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(a) General Requirements. Students shall be awarded one credit for successful completion of this course. This course cannot be considered a part of the coherent sequence of languages other than English (LOTE) courses required for any endorsement. This course will not count as a level II LOTE course. Students who desire to continue with LOTE study will need to take level II or higher LOTE courses. This course may be substituted for a level II LOTE course upon approval by:
(1) the student's level I LOTE classroom teacher, the principal or designee, and the student's parent or person standing in parental relation who determine that the student is not likely to be successful in a level II LOTE course;
(3) the committee established for the student under Section 504, Rehabilitation Act of 1973 (29 United States Code, §794) if the student does not receive special education services under the TEC, Chapter 29, Subchapter A, but is covered by the Rehabilitation Act of 1973.
(2) the student's admission, review, and dismissal (ARD) committee if the student receives special education services under the Texas Education Code (TEC), Chapter 29, Subchapter A; or
(b) Introduction.
(1) The study of world languages is an essential part of education. In the 21st century language classroom, students gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. Further benefits of foreign language study include stronger cognitive development, increased creativity, and divergent thinking. Students who effectively communicate in more than one language, with an appropriate understanding of cultural context, are globally literate and possess the attributes of successful participants in the world community.
(A) In the interpersonal mode of communication, students engage in direct oral, written, or signed communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters.
(2) Communication is the overarching goal of world language instruction. Students should be provided ample opportunities to engage in conversations, to present information to an audience, and to interpret culturally authentic materials in the language of study. The American Council on the Teaching of Foreign Languages (ACTFL) identifies three modes of communication: interpersonal, interpretive, and presentational.
(B) In the interpretive mode of communication, students demonstrate understanding of spoken, written, or signed communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, or visual materials.
(C) In the presentational mode of communication, students present orally, in writing, or in sign, information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to a signing or presenting orally to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper.
(3) The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for LOTE. The use of culturally authentic resources in world language study enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities.
(5) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) In the Special Topics in Language and Culture course, students demonstrate novice level communication skills acquired in a LOTE level I course, develop a greater understanding of other cultures, make connections to other disciplines, draw comparisons between languages and cultures, and effectively engage in global communities. Students enhance their personal and public lives, and meet the career demands of the 21st century, by gaining insight into other world languages and cultures.
(c) Knowledge and Skills.
| Knowledge and Skill Statement | Student Expectation |
|---|---|
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (A) introduce self and others using basic, culturally- appropriate greetings |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (A) introduce self and others using basic, culturally- appropriate greetings |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (B) ask simple questions and provide simple responses related to personal preferences |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (B) ask simple questions and provide simple responses related to personal preferences |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (C) exchange essential information about self, family, and familiar topics |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (C) exchange essential information about self, family, and familiar topics |
| (1) Communication. The student communicates an understanding of the elements of languages. The student is expected to: | (C) exchange essential information about self, family, and familiar topics |
| Knowledge and Skill Statement | Student Expectation |
|---|---|
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (A) identify and describe selected cultural practices and perspectives such as traditions, daily life, and celebrations |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (A) identify and describe selected cultural practices and perspectives such as traditions, daily life, and celebrations |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (A) identify and describe selected cultural practices and perspectives such as traditions, daily life, and celebrations |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (A) identify and describe selected cultural practices and perspectives such as traditions, daily life, and celebrations |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (B) examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (B) examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes |
| (2) Cultures. The student identifies the practices, products, and perspectives of selected cultures. The student is expected to: | (C) describe various products across cultures such as food, shelter, clothing, transportation, sports and recreation, music, art, and dance |
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (A) use authentic materials such as maps, graphs, graphic organizers, and other print and visual materials or literature to reinforce comprehension and expression of basic vocabulary in the target language |
| Knowledge and Skill Statement | Student Expectation |
|---|---|
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (A) use authentic materials such as maps, graphs, graphic organizers, and other print and visual materials or literature to reinforce comprehension and expression of basic vocabulary in the target language |
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (B) research and present information on historical and contemporary cultural influences |
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (B) research and present information on historical and contemporary cultural influences |
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (B) research and present information on historical and contemporary cultural influences |
| (3) Connections. The student describes connections between world languages and other disciplines. The student is expected to: | (B) research and present information on historical and contemporary cultural influences |
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (A) compare and contrast selected cultural practices and perspectives such as traditions, daily life, and celebrations to student's own culture |
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (A) compare and contrast selected cultural practices and perspectives such as traditions, daily life, and celebrations to student's own culture |
|---|---|
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (B) give examples of cognates, false cognates, idiomatic expressions, or sentence structure to show understanding of how languages are alike and different |
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (B) give examples of cognates, false cognates, idiomatic expressions, or sentence structure to show understanding of how languages are alike and different |
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (C) demonstrate how media such as television, Internet, newspapers, and advertisements represent selected cultural similarities and differences |
| (4) Comparisons. The student develops insight into the nature of the target language and culture by comparing the student's own language and culture to another. The student is expected to: | (C) demonstrate how media such as television, Internet, newspapers, and advertisements represent selected cultural similarities and differences |
| Knowledge and Skill Statement | Student Expectation |
|---|---|
| (5) Communities. The student gains an understanding of cultures represented by LOTE to enhance global perspective, personal growth, and enrichment. The student is expected to: | (A) participate in cultural events in local, global, or online communities and discuss experiences and perspectives gained |
| (5) Communities. The student gains an understanding of cultures represented by LOTE to enhance global perspective, personal growth, and enrichment. The student is expected to: | (A) participate in cultural events in local, global, or online communities and discuss experiences and perspectives gained |
| (5) Communities. The student gains an understanding of cultures represented by LOTE to enhance global perspective, personal growth, and enrichment. The student is expected to: | (B) research careers in which cross-cultural awareness or LOTE language skills are needed | | <urn:uuid:eebb0745-b88b-49db-8527-7357520d88e2> | CC-MAIN-2022-40 | https://teadev.tea.texas.gov/sites/default/files/Special%20Topics%20in%20Language%20and%20Culture_0.pdf | 2022-10-02T12:02:35+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00363.warc.gz | 592,221,299 | 2,415 | eng_Latn | eng_Latn | 0.994834 | eng_Latn | 0.99529 | [
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Nature + Nurture: Developing a Mathematical Model of Human Potential
Jeffrey Barnes, 2018 CTI Fellow Rocky River High School
This curriculum unit is recommended for: (Biology, Chemistry, Math 2-3; 9-12 Grades)
Keywords: DNA, mitochondria, genotype, phenotype, code, sequence, scale, epigenetics, probability, theoretical probability, expression, variables, function, experimental probability, modeling, biomathematics, Isometry, Metabolism Physiology, Calorie, Input, Output, Domain, Range, Kleiber's law, exponential growth, differentiation, and golden ratio
Teaching Standards: See Appendix I for teaching standards addressed in this unit.
Synopsis: In an article entitled "Trait versus Fate" the following exchange/joke is told. Darwin and Freud walk into a bar. Two alcoholic mice-a mother and her son-sit on two bar stools, lapping gin from two thimbles. The mother mouse looks up and says, "Hey, geniuses, tell me how my son got into this sorry state." "Bad Inheritance," says Darwin. "Bad mothering," says Freud. This exchange exposes two competing views, is it nature/biology or nurture/psychology that shapes individuals and their future offspring or is some type of synthesis of the two that work together. Nature & Nurture will explore the unique way that environment and experiences interact to influence the genetic code of individuals. This interaction between environment and man can be in the form of nutrition, chemicals, and in some cases continued exposure to harmful elements in the environment. This unit will focus on Statistics/Probability, provide examples of the intersection of mathematics and biological processes, such as cell division through exponential functions, and describe a lesson for an AP Calculus class on optimization in a biological context.
I plan to teach this unit during the coming year to 70 students in 10-12 mathematics.
I give permission for Charlotte Teachers Institute to publish my curriculum unit in print and online. I understand that I will be credited as the author of my work.
Introduction
Human beings occupy a unique spot in the web of life. From a biological standpoint life is defined as an organism that exhibits the following traits: a capacity for growth, reproduction, functional activity, and continual change preceding death. Life on the physical plane takes many forms, from single cell organism to the complex form of human beings with an estimated 30-40 trillion cells This multitude of cells arise from one single cell at the time of fertilization . It is interesting that a cell in your heart has the same DNA as a cell in your toe because they have the same progenitor: the reason is because they're both produced by the successive doublings of your first cell. Faced with the fact that we all begin life as a fertilized egg, which is not much more than a collection of DNA strands surrounded by cytoplasm and some proteins, it is easy to imagine that DNA is the boss in the executive suite. From this perspective, DNA provides the code that allows for the differentiation of cells and organs. This resulting differentiation of organs and systems allows one to move around the world, eating, drinking, and doing things like having families and building house. Your genetic instructions are embodied in your DNA, the deoxyribonucleic acid that is the biochemical code for life itself. Two strands of DNA, wrapped together in a spiraling double helix, contain the particular sequence of molecules that say who
for self-replication and growth is built into the geometry of the DNA molecule (Skinner 2006, 73).
you are-and that tell your cells what to do to keep you alive and well (Lynch 2018, 46). The structure of DNA is a double helix because the nucleotides of one chain line up with the nucleotides of the second chain in a particular way. The two chains are held together by forces of attraction between matched pairs of bases (Kotz 1996, 5). It is interesting to note that at this point DNA has been given shape and location, two concepts that tie into geometry. The common structure of Deoxyribonucleic acid, or DNA for short, is composed of two right-handed 3-D helices FIGURE 1. Skinner goes on to highlight the fact the details of the structure are complicated, yet the system has a simple modular pattern. "Like the logarithmic spiral, the geometry can be easily replicated (but better packed), and its facility
"All of life functions by transforming energy from physical or chemical sources into organic molecules that are metabolized to build, maintain, and reproduce complex highly organized systems. This is accomplished by the operation of two distinct but closely interacting systems: the genetic code, which stores and process the information and "instructions" to build and maintain the organism, and the metabolic system, which acquires, transforms, and allocated energy and materials for maintenance, growth, and reproduction" (West 2017, 79-80) . "Size is a dominating bias in biology. By and large, we are mostly interested in the largest life-forms-the plants, animals, and fungi that we can actually see" (Lane 2005, 151). It has long been held that the complex reasoning skills of man has allowed us to ask the question: Why? In order to spark curiosity, this unit will explore concepts such as if our cells are constantly replicating, why do we age and die, as our cells continue to multiply, why do we achieve a certain height? "Just as growth is an integral part of life, equally so are aging and death" (West 2017, 178). "For nearly a century after the term "epigenetics" first surfaced on the printed page, researchers, physicians, and others poked around in the dark crevices of the gene, trying to untangle the clues that suggested gene function could be altered by more than just changes in the sequence. Today a wide variety of illness, behaviors , and other health indicators already have some level of evidence linking them with epigenetic mechanisms, including cancers of almost allotypes, cognitive dysfunction, and respiratory, cardiovascular, reproductive, autoimmune, and neurobehavioral illness (Weinhold 2006, 1) In addition, in this unit, students will explore and be introduced to the genetic code form a mathematical perspective and explore the probability and the role that mathematical modeling can play in describing and predicting certain traits. This "why?" has been explored in various disciplines with the ultimate question being on the nature of life and what shapes life? It is not surprising that at the search for meaning in the life sciences, mathematics occupies a central spot. As science and technology grows, more why questions will be explored and discovered. Science and technology are increasingly hitting new limits and problems based on traditional disciplines. One avenue of inspiration for developing new and innovative ways of thinking and solving difficulties is biology. From the perspectives of evolutionary theory to creationism the nature of human existence has been explored. In the quest of quantifying and qualifying human existence many disciplines have been consulted. One subject that has unified varying sciences is mathematics. When looking at nature and life from a mathematical perspective, the question can be raised does math model the universe or is the universe a mathematical model that is constantly unveiling new truths to scientists.
