a 10-year "sustainable timber harvest level." With changing regulations and social priorities, and with fish and wildlife species listed as threatened or endangered, this calculation has become progressively more complicated. Today, DNR is using a computer model that includes dozens of factors to analyze different options and trade-offs, and to identify how to best provide working landscapes, healthy ecosystems, and other benefits for all the people of Washington.
Washington's Department of Natural Resources manages 2.1 million acres of forested trust land to meet three important goals: working landscapes, healthy ecosystems, and other benefits for all the people of Washington.
These goals are interrelated, and where they overlap represents where policies and decisions meet the needs of all three.
SUSTAINABLE
FORESTRY
The more that we at DNR are
able to integrate economic, environmental
and social goals, the more opportunities we
have to fulfill obligations and the public’s
expectations.
Doug Sutherland Commissioner of Public Lands
Working landscapes
Most of the 2.1 million acres of forest lands that DNR manages were granted to Washington at statehood by the federal government in
These forests are relied on to generate revenue for specific beneficiaries, mostly through timber sales.
1889. The lands were used to create trusts to support state institutions, including public schools, universities, prisons and hospitals.
DNR is entrusted to care for state trust lands for current and future generations. These lands provide about one-third of
This includes some cutover and abandoned forests — Forest Board trust lands — acquired in the early 1930s.
Healthy ecosystems
In managing trust land forests, DNR must maintain not only the health and integrity of natural ecosystems but also the health and integrity of trust assets and other public resources, such as clean air and water.
The complex interactions of plants, animals, water and soil make up an ecosystem. An ecosystem's health is dependent on the richness and diversity of these components.
The 2.1 million acres of DNR-managed state trust land forests across the state reflect a wide variety of ecosystems. Nearly 500 species of reptiles, mammals, birds and amphibians rely on the different habitats these forests offer.
TRUST LANDS REVENUE DISTRIBUTION
school construction funding, with the largest portion going to school districts with the greatest need. In addition, 21 counties and their taxing districts, such as school bonds, libraries and fire districts, receive Forest Board trust land revenue.
forests are managed to more accurately reflect a wide variety of ecosystems across the landscape — a mosaic of forest-
From Granted Trusts Lands
A
From State Forest Board Trust Lands B
RMCA: Resource Management
Cost Account.
FDA: Forest Development Acct.
To State General Fund
To equitably provide for all generations, DNR is working on a sustainable harvest calculation for the forested trust lands, planning for the next decade and the next 200 years. DNR is mindful that the trust obligation is forever.
lands with trees of varying species and ages — that countless wildlife need to survive. The HCP helps assure that DNR can reliably harvest timber, provide long-term income for the trusts, and maintain healthy ecosystems.
Other benefits for the people of Washington
Many trust land forests are at lower elevations and near rapidly growing urban areas. These forests are wonderful resources for bird watching, education, research, hiking, fishing, hunting, camping and trail riding. Some state forests are part of viewscapes visible from highways, such as along the I-90 corridor.
As the state's population grows and fewer private lands are open to the public, more people rely on state forests as a place to go. Each year, trust land forests
access to diverse forests for hunting, berry and mushroom picking, as well as biking and horse riding.
A small amount of revenue does support law enforcement and volunteer coordination to protect trust lands from damage. DNR relies on volunteers to help maintain trails and campgrounds and restore native habitat. | <urn:uuid:f766fb4c-6483-484a-add8-d90a6ba22a36> | CC-MAIN-2022-40 | https://www.dnr.wa.gov/publications/lm_sh_fs_sust_forestry.pdf | 2022-10-02T11:52:21+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00366.warc.gz | 779,553,250 | 1,644 | eng_Latn | eng_Latn | 0.99706 | eng_Latn | 0.997113 | [
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David Anointed King
1 Samuel 16
Now the LORD said to Samuel the prophet, "Take oil to anoint a new king. Go to Bethlehem to a man named Jesse. I will choose a new king from his sons."
So Samuel did what the LORD said, and went to Bethlehem.