"Does mathematics have an existence that is entirely independent of the human mind? In other words, are we merely discovering mathematical verities, just as astronomers discover previously unknown galaxies? Or, is mathematics nothing but a human invention? If mathematics indeed exists in some abstract fairyland, what is the relationship between this mystical world and physical reality? How does the human brain, with its known limitations, gain access to such an immutable world, outside space and time? On the other hand, if mathematics is merely a human invention and it has no existence outside our minds, how can we explain the fact that the invention of so many mathematical truths miraculously anticipated questions about the cosmos and human life not even posed until many centuries later" (Livio, 2009).
It is interesting that Livio connected the cosmos to man's quest for awareness. Perhaps instead of searching outer space for the "why's: of human life, the inner space of man should be sought out. In this exploration, the question can be raised is it nature or nurture that makes us who we are or a unique intersection of the two that shapes the affairs and destiny of the human being.
Human beings in general, and scientists as part of their careers conduct experiments to classify and quantify entities. Mathematically, these experiments are represented as desired outcome/possible outcomes; or simply the mathematical probability formula represented by events/number of outcomes. According to probability models, events lie on an axis from 0-1. If an event has a zero chance of happening it is impossible, if the probability is 0.5 there is an equal chance it happen versus not happening (a coin flip), and finally when an event has a numerical value of 1 it is certain to happen. Looking at life from this perspective the chance for conception to occur is from a high end to on a low end. When these numbers are explored in a fractional or decimal form it is apparent that chances of life to occur are close to impossible and highly improbable, whereas death is certain with a 1. The major question of life then is there a predetermined course nature, or is our life shaped by what happens to us and then in turn do these experiences shape our future genetic offspring. Students and educators alike need to realize that the nature of human experience is primarily the nature of experimentation. We all engage in activities with multiple outcomes, with a desired outcome in mind but multiple outcomes can happen do to the unpredictability of life. The goal of this unit is to allow students gain a deeper understanding of mathematics by connecting it to them from a personal perspective as well as for them to see that math is connected to nature and through nature to each individual human being. Students will recognize that from conception to death human beings are a mathematical expression of life. This mathematical expression is readily seen in the genetic structure of the human being. DNA plays an integral part in human growth and development.
School Setting
Rocky River High School is in an urban school district and is situated in a small town called Mint Hill, NC. Rocky River is a new school, built in 2010. The school serves students from grade 9 to grade 12 with a current enrollment of approximately 1479 students: 57% AfricanAmerican, 28% Hispanic, 7% White, and 3% Multi-Racial, and 3% Asian. The demographics of our student population has not changed over the last five years. Rocky River High School serves students living in east Charlotte. A very small percentage of students reside in the Mint Hill, NC community. As a result, most of the students that attend Rocky River are bused from their east Charlotte neighborhood to the school.
Curriculum/Goals
The broad goal of this unit is for students to see how mathematical models can be used across disciplines to illustrate and explain complex phenomena. Particular focus will be placed on Biological Modeling. "Mathematical models and analyses are now routinely used in the study of physiology, from the growth and morphological structure of organisms, to photosynthesis, to the emergence of an ordered patterns during cell division, to the dynamics of the cell cycle and genome expression" (Stewart 2016, 34). This unit will also introduce students to using mathematics as a tool for social justice. Stinson (2012) quotes Gustein by saying that "Teaching Mathematics for social justice has two related pedagogical goals; reading and writing the world with mathematics and developing positive cultural and social identities." In addition to looking at the shared phenotypes that individuals share students will see how choices can positively impact them as impact them negatively. The idea of nature from its Latin roots ate 13c., "restorative powers of the body, bodily processes; powers of growth;" from Old French nature "nature, being, principle of life; character, essence," from Latin natura "course of things; natural character, constitution, quality; the universe," literally "birth," from natus "born," past participle of nasci "to be born," versus nurture which means c. 1300, "breeding, upbringing," from Old French norture, nourreture "food, nourishment; education, training," from Late Latin nutritia "a nursing, suckling," from Latin nutrire "to nourish, suckle. Using these two definitions the unit
will explore the concept of are we born with all our qualities or do experiences shape and mold us using the material that we are. The unit will integrate Geometry, Statistics, and Calculus across varying grade levels with remediation/enrichment activities.
The North Carolina Standard Course of Study provides a framework for all goals and objectives. Regretfully this framework does not recognize nor represent the interdisciplinary nature of the sciences, with mathematics as a common thread. "Equations can be thought of as science's similes and metaphors. When physicists, chemists, or biologists use equations to model real processes in nature, they assume that the way an equation unfolds is like the unfolding of the real process that the equation models" (Briggs 2015, pg. 45). Briggs goes on to state that while linear and nonlinear equations both describe a cause and effect relationship, metaphorically they describe relationships in totally different ways. Considering that this unit will be interdisciplinary with mathematics as the linchpin various essential standards will be used.
Bio.3.1 Explain how traits are determined by the structure and function of DNA.
Bio.3.3 Understand the application of DNA technology.
Bio.3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits.
Bio.4.1 Understand how biological molecules are essential to the survival of living organisms
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.
Bio 4.2 Analyze the relationships between biochemical processes and energy use in the cell.
NC.M2.F-IF.2, NC.M2.F-IF.4, NC.MF-IF.7/Reasoning with equations S.CP.1, S.CP.3, S.CP.3a, S.CP.3b, S.CP.4, S.CP.5/Simple and compound probability NC.M3.S-IC.1, NC.M3.S-IC.3, NC.M3.S-IC.4, NC.M3.S-IC.5, NC.MC.SIC.6/Exponential Functions
Interdisciplinary Background
Science as we know it now for a long part of history was not divided into distinct branches, for a long time, science was more or less a united whole known as natural philosophy. It wasn't until the last century or two did the distinction between physics and even the life sciences become prominent. Later in the 1930's and 1940's, a number of scientists trained as physicists became interested in applying the ideas and techniques of physics to problems in microbiology. As science progress it now seem as if everyone is looking to find a way to unite the sciences, and mathematics may be the key to this lofty goal. They hoped among other things, that studying biological organisms might lead to the discovery of some new unsuspected laws of physics. Alas, this hope has not been realized, but their efforts helped give rise to the field we now call molecular biology and resulted in a drastic increase in our understanding of the genetics and structure of living beings (Giancoli 1991, 4).
"Mathematics also may be viewed as a tool for creating models, or representations of real phenomena….Mathematical models can be as simple as a single equation that predicts how the money in your bank account will grow or as complex as a set of thousands of interrelated
equations and parameters used to represent the global climate. By studying models, we gain insight into otherwise unmanageable problems" (Bennett 2011, pg. 8). At one time, one such problem was genetic probability and how to extract desired characteristics through breeding. . It has been noted that Charles Darwin was the 19 th Century's greatest biologist, but a terrible geneticist. Since the fundamental nature of science is inquiry, his research paved the way and laid a foundation for continued research even without knowing the mechanisms for how characteristics were inherited. Gregor Mendel, who is styled as the first mathematical biologist, is credited with developing the basic laws of heredity, but Darwin appears to be unaware of his findings. Mendel's statistical analysis is demonstrated in the Punnett Square Based, which was a tremendous first step for a predictive science. Off of this model, and from Mendel's experiments he generated mathematical models that were used to establish heredity. From a biological standpoint, this models the fact that humans carry two copies of most genes. A further explanation and exploration of this concept will occur in later lessons on Genetic probability.
According to the article "What is DNA?" DNA is a complex molecule made up of chains of four different building blocks called nucleotides (Future Publishing LTD, 2018). The sequence of nucleotides acts like a code, instructing the cell to make certain proteins at certain times. It is interesting to note that the moment the Punnet square was used to produce and predict desirable traits, the concept of race and class crept in with social Darwinism. Despite Darwin's pioneering work with the inheritance of characters that led to the first theory for speciation, it was Gregor Mendel and studies of garden peas to understand the initial basic laws of heredity. His statistical analysis is demonstrated in the Punnett Square Based, which was a tremendous first step for a predictive science. From this model, and from Mendel's experiments he generated mathematical models that were used to establish heredity.
It is interesting to note that whereas Mendel was concerned with finding and breeding desirable traits into plants, his work was taken and used to justify scientific racism. One such individual that took Mendel's work and ran with it in the realm of racial purity was Madison Grant. As discussed in class, and reaffirmed by (Byrd, 2015) Madison Grant remains the darkest and most disturbing figure of the turn-of-the-century American genealogy and eugenics (Byrd, 2015)"., the author goes on to state that the tendency to confuse social conditions with essential traits and then give them a biological explanation looked even more scientific when it was placed in a framework based off of the work of Mendel. For example: Pure + Pure=Normal Children, Abnormal + Abnormal: Children Abnormal, Pure + Abnormal= Children Normal but Tainted, some grandchildren abnormal, tainted + Abnormal= Children 0.5 normal but tainted, 0.5 abnormal, tainted + Pure: Children 0.5 pure Normal, 0.5 Normal but tainted, and finally Tainted + Tainted: of every four 1 abnormal, 1 Pure normal, and 2 Tainted. From a historical standpoint, traits and heredity have been viewed as static and that children receive predetermined characteristics from parents and ancestors which in turn are passed down to their descendants which produces a static rigid status quo. This idea was used to form discriminatory policies against those that were genetically unfit. The emerging field of epigenetics offers the view that gene expression is not static and that some traits can be turned on or off based off of environment. With any new discipline or scientific theory there must be those that are poised to form arguments and counter arguments against bias that may creep in.
Rationale
Genetic determinism has been used to classify races and social stratification on the morality throughout America. It can be argued that from the very start of the great experiment, which is America, race and class has played an important part in shaping the cultural and ethnic interactions of many groups. One social group that has perhaps received the gravest of injustice are the 37,144,530 African-Americans. AS a descendant of former slaves it is recognized that North America, as well as South & Central Americans enslaved Black people lived through acute and prolonged suffering for 250 years they were held legally as human chattel and the subsequent 150 years of structured discrimination and exposure to bias. Jackson,2018 states "The descendants of those who survived these conditions are known as Legacy African Americans. Approximately half a million Africans were brought to North America, a small fraction of the 11 million Africans transported over 400 years to the Western Hemisphere. In North America, this period represents approximately 11 generations of legal enslavement and multigenerational bondage".
Legacy African Americans, a term from Jackson, are people who have been robbed of name, culture, religion and history, taken captive and sold like property for 310 years, then faced 100 years of Jim Crow segregation, and still continues to face issues such as poverty, police brutality, and sub-par living conditions. It is important to note that under the current understanding of epigenetics and DNA methylation, stress, adverse living conditions, and poor nutrition are all precursors to activating and sustaining what Lynch calls "dirty genes" (Lynch, 2018) Biology and the theory of race has influenced all aspects of American culture and ideology, even in the sciences.
Biological determinism and racial essentialism puts forth the position that both the biological extant reality of race alongside the contention that different racial groups possess different traits and characteristics that, in turn result in racially varied social outcomes. These intertwined cultural logics-as two cohesive sets of assumptions, beliefs, and ideologies about the nature and makeup of race and the linkage among racial variation and human actin and order-are now part and parcel of contemporary life. Once thought an ugly component of a bygone era of social Darwinism and race-based eugenics research supported by racially exclusionary and discriminatory laws, overt policies, and hostile attitudes, these modes of thinking have invaded contemporary study of genetics and genomics (Byrd 2015, 9-10).
Working in a school that is for lack of a better description, majority minority population, students must be equipped with an accurate model of historical trends as well as be prepared to apply multidisciplinary learning with the appropriate mathematical modeling when needed. This unit will allow students to be introduced to critical pedagogy. "In general, critical pedagogy supports pedagogical theories and practices that encourage both teachers and students to develop an understanding of the interconnecting relationship among ideology, power, and culture, rejecting any claim to universal foundations for truth and culture…" (Stinson, 2012). This unit will combine critical pedagogy with applied mathematics to introduce students to how current ideological ideas can influence and shape discourse when it comes to issues of power, through a merger of ideology and accepted science. For example, Social Darwinism adapted the premise of survival of the fittest and extended that concept to race relations to justify the inherent supremacy of Caucasians over the darker people of the planet. Perhaps the most racially polarized society, America, has held on to these ideas and used raced based arguments to infuse the dialogue of racial equity with scientific jargon.
Sullivan (2013), in his article, Epigenetics and the Transgenerational Effects of White Racism, puts forth the premise that people of color not only have a transgenerational wealth disparity, but also a transgenerational inheritance along biological and or physiological lines. He argues that through the process of methylation, racism has literally gotten under the skin of Black people in America through diet and social experiences to produce generations of individuals that are still physiologically haunted by the transatlantic slave trade and the subsequent 310 years of chattel slavery coupled with 100 years of lynching and Jim Crow segregation. Mathematics which derives from the Greek root mathematikos, which can then be traced to mathesis which literally means mental discipline or learning. Mathematics is typically taught through arithmetic, which from its' root literally means to fit together, in this case the fitting together is the process of using a combination of equations (and their derivation) and the application of these equations into models of particular phenomena. This in turn gives a rise to mathematical models. A mathematical model is a mathematical description (often by means of a function or an equation) of a real world phenomenon, such as the size of a population, the speed of a falling object, the frequency of a particular gene, the concentration of an antibiotic in a patient, or the life expectancy of a person at birth. When constructing models, it is important to note that a faulty model can give rise to false representations of existing realties and pass the knowledge of as scientific fact. In order to convey and give the right information, a model must be as close to existing rules and mirror these rules as accurately as possible. One debate that has been ongoing in the field of genetics is the argument of nature versus nurture. In a simplistic view this can be represented as what Lynch refers to as Dirty Genes. Lynch relates his experience in the following words
It was just an ordinary day in 2007. I had half an hour to spare and decided to check out a program playing on the PBS show Nova, "A Tale of Two Mice." The Program introduced us to two mice that were genetically identical-but looked completely different. Both were from a strain that had a strong genetic potential for obesity, cardiovascular disease, and cancer. Yet one of the mice was lean and healthy, while the other was massively overweight and vulnerable to disease. Although each had the genetic potential for major illness and excess weight, only one of them was actually unhealthy. As I watched in astonishment, the researcher explained the "x factor"- the mysterious, powerful reason behind our ability to manipulate our genetic inheritance and create health rather than illness. The secret was methylation, a biochemical process that takes place within your body. By methylation certain genes, you can turn off your genetic tendency to obesity and disease. (Lynch, 2018)
As the knowledge grows that individuals can assert a measure of control over their health by DNA methylation, the factors effecting methylation and epigenetics must be studied. It must be understood that if an individual can take it upon themselves to practice selective methylation then governmental and corporate entities can influence the genetic potential of individuals by enacting policies that effect specific communities. Lynch puts forth the premise that some genes are born dirty, which is called genetic polymorphism or genetic variation, whereas some genes just "act dirty" because we are not receiving the right nutrients, living in the wrong environment. "The scientific name for this is genetic expression: the way your genes express themselves in response to your environment, diet, lifestyle, and mindset. Depending on which of your genes are expressed, and how, you can be healthy, energized, and glowing. Alternatively, you might be loaded down with a whole slew of symptoms: obesity, anxiety, depression, acne, headaches, fatigue, achy joints, and poor digestion. If your genes act dirty enough, you might even face such serious conditions as autoimmune disorders, diabetes, heart disease and cancer" (Lynch 2018, 22-23).
Instructional Implementation
Lesson 1: The Coding Function of DNA You are Math
The alphabet of DNA are its' bases A, T, C, and G. These bases are grouped together along the DNA sequences into codons. All codons are the same length (see FIGURE 2).
Students will review the concept of probabilities and functions. Students will use characteristics of parent functions such as linear, exponential, quadratic, absolute value, trigonometric, and cubic. Students will identify that basic graph of the function remains the same no matter what types of operations are performed on them and that for every input, there is exactly one output. Students will explore the coding function of DNA and probability through the following problem: Genome Composition.
The information coded in DNA consists of a sequence letters, each of which can be A, C, G, or T. These letters each represent one of four biomolecules called nucleotides: adenine, guanine are called purines; cytosine and thymine are called purines. Suppose a nucleotide is chosen at random from the following DNA sequence ATCGATTGAGCTCTAGCGFind the probability of the given event: A thymine is chosen. A purine is chosen. Students will recognize that codons express exactly one amino acid. Students will be introduced to sequences through mathematical sequences such as an arithmetic sequence and a geometric sequence. Students will then be led in a whole group discussion on what does a sequence of DNA look like. Students will understand that Sequencing DNA means determining the order of the four chemical building blocks - called "bases" - that make up the DNA molecule. The sequence tells scientists the kind of genetic information that is carried in a particular DNA segment. For example, scientists can use sequence information to determine which stretches of DNA contain genes and which
stretches carry regulatory instructions, turning genes on or off. In addition, and importantly, sequence data can highlight changes in a gene that may cause disease. Particular focus will be placed on factors that can turn gene expression on or off. At this point students will be introduced to methylation and environmental factors such as nutrition, parental behavior, and past traumas that can turn genetic expression on or off. Students will then be introduced to the unit and told that in class work will focus on mathematical modeling of biological principles such as traits, simple and compound probability and applying Euclidean geometry to represent certain cellular functions.
Lesson 2: The Possibility of Life the Certainty of Death/Describing Events
Lesson Objectives: S.CP.1, S.CP.3, S.CP.3a, S.CP.3b, S.CP.4, S.CP.5 Bio.3.1, 3.2
Lesson Description: From this lesson, students will be able to answer the following questions: (1) how can you describe events? (2) How can you determine whether two events are independent?
Vocabulary: Theoretical Probability, Complement, equally likely outcomes, independent events, sample space, meiosis, inheritance, dominance, codominance, allele
Activating Strategy/Lesson Hook Students will be presented with the statement that it is said that the probability of an individual existing is1 ∶10 2,685,000 . Students will then determine where this number falls on the probability spectrum. After successfully identifying that the odds of being born and who they are, students will then be asked to identify some of the events that had to take place for them to be born, such as their parents meeting, etc… form this discussion students will be introduced to sample space and probability.
| Female Chromosome | X | X |
|---|---|---|
| Male Chromosome | X | Y |
𝑛
Based on the following table students will be introduced to the probability of likelihood form of 0 ≤𝑝𝑝≤1 , where 0 represents impossible, and 1 represents certainty. Based off of the following table, students will be introduced to the concept of equally likely events through analyzing sample space. Students will recognize that the sample space for a female sex chromosome is {X, X}. From the likelihood model, students will identify that because a female lacks the Y chromosome, it is the Male that determines the sex of a child. Students will identify that sample space as {X, Y}. From this sample space students will be introduced to the following equation which describes the probability of an event occurring; 𝑃𝑃(𝐸𝐸) = 𝑛𝑛(𝐸𝐸) 𝑛𝑛(Ω) where the numerator represents desired outcome and the denominator represents possible outcomes. Based off of this model students will deal with the female chromosome first by modeling 𝑃𝑃(𝑋𝑋) = 1 and𝑃𝑃(𝑌𝑌) = 0 1 . As a check for understanding students will then develop a probability model for male chromosome sex selection. Based off of the chart and prior knowledge students should recognize that the probability of having a female is .5 and having a male is .5. Once this has been determined students will working small groups to determine other traits parents can pass on to their children besides gender. At this point students will be transitioned into dealing with
Punnett squares and Mendelian genetics. Students will be introduced to the fact that many genetic traits are controlled by two alleles, one dominant and the other recessive. Students will conduct independent research and find the definitions of the terms homozygous and heterozygous. Students will be provided with the following example for brown and blue eyes. Bb, Bb:
| Male | B |
|---|---|
| Female | B |
Students will be asked to identify all possible outcomes from the sample space. Once this has been accomplished. Students will then explore the likelihood of the parents having a boy that is Homozygous (AA or aa) or a girl that is heterozygous Bb or bB. Students will then look at if both parents are Homozygous BB for Brown eyes, or bb for blue eyes and answer the question is it possible for them to give birth to a child that has Brown eyes if both parents have Blue eyes or is it possible for both parents to give birth to a Blue eyed child if they both have brown eyes? As an enrichment exercise students will research phenotypes of their family lineage and develop various mathematical models.