When Samuel saw Jesse's oldest son, Eliab, he said, "Surely the Lord wants me to anoint Eliab as king."
But the LORD said to Samuel, "Do not look at his appearance. For the Lord does not see as man sees; for man looks at the outward appearance, but the LORD looks at the heart."
So Jesse called Abinadab, and made him pass before Samuel. Samuel said, "Neither has the LORD chosen this one." Then Jesse made Shammah pass by. Again Samuel said, "Neither has the LORD chosen this one." Jesse made seven of his sons pass before Samuel. Samuel said to Jesse, "The LORD has not chosen these. Do you have any other sons?"
The Story
Samuel said to Jesse, "Send and bring him."
David came to Samuel and the LORD said, "Arise, anoint him; for this is the one to be king!"
Then Samuel took the horn of oil and anointed David in the middle of his brothers; and God was with him.
King Saul was still alive, but he did not have God's Spirit in him and he had a troubling spirit. The only thing that made him feel better was music played on a harp.
Then one of the servants told about David, who was very good at playing a harp. Saul sent messengers to Jesse, and said, "Send me your son David, who is with the sheep."
So David came to Saul. So it was whenever the troubling spirit was upon Saul, that David would take a harp and play it. Then Saul would become refreshed and well, and the distressing spirit would depart from him.
Then Jesse said, "The youngest son is keeping the sheep."
God chose a new believing king for His people.
Activity One - Fill in the blanks using the words in the WORD BOX.
1. God wanted Samuel to anoint a new ___________________.
2. Jesse had ________________ sons.
3. _____________________, the youngest son, was chosen by God.
4. God looked into his _________________.
5. David played a ___________________ to make King Saul feel better.
heart David 8 harp king
God knows all things, even the thoughts and intents of our heart.
Activity Two - Read the passage to the class then read the words and have them circle the words that are important when choosing a good friend or future spouse and cross off the words that are not important.
Read 1 Samuel 16:7 "For man looks at the outward appearance, but the LORD looks at the heart."
Activity Three - Do the DOT TO DOT to make the instrument David used to make King
Saul feel better.
Passage
Hymn & Prayer - TLH #394 v. 1
My faith looks up to Thee,
Thou Lamb of Calvary, Savior divine.
Now hear me while I pray;
Take all my guilt away;
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Announcing A Miracle Child
Luke 1:26-56; Matthew 1:19-25
Look at the picture carefully!
Is this picture possible? Is it impossible? Is anything impossible?
Prayer
Dear Lord,
You alone are capable of the impossible. Help me to see the miracle of our Savior's birth through
the eyes of faith. With You, all things are truly possible. Amen.
The Story - Luke 1:26-56
Now in the sixth month the angel Gabriel was sent by God to a city of Galilee named Nazareth, (27) to a virgin betrothed to a man whose name was Joseph, of the house of David. The virgin's name was Mary. (28) And having come in, the angel said to her, "Rejoice, highly favored one, the Lord is with you; blessed are you among women!"
(29) But when she saw him, she was troubled at his saying, and considered what manner of greeting this was. (30) Then the angel said to her, "Do not be afraid, Mary, for you have found favor with God. (31) And behold, you will conceive in your womb and bring forth a Son, and shall call His name JESUS.
(32) He will be great, and will be called the Son of the Highest; and the Lord God will give Him the throne of His father David. (33) And He will reign over the house of Jacob forever, and of His kingdom there will be no end."
(34) Then Mary said to the angel, "How can this be, since I do not know a man?"
(35) And the angel answered and said to her, "The Holy Spirit will come upon you, and the power of the Highest will overshadow you; therefore, also, that Holy One who is to be born of you will be called the Son of God.
(36) Now indeed, Elizabeth your relative has also conceived a son in her old age; and this is now the sixth month for her who was called barren. (37) For
with God nothing shall be impossible."
(38) Then Mary said, "Behold the maidservant of the Lord! Let it be to me according to your word." And the angel departed from her.