Day 2; Lesson Two: Out of One Many
Lesson Objectives: This lesson will introduce the students to the concept of exponential growth and how populations change over time. The emphasis will be on viewing the human body as a collection of 40 trillion cells. Students will recognize basic cell structure, identify how growth is a major part of defining life and recognize that cells are continually dividing and replacing themselves in a cell cycle.
Students will begin the lesson with the following problem: The following chart represents the growth of a hypothetical bacteria. Is this growth an arithmetic progression or geometric progression? Suppose this pattern was to continue unhindered, how many bacteria would be present in 10 minutes, 20 minutes, and so on? Students will then work in small groups to derive a mathematical model (equation) to predict how many bacteria will be present at any time.
Students will then be introduced to biological term zygote, a fertilized egg. Students will then work collaboratively to produce a KWL chart on single celled organisms versus multicellular organisms (FIGURE 3).
Students will then be introduced to cell specialization and differentiation. Particular focus will be focused on the skin. Students will be asked to be asked a series of probing questions on the different organs and asked if all cells come from a single source, how does differentiation occur?
Students then will be presented with the following table:
| Time | 0 | 1 | 2 |
|---|---|---|---|
| Cells | 35,000,000,000 | | |
During this section, students will review scientific notation and the rules of exponents and be introduced to the fact that it is estimated that the human body loses approximately 40,000 skin cells every minute.
Day 3, Lesson 3 Form and Function: Is Bigger Better?
Sometimes bigger is better—tall basketball players, more closet space, and savings accounts may come to mind. What about cells? Does having big cells make an organism bigger or better? Would having larger cells be an advantage to an organism? If so, why do cells divide rather than continue growing? Maybe there is an advantage to being small.
Lesson Description: Students will explore cellular differentiation such as size and shape and equate them to function. Students will represent mathematically the doubling pattern of cells. Students in addition will design a model of the cell and explore question such as why cells undergo meiosis when they grow but do not gain size.
Students will begin the daily activity by reviewing a diagram of an animal cell structure (see FIGURE 4).
Figure 4. Eukaryotic cell with the principal components and structures labeled.
From the model, students will recognize that outside the atom, on the molecular level, the cell is the basic unit of physical anatomy. Cells vary in shape depending on function and students will be introduced to the different functions of cells and the structure and function. The following activity will be introduced to address the question: if cells are constantly doubling, why do they remain small and organisms grow larger?
Guided Practice: Students will reimagine a cell as a cube instead of a circular spherical shape. Students will then research the plasma membrane and the role it plays in eliminating waste material and gaining energy. Students will be provided the following equations: Surface Area = 6∙𝑠𝑠 2 Volume = S 3
| CUBE SIZE | SURFACE AREA CM2 | Volume CM3 | Surface Area to Volume Ratio |
|---|---|---|---|
| 13 | 6 cm2 | 1 cm3 | 6:1 |
| 23 | | | |
| 33 | | | |
Investigative question: If a cell was a perfect circle and the nucleus was located at the exact center of the cell what would happen to efficiency as the cell became larger without splitting? Students will explore the following formulas,𝐴𝐴= 𝜋𝜋𝑟𝑟 2 ,𝐴𝐴= 4𝜋𝜋𝑟𝑟 2 , V=4 3 𝜋𝜋𝑟𝑟 3 . Students will recognize that radius is the distance from the center of a circle to any point on the outside of a circle. Students will use coordinate geometry to describe the relationship of the nucleus of a cell to the center of a circle/sphere. Students will use the guided practice table to model aspects of increasing the radius for cellular efficiency.
.
APPENDIX I: Implementing Teaching Standards
Bio.3.1 Explain how traits are determined by the structure and function of DNA.
Bio.3.3 Understand the application of DNA technology.
Bio.3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits.
Bio.4.1 Understand how biological molecules are essential to the survival of living organisms
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.
Bio 4.2 Analyze the relationships between biochemical processes and energy use in the cell.
Experiment with transformations in the plane
NC.M1.G-CO.3
NC.M1.G-CO.2
NC.M1.G-CO.4
Conditional probability and, the rules for probability. Understand independence and conditional probability and use them to interpret data.
NC.M1.G-CO.5
NC.M1.S-CP.1
NC.M1.S-CP.3b
NC.M1.S-CP.3a
NC.M1.S-CP.4
NC.M2.F-IF.2
NC.M1.S-CP.5
Making Inference and Justifying Conclusions
NC.M3.S-IC1 Understand the process of making inferences about a population based on a random sample from that population.
Understand and evaluate random processes underlying statistical experiments.
Making Inference and Justifying Conclusions
NC.M3.S-IC.3 Recognize the purposes of and differences between sample surveys, experiments, and observational studies and understand how randomization should be used in each.
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Eight Mathematical Practices:
1. Make sense of problems and persevere in solving them
3. Reason abstractly and quantitatively
2. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
6. Use appropriate tools strategically
5. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
APPENDIX II: STUDENT RESOURCES
Laptops
Calculators
Internet Access
Google Classroom
Is DNA Destiny
How do our lives shape our genes? Factors like nutrition and environmental stressors affect the'epigenomic software' (above or in addition the gene) rather than the 'genomic hardware' of our bodies, with huge potential for better health. Images and explanation by researcher. Learn more in plain language with slides from Dana Dolinoy, Ph.D., Searle Assistant Professorship in Public Health at University of Michigan School of Public Health. Teachers will use this as an activating hook to introduce students to the concept of epigenetics.
Assessment of student prior knowledge of DNA:
http://www.pbs.org/inthebalance/archives/ourgenes/what_do_you_know.html https://www.sciencealert.com/what-is-the-likelihood-that-you-exist
https://learn.genetics.utah.edu/
https://www.ck12.org/biology/probability-in-biology/
https://www.yourgenome.org/stories/of-mice-and-men introduction to observational and experimental studies https://learn.genetics.utah.edu/content/math/ :Provides a mathematical model of scale
APPENDIX III: Teacher Resources
Future Publishing Limited. 2018. "What is DNA?" How it Works Book of Amazing Science, April 25: 028. Provides a brief description and integrative approach of various scientific disciplines.
Journal of Clinical Epigenetics Online resource for research and peer reviewed articles
Khan Academy: Provides videos for key concepts for a flipped classroom
Assessment of student's prior knowledge provides teacher with an opportunity to see where they can improve their functional knowledge.http://www.pbs.org/inthebalance/archives/ourgenes/what_do_you_know.html
Introduction to probability in human birth and genetics, Simple and compound events, https://www.sciencealert.com/what-is-the-likelihood-that-you-exist https://learn.genetics.utah.edu/
Student/Teacher resource for flipped lesson: https://www.ck12.org/biology/probability-inbiology/
https://www.yourgenome.org/stories/of-mice-and-men Introduction video for observational versus experimental studies https://learn.genetics.utah.edu/content/math/ Connects Mathematics to genetics with a focus on size/scale factor
Annotated Bibliography
Bennett, Jeffrey & Briggs William. 2011. Using and Understanding Mathematics A Quantatative Reasoning Approach. Boston: Pearson.
Briggs, John. 2015. Fractals The Patterns Of Chaos. Brattleboro: Echo Point Books & Media.
Byrd, Carson W. & Hughey, Matthew W. 2015. "Biological Determinism and Racial Essentialism: The Ideological Double Helix of Racial Inequality." The ANNALS of the American Academy of Political and Social Science 661 (1): 8-22.
Giancoli, Douglas C. 1991. Physics. New Jersey: Prentice Hall.
Kotz, John C. & Treichel, Paul Jr. 1996. Chemistry & Chemical Reactivity. Orlando: Saunders College Publishing.
Lane, Nick. 2005. Power, Sex, Suicide Mitochondria and the Meaning of Life. New York: Oxford University.
Livio, Mario. 2009. is GOD a MATHAMATICIAN. New York: Simon & Schuster.
Lynch, Ben. 2018. Dirty Genes A Breakthrough Program to Treat the Root Cause of Illness and Optimize Your Health. New York: Harper Collins.
Moore, David S. 2015. The Developing Genome An Introduction to Behavioral Epigentics. Oxford: Oxford University Press.
Skinner, Stephen. 2006. Sacred Geometry Deciphering the Code. New York: Sterling.
Stinson, David, Bidwell, Carla R. & Powell, Ginny C. 2012. "Critical Pedagogy and Teaching Mathematics for Social Justice." International Journal of Critical Pedagogy 4 (1): 76-94.
Tegmark, Max. 2014. Our Mathematical Universe My Quest for the Ultimate Nature of Reality. New York: Random House.
West, Geoffrey. 2017. Scale The Universal Laws of Growth, Innovation, Sustaninability, and the Pace of Life in Organisms, Cities, Economies< and Companies. New York: Penguin Press. | <urn:uuid:b83c9b06-9d0a-4ec0-87a6-4232e3bf8ca9> | CC-MAIN-2022-40 | https://charlotteteachers.org/wp-content/uploads/2019/03/Jeffrey-Barnes.pdf | 2022-10-02T14:06:34+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00365.warc.gz | 208,023,945 | 9,408 | eng_Latn | eng_Latn | 0.960492 | eng_Latn | 0.997477 | [
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A Choose to Read Ohio Toolkit
Use this toolkit to plan library programs as well as activities for family time, day care, or the classroom.
Meet author and illustrator Tracy Subisak, who grew up in Columbus and now lives in Portland, Oregon.
Engage children in conversations and activities that explore emotions, friendship, and empathy.
Explore fun activities that align with Ohio's Learning Standards.
Jenny Mei Is Sad
By Tracy Subisak
About the Book
Jenny Mei still smiles a lot. She makes everyone laugh. And she still likes blue Popsicles the best. But, her friend knows that Jenny Mei is sad, and does her best to be there to support her.
Jenny Mei Is Sad introduces children to the complexity of sadness and shows them that the best way to be a good friend, especially to someone sad, is by being there for the fun, the not-fun, and everything in between. Jenny Mei Is Sad encourages readers and listeners to approach difficult emotions with compassion and understanding—and be the best friend you can be.
Little, Brown and Co. Books for Young Readers, 2021. ISBN 9780316537711. Ages 4-8. www.lbyr.com/titles/tracy-subisak/jenny-mei-issad/9780316537711/
Permission to use book jacket image and book description granted by Little, Brown Young Readers.
Get Ready To Read!
Encouraging early literacy skill-building in young children.
Many of the activities in this toolkit incorporate five early literacy practices, everyday activities that help children get ready to read. These practices are:
Writing (or drawing and scribbling) helps children learn about print, letters, and vocabulary, and supports fine motor skills.
Reading - Writing Talking - Singing - Playing
Playing teaches children to think symbolically, practice self-expression, and put thoughts into words.
All of these practices lead to children being ready to learn how to read when they begin school.
Reading to and with children is the most effective way to support reading readiness. Reading aloud develops comprehension and vocabulary, builds familiarity and comfort with books, and is fun for adult and child.
Talking helps children learn oral language—a critical early literacy skill—and increases vocabulary and comprehension.
Singing slows language down so children can hear the different sounds that make up words, and helps develop vocabulary and phonological awareness.
Parents, teachers, and librarians can share these practices with children at home, in the classroom, or at the library. For more information, visit ohreadytoread.org.
Choose to Read Ohio
Author photo by Zoey Abbott, courtesy Little, Brown Young Readers; used with permission. Biography credit: tracysubisak.com/about
"Being sad is hard.
Jenny Mei is sad.
But she knows I'm here for fun and not-fun and everything in between.
Because that's what friends are for."
About the Author
Tracy Subisak is the proud daughter of a Taiwanese mother who was a Chinese language instructor and art teacher, and an American father, son of Polish and Slovakian immigrant parents, who is an engineer. She was born and raised in Columbus; has lived in Taiwan, South Korea, New York, and San Francisco; and now makes her home in Portland, Oregon. She is always eager to go adventuring and is a true believer that experience begets the best stories.
Jenny Mei Is Sad is Tracy's first author-illustrated picture book. She is the illustrator of several picture books including This Book Is Not for You by Shannon Hale, Amah Faraway by Margaret Chiu Greanias, and Shawn Loves Sharks by Curtis Manley, which received a 2018 Washington State Book Award. Tracy is also the illustrator of Wood, Wire, Wings by Kirsten Larson, a nonfiction picture book biography of Emma Lilian Todd, the first woman to successfully design and engineer a working airplane.
Tracy studied industrial design in school and worked in the field internationally for seven years. She designed computers for the future before turning her focus to freelance illustration and design. Tracy is also a certified yoga teacher focused on providing a light-hearted space for healing and creating resilience in the body and mind.
Author Resources
Tracy Subisak's official website tracysubisak.com
Author page on Little, Brown website www.lbyr.com/contributor/tracy-subisak
LK Literary Agency: Tracy Subisak profile
www.lkliterary.com/tracy-subisak
Author Interview and Activity (video, 22 minutes)
youtu.be/ZaU3Y-hUOMw
Tracy Subisak discusses Jenny Mei Is Sad and the process of grief, leads a meditation activity, and creates a book of feelings for Children's Grief Awareness Day, hosted by Highmark Caring Place.
Best Picture Books of 2021: Tracy Subisak www.kirkusreviews.com/news-and-features/articles/best-picture-books-of-2021tracy-subisak
Interview from Kirkus Reviews.
Choose to Read Ohio—Ohioana Book Festival 2022 (video, 61 minutes)
youtu.be/I6OIRptpK4U
Author panel at the 2022 Ohioana Book Festival featuring Tracy Subisak along with Sharon M. Draper, e.E. Charlton-Trujillo, and Terri Libenson.
For publicity and speaking engagement inquiries:
Contact email@example.com or see Tracy Subisak's School Visits page: tracysubisak.com/schoolvisits.
Talk About It!
Open a conversation with children to increase comprehension and spark creativity.
* Jenny Mei is sad on her way to school in the morning. What are some things that could make her sad so early in the morning? What might make you sad in the morning? How can you stop feeling sad?
* Even though Jenny Mei is sad, it's hard to tell because she smiles, shares, helps her friends, and makes everyone laugh. Why might Jenny Mei do these things if she is sad? People don't always share their feelings when they are sad. What are some ways we can tell when someone is sad?
* Sadness is one of many emotions that people often feel. Emotions, or feelings, can make us feel good or bad, happy or sad. Talk about things that make you feel good and things that make you feel not so good. What kinds of things make you feel those emotions?
* When Jenny Mei is having a bad day, how does she show it? How do her actions make her classmates feel? Can you think of some other ways that someone might show that they are sad?
* Jenny Mei says that her teacher, Ms. Abbott, is a good listener. Talking about our feelings is an important way to help us deal with and work through things. Who can you talk to when you are feeling sad or afraid? What are some other ways we can deal with our feelings?
* Jenny Mei and her friend think of some fun things to do to help Jenny feel better. How do they do that? What are some things that might help you feel better when you are feeling sad?
Practice It!
Extend the story to include the five practices for younger children.
Read. Many children's books deal with emotions. Recall some favorites from childhood, explore the library, or ask a teacher or librarian for some suggestions. Reading stories about experiences related to emotions, both positive and negative, can help a child deal with those emotions within themselves.
Write. Together with your child or the group or class, write about or draw a picture of one thing that makes you sad and one thing that makes you happy. Think of someone who might need a pick-me-up and write them a letter or draw a picture for them.
Talk. Talking about our emotions is an important way to help us feel better if we're feeling sad or down. Encourage expression of feeling, allowing opportunities for children to talk about their emotions. Are they having a good day? Why? What makes a good day? Affirm that all emotions are valid. Talking about things that we are afraid or unsure of helps conquer our fears. Who can we talk to when we are feeling afraid or sad?
Sing. Singing often makes people feel happy! Do you have a favorite song? Sing it together and ask the children to share their favorite songs. Singing can help us recall memories, both happy and sad.
Play. Jenny Mei and her friend play Kick the Rock on the way home from school. Play some fun, simple games like Kick the Rock, Tag You're It, or Ring Around the Rosie. Try some that are familiar or learn a new game. Explore dozens of active games on Playworks: www.playworks.org/game-library.
Choose to Read Ohio, a project of the State Library of Ohio, the Ohioana Library Association, and the Ohio Center for the Book, encourages public libraries, schools, families, and others to build a community of readers and an appreciation of Ohio authors, illustrators, and literature. CTRO is adaptable for use in classrooms, libraries, bookstores, by book discussion groups, families, and other community groups.
Explore Choose to Read Ohio resources & toolkits: library.ohio.gov/ctro.
Toolkit created by Terry Tocchi, Stark Library,
September 2022.
Tie It In!
Using this book with Ohio's Learning Standards.
Educators: Every CTRO book may be used to support Ohio's English Language Arts reading, writing, and speaking and listening standards. Other Learning Standards also apply. These activities using Jenny Mei Is Sad align with Ohio's Learning Standards for Birth-Kindergarten and Kindergarten-2nd Grade.
Librarians, parents, and others: These activities are also for library programs, family activities, and other projects. Learning Standards define what students should know and be able to do at each grade. For more information, see the Ohio Department of Education website, education.ohio.gov. From the Topics dropdown menu, click on "Learning in Ohio."
These activities are also great for library programs, family time, and playgroups.
Social and Emotional Development (Birth-K)
Self: Awareness of expression and emotion.
Discuss the emotions that we all experience, why we feel such a range of emotions, and how we express them. Using a mirror, model how you might look if you were feeling silly, happy, sad, or afraid. Encourage children to exhibit their emotions in the mirror. Being able to identify and describe emotions helps children to manage them.
Talk about appropriate and inappropriate ways to express emotions. It's okay to cry when we are sad or angry, but not to strike out physically or throw things. Sing and act out the song "If You're Happy and You Know It." Have the children think of additional ways to show they are happy, then add different emotions, allowing the children to share ways to show they are angry, afraid, etc. Helping children identify appropriate ways of expressing emotion offers them choices when it's important to do so.
Social and Emotional Learning (K-2)
Self-Awareness: Demonstrate an awareness of personal emotion. Help the children understand that emotions are normal and important. Discuss ways that they express various emotions. Do others in their family express emotions in other ways? Why might people express emotions differently? Talk about the importance of processing emotions. Our environment impacts our emotions. Events that take place in our homes and schools, as well as communities and our society, play a great role in our emotional health.
Self-Management: Regulate emotions and behaviors by using thinking strategies that are consistent with brain development.
Discuss how the children handled emotions when they were younger. Help them recognize their personal growth and development when it comes to learning how to handle their emotions. If possible, look at pictures of the children and/or yourself at a younger age. Talk about how emotions were handled then and now. Help the children imagine how they might handle emotions when they are older.
Fine Arts
Visual Arts: Communicate personal emotions and read emotional content in works of art.
Talk with the children about art and how it evokes emotion. Provide an opportunity to create a picture using a variety of colors. Ask how different colors make them feel. The book The Color Monster: A Story About Emotions by Anna Llenas is an excellent complement to this activity. If possible, visit an art museum, or explore famous artworks online. Affirm that art can inspire us and help us to explore emotion.
274 East First Avenue. Columbus, Ohio 43201-3692
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Council High School's Greenhouses Benefit the Community
by Dale Fisk (The Adams County Record - April 18, 2013 Edition)
The Council School District has a set of facilities that almost no other school has. One half of that set is two modern greenhouses. The other half is the biomass plant that supplies the greenhouses, and the schools, with heat and cooling. This extraordinary combination has enabled the school to expand its Professional/Technical program to include unique agricultural aspects to its industrial arts program.
Given that April 22 is Earth Day, it is an appropriate time to recognize the greenhouses and their contributions.
The first greenhouse came about when shop teacher Ron Corbett and Agricultural Science teacher Dawn Holmes applied for and received an Albertson Foundation grant that paid for everything but the actual construction. The high school shop class students built the greenhouse during the 1994-95 school year, and any additional costs were picked up by the school district.