(39) Now Mary arose in those days and went into the hill country with haste, to a city of Judah, (40) and entered the house of Zacharias and greeted Elizabeth.
(41) And it happened, when Elizabeth heard the greeting of Mary, that the babe leaped in her womb; and Elizabeth was filled with the Holy Spirit. (42) Then she spoke out with a loud voice and said, "Blessed are you among women, and blessed is the fruit of your womb! (43) But why is this granted to me, that the mother of my Lord should come to me? (44) For indeed, as soon as the voice of your greeting sounded in my ears, the babe leaped in my womb for joy. (45) Blessed is she who believed, for there will be a fulfillment of those things which were told her from the Lord."
mighty from their thrones, And exalted the lowly. (53) He has filled the hungry with good things, And the rich He has sent away empty. (54) He has helped His servant Israel, In remembrance of His mercy, (55) As He spoke to our fathers, To Abraham and to his seed forever."
(56) And Mary remained with her about three months, and returned to her house.
Matthew1:19-25
Joseph her husband, being a just man, and not wanting to make her a public example, was minded to put her away secretly.
(46) And Mary said: "My soul magnifies the Lord, (47) and my spirit has rejoiced in God my Savior. (48) For He has regarded the lowly state of His maidservant; For behold, henceforth all generations will call me blessed. (49) For He who is mighty has done great things for me, And holy is His name. (50) And His mercy is on those who fear Him From generation to generation. (51) He has shown strength with His arm; He has scattered the proud in the imagination of their hearts. (52) He has put down the
(20) But while he thought about these things, behold, an angel of the Lord appeared to him in a dream, saying, "Joseph, son of David, do not be afraid to take to you Mary your wife, for that which is conceived in her is of the Holy Spirit. (21) And she will bring forth a Son, and you shall call His name JESUS, for He will save His people from their sins."
(22) So all this was done that it might be fulfilled which was spoken by the Lord through the prophet, saying: (23) "Behold, the virgin shall be with child, and bear a Son, and they shall call His name Immanuel," which is translated, "God with us." (24) Then Joseph, being aroused from sleep, did as the angel of the Lord commanded Him and took to him his wife, (25) and did not know her till she had brought forth her firstborn Son. And he called His name JESUS.
Outer Aim - God announces the miracle of Jesus' birth.
What the Story Tells Us - Write the correct letter in the blank.
1. Mary was ______ to Joseph.
a. married
b. engaged
c. related
2. Gabriel was sent by God to tell Mary
she would be the mother of _____.
a. John
b. Joseph
c. Jesus
3. Mary wondered how this could be
because she didn't have a ________.
a. husband
b. house
c. doctor
4. With God, nothing is _______.
a. impossible
b. easy
c. finished
5. When Elizabeth saw Mary, her baby
_____.
a. said, “Jesus!”
b. was born
c. leaped in her womb
6. Mary praised God for _____.
a. doing great things for her
b. scattering the proud and exalting the lowly
c. sending the Savior
d. all of the above
Inner Aim - Believers show faith in the miracle of Jesus’ birth.
What God Tells Us – Write “M” after each statement that identifies a miracle.
1. Mary was pregnant with Jesus.
__________
2. Mary believed the words of Gabriel.
__________
3. Joseph believed the words of Gabriel.
__________
4. When Mary saw her, Elizabeth's baby leaped in her womb.
__________
5. We believe the truth of Jesus' birth.
__________
Hymn - TLH 95 v. 1-4
Savior of the nations, come, Virgin's Son, make here Thy home! Marvel now, O heav'n and earth, That the Lord chose such a birth.
Not by human flesh and blood, By the Spirit of our God, Was the Word of God made flesh — Woman's Offspring, pure and fresh.
Passages
Matthew 1:21 "And she will bring forth a Son, and you shall call His name JESUS, for He will save His people from their sins."
Wondrous birth! O wondrous Child Of the Virgin undefiled! Tho' by all the world disowned, Still to be in heav'n enthroned.
From the Father forth He came And returneth to the same, Captive leading death and hell — High the song of triumph swell!