This first greenhouse couldn't be used in the winter because it didn't have any heat supply. After the biomass plant came on line, it greatly expanded the possibilities. The school got a $96,000 RAC grant in 2008 to grow native plants. School Superintendent Murray Dalgleish said: "We tried to build the [second] greenhouse ourselves- to save money, but didn't have the expertise, so in 2011 we had a to contract out the construction to complete it using another RAC grant to complete the project. The biomass hot water is used to heat the floor (also in the old greenhouse) and to run two large heat pumps for the extreme cold times. The advantage we have with this greenhouse is we can operate it year round because we have cheap heat. It is a state of the art greenhouse, with most of the controls -- watering, shading, heating/cooling, fertilizing -- done mechanically without being labor intensive."
Harvesting, growing and planting
For a number of years now, the school has been involved in a cooperative program with the Forest Service to grow and plant native vegetation in our area. Students from nearly every grade harvest seeds in the fall, picking them on the National Forest, other public land, or sometimes right on the school playground. They plant the seeds in starter flats and then transplant them into 10 cubic inch yellow tubes.
There is real science involved in this process that students are learning, and they're even developing their own interesting techniques. Some students have experimented with various solutions to improve seed sprouting and survival, and have discovered some secrets as to how to sprout things like willow starts. Among the seeds collected and grown are spirea, syringa, alder, dogwood and yarrow.
In the spring, students go out and plant their seedlings on Forest land. Right now the school has over 2500 native syringa and spirea starts growing in one greenhouse that are to be used for a county flood restoration program and various Forest Service projects on the Payette National Forest. Each student will also take a syringa seedling home to plant this year.
Funding
The Southwest Idaho Resource Advisory Committee (RAC) funds make the cooperative programs with the Forest Service possible. RAC funds are available through the Secure Rural Schools and Community Self Determination Act, which was recently reauthorized by Congress for one year.
RAC-funded projects must be located on National Forest System Lands, or on nearby lands if the project will benefit resources on the National Forests. Projects can be completed by Forest Service personnel, through partnership agreements or by open-bid contracting with individuals and corporations. The RAC works closely with the Forest Service to recommend projects that benefits forest health, fish, wildlife, soils, watersheds and other resources; maintains roads, trails and other infrastructure; or controls noxious weeds.
Projects
The agreement between the Forest Service and the schools is mutually beneficial. RAC contributes funds to the greenhouses, the greenhouses grow plants for the Forest, and Forest Service personnel work with the school and the students in the field. School Superintendent Murray Dalgleish put it this way: "It is a great success that we can provide students with a real life, hands on learning experience -- something that will benefit the forest, provide the Forest Service with native plants they may not otherwise be able to obtain or afford. It is a great partnership -- their professionals work with our students. It is a win-win for everyone."
As part of their agreement with the Forest Service, the school provides about 2,000 seedlings each year to be planted on the Forest. There are about 200 fir, spruce, and pine trees from the UI nursery growing in one greenhouse. Students transplanted them into gallon containers and are growing them for a campground restoration project.
Last May and June, a crew of students planted well over 3,000 trees and plants. One of their main projects was establishing ground cover on the obliterated part of the Beaver Creek Road. Melanie Vining is a Hydrologist for the West Zone of the Payette National Forest and has supervised the student crews. She said, "The kids went in there and spent over a week putting slash and other cover on the obliterated road right by the creek. The goal was to get vegetation to come back."
RAC grants have paid high school crews to do planting projects for 3-4 weeks each year for the past 2 or 3 years. The Forest Service has even used post-fire funds to pay kids to plant in a burned area. And the County recently paid to have kids plant stabilizing vegetation on the banks and rebuilt areas of the Middle Fork Road.
This on-the-ground, hands-on learning is enjoyed by the kids, and they gained a new appreciation for the Forest and the environment. It also leads some kids to think about a career in forestry or a related field. Melanie Vining explained: "It seems like, if you have programs like this in schools, where kids are at least thinking about the land, and different uses for the land and how people use it, maybe it will spur interest in some of these kids to participate as a citizen and state or federal management process, or to go to school and pursue a natural resources career."
Vining said the students have a sense of pride in what they have accomplished, and will look back on their work in future years and say, "I planted that in high school, and look at it now." Melanie told about meeting an older gentleman while out on a Forest project near Mann Creek. The man pointed up at the mountainside covered with large trees and proudly said, "I planted those." He had planted those trees while in the Civilian Conservation Corps (CCC) in the 1930s.
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PUTTING THE PIECES TOGETHER
OUTREACH
PARTNERSHIPS
best practice b r i e f s
A COMMUNITY APPROACH TO THE PREVENTION OF VIOLENCE BY YOUTH
This BEST PRACTICE BRIEF explores community pathways to the reduction of violence by youth, using the experience in Boston, Massachusetts, as an example.
HOW BOSTON CHANGED ITS CULTURE
Boston is one of a small number of cities across the country that are reducing violence by youth by making the effort a community partnership responsibility. Boston has been successful in applying what is known about violence by youth to reach at-risk youth and to deal effectively with those already in trouble. The multiple dimensions in Boston's approach and the concurrent improvement in relationships between police and residents make its experience worth examining.
DIVIDENDS FROM THE BOSTON APPROACH
As a result of a concerted effort starting in the late '80s and early '90s and a targeted focus on deterrence in 1996, Boston experienced a reduction in the number of young homicide victims and offenders.
I 80 percent reduction in homicides by juveniles aged 17 and under (between 1990 and 1995) continuing to an irreducible minimum (0, 1)
I 63 percent reduction in monthly homicide victims aged 24 and under (1991–1995 compared with 1996–1998)
I 65 percent drop in the juvenile arrest rate for aggravated assault and battery with a firearm (between 1993 and 1995)
I 29 percent decrease in violent crime incidents (1991-1995)
I 22 percent decrease in monthly number of youth gun assaults in one of Boston's highest risk neighborhoods (1996-1998)
I 20 percent decrease in violent crime in public schools (1995 to 1996 school year)
Boston Police Department letter for homicides by juveniles in recent years; D.M. Kennedy, A.A. Braga, A.M. Piehl, and E.J. Waring, (October 2001), Research Report, Reducing Gun Violence: The Boston Gun Project's Operation Ceasefire, Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. See www.ncjrs.org/pdffiles1/nij/188741.pdf for homicide victims aged 24 and under and youth gun assaults; all other data from Major's Public Safety Council, (September 1996), Youth Violence: A Community-Based Response—One City's Success Story. See www.ncjrs.org/txtfiles/boston.txt.
THE FRAMEWORK
The Boston experience can be viewed from three conceptual frameworks as a way of illuminating approaches to the prevention of violence by youth.
I THE "TIPPING POINT" FOR OR AGAINST VIOLENCE
The importance of Context in creating a tipping point for or against violence was discussed in BEST PRACTICE BRIEF No. 22. This BRIEF outlines two other principles relevant to epidemics and social phenomena that can account for small but significant changes that can tip the balance.
❚ THE LAW OF THE FEW. Social phenomena, as well as contagious diseases, can be precipitated or "spread" by the actions of a very few individuals—the gang leader, the committed citizen, or the crusading writer. The actions of a few persons can change a trajectory for good or ill. Those concerned should recognize that negative social trends can be reversed through the energy, knowledge, enthusiasm, social connections, and persuasiveness of a small number of people in a community.
There is no reason to think a small group of thoughtful committed citizens cannot change the world; indeed, that's the only thing that ever has.
—Margaret Mead
❚ THE STICKINESS FACTOR. Diseases often spread when some change makes the bacteria or virus "stick." In social phenomena, this Stickiness Factor generally relates to the prevailing message communicated by the culture. Relatively simple changes in the framing of actions or the presentation of information can make a big difference in impact and resulting actions. The Content of the message may not be enough. A message is "sticky" only if it is memorable enough to move individuals and organizations.
❙ "Fight Crime: Invest in Kids" is a sticky message.
❙ The Surgeon General's report that "smoking is harmful to your health" triggered a sustained public health campaign that began to change public attitudes and behaviors about smoking. Once public attitudes were changed, laws were enacted that banned smoking in public places.
These principles identify a process that can be used planfully for positive change. 1
I THE COMPONENTS OF THE VIOLENT ACT
Targets for change can be identified by analyzing the three components of any violent act discussed in BRIEF No. 22: the Agent used; the Environmental Context and Triggering Event; the Characteristics of the Individuals involved.
I THE ASSETS APPROACH TO YOUTH DEVELOPMENT
The 40 assets identified by the Search Institute as protective against risky behavior suggest some dimensions of the content for change. Focusing on strengths rather than deficits, these assets can be summarized as follows: 2
❚ connections with and support from adults
❚ educational commitment
❚ boundaries and expectations
❚ constructive use of time
❚ social competence
❚ values
❚ empowerment
❚ positive identity
1 M. Gladwell, (2000), The Tipping Point: How Little Things Can Make A Big Difference, New York: Little, Brown and Co.
2 For a more complete listing of the 40 assets, see Search Institute literature at www.search-institute.org.
BEGINNING EFFORTS
In 1982, a community-based, foundation-funded initiative that viewed violence by youth as a preventable public health problem began at Boston City Hospital, a unit of Boston's Department of Health and Hospitals. In 1986 this effort became known as the Boston Violence Prevention Project. 3 The Project initiated two strategies.
Clubs, and tenants' organizations.
The basis for the training was a high school violence prevention curriculum for youth developed by Deborah Prothrow-Stith. She designed it to teach young people—especially inner city males—two important lessons:
Strategy I was designed to change the attitudes of adolescents toward violence and reduce violent behavior by training community service providers. They would teach at-risk inner-city youth in their programs about the risks of violence and preventive measures to avoid being drawn into fights. 4 The trainers came from YMCAs, church groups, health centers, Boys and Girls
I They are at risk of becoming both the perpetrators and the victims of violence.
I Violence is not inevitable; they do have choices.
The curriculum acknowledges that anger is a normal and even essential emotion. Its goal is to teach young people not to stifle their anger, but to channel it into constructive action. 5
Two community organizers concentrated on training service providers in two poor neighborhoods with high homicide and injury rates: Roxbury (African-American) and South Boston (white). Based on the results of this pilot project, the Mayor of Boston made training of community service providers an integral part of the city's Safe Neighborhoods Plan.
This strategy targeted actual and potential perpetrators and victims in order to change thoughts and actions of individual youth. It developed the assets of problem solving and conflict resolution.
Strategy II involved a mass media campaign. In 1988, the Advertising Club of Greater Boston chose the Boston Violence Prevention Project as its public service campaign and designed Friends for Life public service announcements. The campaign sought to:
I raise public awareness of the problem of violence by youth and the consequences of violent behavior,
I help youth visualize the role of peer pressure in promoting violence and the responsibility that friends have for helping to defuse conflict situations, as well as the consequences of their behavior, and
I reinforce other violence prevention messages in the community.
This strategy targeted youth and the general public with sticky messages designed to change the culture.
Spanning these two strategies was a small Violence Prevention Club that recruited 20-25 high-risk youth— dropouts, prone to violence—to learn alternatives to violence through use of the curriculum. As peer leaders, they communicated that message through presentations to some 8,000 persons.
BROADER INITIATIVES
It became apparent that these early and limited responses to violence by youth were insufficient and that a broader public health and law enforcement approach to youth violence was needed. The community-wide effort in the '90s used a three-pronged public health primary/secondary/tertiary strategy to tackle the complex problem of violence by youth:
I reinforce non-violent problem solving for the vast majority of youth (Prevention)
I intervene as early as possible in the lives of young people who are at risk of violence (Intervention)
I take tough, fair action against those who commit violent crime (Enforcement)
4
Multiple promotion, prevention, intervention, and enforcement programs, directed at all children, at-risk youth, and those already in trouble with the law, are now a part of Boston's youth violence prevention mosaic.
What is most important, however, is not the particular mix of programs that Boston adopted to combat violence by youth, but the process and framework that brought about significant community and cultural change.
The PROCESS OF CHANGE
The Boston experience exemplifies essential components in the change process:
Processes
I Leadership
I Spreading the message
I Building community partnerships
I Using data to direct action
LEADERSHIP
THE LAW OF THE FEW
Violence, like other social problems, can be reversed through the energy, social connections, knowledge, persuasiveness, and enthusiasm of a small number of people in a community.
The presence in Boston of community leaders who were able to make things happen accounts for much of the success in Boston:
I two physicians who developed the Boston Violence Prevention Project (Deborah Prothrow-Stith, who subsequently promoted prevention of violence by youth from the Massachusetts State Department of Public Health and the Harvard School of Public Health, and Howard Spivak, responsible for adolescent health services at the Boston Department of Health and Hospitals)
I a minister (Eugene Rivers, who mobilized the African-American clergy after an adolescent was shot and stabbed in church)
I a police detective sergeant (Paul Joyce who piloted a communication/deterrence response to gang violence)
I university researchers (David M. Kennedy and colleagues who facilitated the collaborative problem solving that resulted in Operation Ceasefire)
I a mayor and a police chief (Mayor Thomas M. Menino and Police Commissioner Paul F. Evans, who have promoted interagency collaboration, engaged neighborhoods in planning and action, and recognized that youth development is an important part of the answer)
I law enforcement officials, social workers, business and community leaders who were willing to take up the challenge
These activists and policy makers demonstrate the Law of the Few.
AS A THIRD-YEAR MEDICAL STUDENT on a six-week
surgical rotation at Brigham and Women's Hospital in Boston, Deborah Prothrow-Stith stitched up a young man admitted to the emergency room with a knife wound over one eye—the result of a drunken argument. The victim told her: "Don't go to sleep—the guy who did this to me is going to be in here in about an hour, and you'll get all the practice stitching you need!" She recognized that if he had been suicidal, she would have had an obligation to consult a mental health professional. Yet, even though he was threatening to harm another and might be harmed himself in the process, her only obligation was to "stitch him up and send him out." Believing that violence by youth is a learned, not inevitable, behavior and thus a solvable public health problem, she became an advocate for active prevention efforts.
D. Prothro-Stith, (1991)
SPREADING THE MESSAGE
THE STICKINESS FACTOR
Energizing activists and decision-makers and convincing a growing number of people lays the groundwork for action.
As part of the Boston Violence Prevention Project, Prothrow-Stith and Spivak, as well as the youth workers and the youth that they trained, took the message that "violence is preventable" to policy makers and organizations through personal contacts and speaking engagements and training. Over the years these efforts reached thousands of professionals from Boston's schools, youth programs, human service and law enforcement agencies, faith-based and business organizations, and health services, as well as residents of public housing and youth. 6
6 See, e.g., D. Prothrow-Stith & H. Spivak, (November 24, 1996), Turning the Tide on Violence, The Boston Sunday Globe.
5
Initial media campaigns spread the message that violence is preventable. In addition to the Friends for Life public service announcements, a local television station conducted a Stop the Violence campaign. Beginning in 1995, a local hip-hop radio station sponsored a call-in show every six weeks called "Enough is Enough" designed to encourage youth to adopt nonviolent ways of resolving conflict.
Together with the growing concern about crime and violence, the initial violence prevention message helped create the impetus for leadership response, the development of partnerships, and community support. The ultimate in "sticky" messages were the Operation Ceasefire communications to gangs concerning the inevitable law enforcement consequences if violence continued.
Initial messages to the public were convincing and memorable enough to move the Boston community to a continuing effort. Later communications to gangs were sufficiently powerful to change behavior.
BUILDING COMMUNITY PARTNERSHIPS
STRUCTURES ARE ESSENTIAL
Convincing people is half the battle. In addition, there have to be structures, in place or created, through which action can be taken.
With leadership and public receptivity to the message, the cornerstone of Boston's approach was the building of coalitions and partnerships among various community professionals and groups that had been going it alone or had not become involved at all. Professionals and neighborhood residents have been energized to develop numerous anti-violence initiatives. Coalitions have enabled agencies to coordinate services and to generate resources. Many of the coalitions and initiatives developed in response to various federal grant opportunities.
The police have engaged in multiple partnerships with other agencies in the community. Boston attributes a large part of its success to greatly increased communication between the various levels of law enforcement officials and with the community using a "community justice" approach. "Community justice" involves problemsolving—a process of identifying public safety problems, creating partnerships with all sectors of the community, and developing comprehensive solutions.
Through interconnecting partnerships, the Boston community has organized to reach at-risk youth with services, opportunities, and adult connections and to establish behavioral boundaries for those in gangs or already in the criminal justice system. Some initiatives have been citywide; others have been targeted to specific high-risk neighborhoods.
Among the significant structures that developed were:
I The Boston Coalition (1990– ). The Coalition was organized by such agencies as the Boston Department of Health and Hospitals, the United Way, and the Bar Association and involved the city, police department, the schools, other community agencies, and business. With over 350 participants, the Coalition has served as a forum for sharing information and as a sponsor for various activities to reduce violence and fight substance abuse.
the network of partnerships between citizens and government agencies, private organizations, and nonprofit service providers to identify, prioritize, and resolve neighborhood and crime-related problems.
Communication and recognition were initially facilitated by a monthly newsletter and a monthly breakfast for area professionals organized by the Boston Violence Prevention Project and continued by the city. An annual Peace Party recognition ceremony has honored persons who make significant contributions to the effort.
I The Ten Point Coalition (1992– ). Clergy and lay members in faith-based organizations partner with the police and human service agencies in various initiatives.
While many of the structures were initiated in the early '90s, much of the effort was not fully implemented until the election in 1993 of a reform administration that was committed to decreasing crime and improving the relationship between citizens and the police.
USING DATA TO DIRECT ACTION
USING STATISTICAL AND CITIZEN-GENERATED INFORMATION
Data enables agencies to understand the relationship to crime of weapons/individuals/environment, enabling them to target efforts and increase effectiveness.
ANALYZING DATA AVAILABLE FROM OFFICIAL SOURCES
The Boston Gun Project Work Force, with federal and foundation funding, engaged the collective experience and
I The Boston Police Violence Strike Force (1992– ). A task force of local police works with individual county, state, and federal law enforcement and criminal justice agencies, on investigation and arrests for crimes.
I The Boston Gun Project Work Force (1995– ). A consortium initiated by university professors focused on strategies to reduce the supply and demand for guns. Members included representatives from the Boston Police Youth Violence Strike Force, the county, state, and federal law enforcement and criminal justice agencies, and representatives of the Streetworkers (see p. 8).
I The Office of Community Partnerships (1993– ). This unit of city government facilitates
brainpower of local, state, and federal law enforcement agencies, community activists, and professors from Harvard University's John F. Kennedy School of Government to understand the supply and demand for guns among youth and to develop an effective strategy.
A careful analysis of juvenile homicide and emergency room data identified the location of homicides and characteristics of perpetrators and victims, concluding that 60 percent of Boston's homicides aged 24 and under were gang-driven, involving less than 1 percent of the city's youth population. Geographic mapping of gang territories and the alliances and disputes between gangs identified three primary neighborhoods of concern. Experience in defusing the violent activities of one gang—communicating that violence must stop and following up with strict law enforcement—formed the basis for Operation Ceasefire (see page 10).
The Project identified where youth were illegally acquiring guns by analyzing data from the Federal Bureau of Alcohol, Tobacco and Firearms and gun purchase information obtained by the police from offenders. This information was used to shape a crackdown on Massachusetts dealers selling guns to minors. 7
I The Boston Police Youth Violence Strike Force developed a comprehensive ongoing computer database on the location and characteristics of juvenile crime to guide enforcement efforts.
ASKING THE RESIDENTS
Comprehensive Communities Program and Safe Neighborhood Initiative. In 1994–1996 and again beginning in 1999, the city undertook neighborhoodbased strategic planning. By identifying and acting on the concerns of citizens, the city proposed to reduce crime and fear of crime and thereby improve the quality of life.
I The Comprehensive Communities Program brought together strategic planning teams organized citywide, by district, and by function.
I In the Safe Neighborhood Initiative, residents of four high-crime, low-income neighborhoods worked with law enforcement and governmental officials on advisory councils to identify and prioritize neighborhood and crime-related problems as the basis for a strategic action plan to meet community needs. As one outcome, neighborhood tip lines enable community members to notify police of suspicious activity. Also, law enforcement agencies use civil law to target situations that are generating fear and victimization in neighborhoods but that cannot be handled adequately through criminal statutes.
This involvement empowered neighborhood residents, obtained their participation in defining the issues, and developed productive relationships with the police.
MAKING THE COMMITMENT TO STAY THE COURSE
THERE MAY BE NO QUICK FIX
The cumulative weight of leadership, sticky messages, and structure can create a tipping point over time. Changing an environmental context can bring rapid results, but changing people's attitudes and actions through a change in culture takes longer.
7 See www.ojjdp.ncjrs.org/pubs/gun-violence/profile02.html; www.rwjf.org/health/028959s.htm; D.M. Kennedy, A.A. Braga, A.M. Piehl, and E.J. Waring, (October 2001), Research Report, Reducing Gun Violence: The Boston Gun Project's Operation Ceasefire, Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. See www.ncjrs.org/pdffiles1/nij/188741.pdf.