Isaiah 7:14 "Therefore the Lord Himself will give you a sign; Behold, the virgin shall conceive and bear a Son, and shall call His name Immanuel."
Luke 1:37 "For with God nothing will be impossible."
Galatians 4:4 But when the fullness of the time had come, God sent forth His Son, born of a woman, born under the law.
Your Turn - Mary showed her faith in God in the words of her song and in following God's directions for her. List ways we can show our faith. Write a prayer asking God to help us do so.
Prayer
Dear Father in Heaven,
You teach us today that Jesus is both Your only begotten Son and also a human being born of a virgin Mary. This miracle made Jesus both God and Man, and so our perfect, holy Savior; we know this is a matter of faith. O Lord, strengthen our faith in this and all other mysteries of Scripture, that we may remain Your children now and into eternity. Help us to show our faith with words of praise and deeds of obedience, that blessing may come through us as Your servants. In the name of Jesus, our Savior, we pray. Amen. | <urn:uuid:105b077c-902a-4f44-9bad-685d240f70e9> | CC-MAIN-2022-40 | https://godshand.clclutheran.org/newtestament/announcement/announcement3.PDF | 2022-10-02T13:34:28+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00362.warc.gz | 306,648,995 | 1,840 | eng_Latn | eng_Latn | 0.998674 | eng_Latn | 0.999558 | [
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IMPROVING YOUR PET'S HEALTH WITH SUPPLEMENTS
By Val Clows
There are several steps that pet owners can take to improve their pets' health. The first step would be to feed the best food that you can find: raw, canned or kibble. Ignore the front of the bag, the pictures and the name of the food. These are marketing tricks and rarely depict what is actually in the bag. You need to read the ingredient label!!! Ingredients are listed in order of weight in descending order; hence the first few ingredients listed are the most important.
The best foods for your pet contain whole meats, whole grains, vegetables and fruits with natural or no preservatives. Low quality foods contain more corn and grain than meat, a lot of grain fragments, by-products, chemicals, artificial colors and flavors.
The next step would be to feed healthy treats to your animal. Look for the same quality ingredients in treats as in foods. Some treats offer added benefits for your pet. These include "Greenies," a green toothbrush-shaped bone that cleans dogs' teeth; "Hip Action" or "Sea Mobility," yummy chicken or beef jerky treats loaded with glucosamine, chondroitin and MSM which reduce the pain from hip and joint problems and arthritis; "Mellow Dog," a biscuit that contains herbs to gently calm fearful and anxious dogs.
Another step would be to use supplements appropriate for your pet's age, activity level, health, environmental and physical stress. Most pets can benefit from various supplements during their lifetimes. Good multi-vitamin/mineral supplements are available in chewables, powders or liquids. This is especially important to maintain optimum health or help during an illness. Look for a natural formula rather than a synthetic.
Digestive enzymes can be added to your pet's meals to assist the digestion of processed food, allowing the animal to utilize all the food's nutrients and reducing stress on the pancreas and liver. Digestive enzymes are especially important for older and health-compromised pets.
Essential fatty acids (EFA) and Omega 3, 6, 9, from fish oils, flax oil, are important supplements to maintain healthy skin and coats, for heart and circulation, and to reduce joint inflammation. Antioxidants are used to fight free radicals that can cause premature aging, cancer and other health problems.
Joint supplements such as glucosomine, chondroitin sulfate, shark cartilage and sea cucumber are available in treats, chewables, liquids and powders. These are beneficial for all dogs, but especially for breeds prone to joint problems: dogs involved in sports like agility, frisbee, hunting, and obedience, working/service dogs and senior dogs. | <urn:uuid:3fab21df-116b-4ad9-8cca-c312aafdc57a> | CC-MAIN-2022-40 | https://nextpaw.com/wp-content/uploads/ImprovingYourPetsHealthwithSupplements.pdf | 2022-10-02T13:09:41+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00366.warc.gz | 464,458,982 | 550 | eng_Latn | eng_Latn | 0.998397 | eng_Latn | 0.998397 | [
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