7
The many components of the Boston mosaic were implemented in phases, by numerous individual groups and coalitions, and in various locations. Their cumulative impact was sufficient to change community behaviors enough to show dramatic reductions in violence.
Changing the culture of a community with respect to violence is not a short-term project. It took 25 to 30 years of deliberate and sustained efforts to make smoking less culturally and socially acceptable. Violence, a more complex social problem, may take even longer to curb. Moreover, under current cultural conditions and given the new cadres of youth each year, violence can be described as a recurrent "epidemic" that will need a sustained response.
As an analogy, many infectious diseases—polio, measles, whooping cough—have been virtually wiped out through immunizations. However, without persistent pressure to ensure that all children have timely access to vaccines and that all parents understand the importance of vaccinations, the level of immunity drops and outbreaks occur.
Making the commitment to stay the course requires attention to sustainable funding. If funding comes predominantly from time-limited governmental and foundation grants, effective initiatives risk losing staff and curtailing services at the end of the grant period.
Boston has received extensive federal grants—taking advantage, for example, of the Bureau of Justice Assistance Comprehensive Communities Program and the Office of Juvenile Justice and Delinquency Prevention Safe Futures, as well as other federal grant programs from the Departments of Housing and Urban Development, Education, and Health and Human Services. However, state funds, city resources, business contributions, and foundation grants have also been significant. Boston has used ongoing city, county, and state governmental resources and the redefinition of job responsibilities to develop and sustain services.
THE ELEMENTS OF CHANGE
Active law enforcement involving collaboration across agencies 8 has been a significant ingredient in the Boston approach. In addition, Boston has incorporated an assets approach to youth and creativity in redefining and expanding the job responsibilities—and therefore the behavior—of police and other professionals.
8 One such collaboration not mentioned in the text, Operation Safe House, involved local, state, and federal enforcement agencies and the housing authority in suppressing drug trafficking and violent crime in housing projects.
BUILDING ASSETS IN YOUTH
Assets in youth are being built in Boston, as part of the effort to prevent violence by youth, through the increase in opportunities that have developed for:
I connections between adults and youth,
I opportunities to experience the wider world and/or to build skills, and
I access to needed services and resources.
These activities have been undertaken by the city, the police and other law enforcement agencies, schools, community organizations, the universities, and businesses. In addition, the youth development infrastructure has been strengthened through early childhood programming, health initiatives, school reform, and community schools. 9
A network of 42 comprehensive Boston Community Centers has been established by the city, each run by an independent, nonprofit council. Now the city's largest single source of human services, the Centers offer youth and families services that include after-school recreation and tutoring, and counseling services, as well as child care and adult education. Many members, mediate disputes, help youth gain access to appropriate services, advocate for youth in the courts, and help the probation department with supervision. Training was underwritten by the Boston Coalition. Good working relationships with the police allow for exchange of information that has been significant in the reduction of gang violence.
I The Ten Point Coalition of clergy and lay leaders facilitated use of churches in Dorchester as drop-in centers for troubled youth in an "Adopt a Gang" program.
EXPANDED ACCESS TO SERVICES
I The Youth Service Providers Network (1996–) A partnership between youth-serving
centers are open evenings and weekends. Some employ youth peer leaders as well as an adult youth worker. The city provides the primary funding for the centers, many of which use school buildings after hours. 10
INCREASED CONNECTIONS WITH YOUTH
Youth workers access at-risk youth from multiple locations—the Boston Community Centers, the Boston Housing Authority's low income housing, district police stations, YMCAs, Boys and Girls Clubs, etc.
I Streetworkers employed by the city are attached to the Boston Community Centers and to high schools. Approximately 30 to 50 of these youth workers go out daily around the clock to connect with gang members and hard-to-reach high-risk youth on the streets and in their homes. The streetworkers, many of whom are former gang
9 For example, full service schools with health, social services, and enrichment programs were developed in two high schools with the involvement of the county district attorney's office and the Boston Police Department.
10 See www.aenc.org/BCC/BCC-BostonYouth.html.
organizations and the police created a network of services in three neighborhoods. Police can call a social worker based at the stationhouse to access services for teen runaways, dropouts, mentoring, job training and placement, emergency housing, and tutoring. The Network was organized under a grant from the Comprehensive Communities Program.
OPPORTUNITIES FOR SKILL-BUILDING
After-school and summer opportunities for training and jobs have been developed by police-city-schoolbusiness-university partnerships.
I The city has employed youth in summer jobs through the Parks and Recreation Department, the private industry council, and the anti-poverty agency—reaching as many as 11,000 youth one year.
I After-school programming through the Boys and Girls Clubs has been provided by the SafeFutures initiative in three high-risk neighborhoods. 11
I Career and educational alternatives for youth turning away from gangs and crime have been developed by the U.S. Attorney's Office, partnering with employers and job training programs.
11 Office of Juvenile Justice and Delinquency Prevention, (November 2000), Comprehensive Response to Youth at Risk. Interim Findings from the SafeFutures Initiative: Summary. See www.ncjrs.org/html/ojjdp/summarycomp-reso/chepl.html.
I School-to-work programs are in place in every high school, providing internships and job shadowing directed at both out-of-school and inschool youth.
I The Summer of Opportunity Program (1994–). In a mentoring and training partnership between police, an insurance company, and a university, at-risk youth receive summer training in job readiness, leadership, and life skills. Those who successfully complete the training program are placed in part-time jobs with the requirement that the youth continue to attend school with passing grades.
I Mentoring and educational programs in the high schools and summer jobs in legal settings have been promoted by the Bar Association.
Opportunities for youth leadership and youth recognition
I A Mayor's Youth Council with representatives from every neighborhood operates an information and referral and personal advice telephone line. The Council also conducts a Mayor's Youth Summit annually, providing an opportunity for city officials to hear the key issues and concerns from youth throughout the city.
Opportunities for building skills and competence
I More than 100 organizations have provided training for peer leaders and peer mediators.
❚ Training youth in peer mediation has been undertaken in high and middle schools.
❚ A Words not Weapons program recruits a representative group of students including those who have had trouble in the past to tackle aspects of the school and community environment that lead to violence. 12
I Community-based educational, recreational, and arts activities are underwritten by city assignment of small grants to more than 100 locations.
Activities promoting the anti-violence message were developed, e.g.,
❚ A teen theatre group added violence prevention to its repertoire.
❚ Boys and Girls Clubs developed Friends for Life Clubs.
9
CHANGING THE JOB RESPONSIBILITIES OF THE POLICE
The police have redesigned the way they relate to youth—operating collaboratively with other agencies, making personal connections with youth, connecting youth to resources and opportunities, and establishing clear boundaries and consequences for violent behavior.
I Youth programs unique to each police precinct have been developed. Police in various locations sponsor after-school work for youth in the neighborhood: internships in the stationhouse; teen police academies; basketball and football leagues, martial arts, and other recreation programs; bicycle safety training. 13
I Community policing (1994–). The placement of specific officers consistently in the same neighborhood has provided the opportunity for police to establish relationships with youth. The Streetworkers trained the police in contacting and connecting with youth.
I District Community Service Officers, as part of the Youth Service Providers Network, work out of some police stationhouses where they receive referrals of at-risk youth from the police.
I Child Witness to Violence Project (1993–). The Boston Medical Center, Department of Pediatrics, has trained police to refer children who have witnessed violence to appropriate agencies. 14
I Home visits to at-risk youth and their parents are undertaken by police together with clergy.
I School- and community-based Justice Program. In a collaborative and coordinated effort, school officials, police, prosecutors, and youth service and social service professionals meet to share information about high-risk and adjudicated youth, prioritize cases, devise individualized intervention strategies, and provide oversight and sanctions as needed.
12 Harvard School of Public Health, Division of Public Health Practice, Violence Prevention Programs, (1998), Peace by Piece: A Violence Prevention Guide for Communities, Boston, MA.
13 Boston Police Department, Annual Report 1999.
14 See www.bostonchildhealth.org.
I The Boston Police Youth Violence Strike Force 1992–. A task force of local, state, and federal agencies concerned with policing and criminal justice through the broader Boston Gun Project Work Force put into effect an organized strategy of deterrence and enforcement to reduce youth-related gang violence:
❚ Operation Ceasefire 1996–1998 was designed to deter juvenile and gang firearm violence by clear communication of limits and strict enforcement should violence occur. Teams of police, probation officers, prosecutors, streetworkers, and clergy targeting one gang at a time, communicated a zero tolerance policy for violence, through a formal forum and informal contacts, warn ing of the consequences if violence continued. Streetworkers offered employment and access to other resources and services. Gang members resorting to violence incurred arrests for public drinking, motor vehicle violations, outstanding warrants, noncompliance with probation, etc.
❚ Operation Night Light (1992—). Police and a probation officer make unannounced visits each night to the homes of 10 to15 youths on probation to ensure that they are complying with curfew, school attendance, and substance abuse treatment and to involve their parents. The result has been an increase in compliance with probation requirements and a decrease in violence by probationers.
I The Boston Police Youth Violence Strike Force has also worked with social service agencies to raise funds for summer programs for at-risk youth.
CHANGING JOB RESPONSIBILITIES OF OTHER PROFESSIONALS
One of the essential elements of the public health approach in Boston has been to expand the responsibility for the reduction of violence beyond the police to other professionals who come into contact with parents and adolescents. The premise is that non-law enforcement professionals can use their day-to-day contacts to reinforce nonviolent behavior.
HEALTH CARE PROVIDERS—EXPANDING RESPONSIBILITIES
I Hospitals. More comprehensive response to adolescents suffering injury from gunshot or stab wounds was a primary objective of the Boston Violence Prevention Project. 15
15 Anecdotal evidence suggests that homicides may have been reduced by better routing of ambulances resulting in quicker arrival at emergency rooms and more effective treatment of injured juveniles.
❚ Beginning in 1990, Boston City Hospital has provided violence prevention counseling, the development of a safety plan, and followup of adolescents admitted to the hospital. 16
❚ BostonCares for Injured Youth. Four hospitals in Boston utilize an Injury Service Coordinator who takes referrals from hospital social workers of children and youth treated for injuries related to youth violence. She links them to staff connected to the Youth Service Providers Network, the Boston SafeFutures Initiative, the Streetworkers and other agencies. Her involvement may include home visits, providing cab vouchers or bus passes, and reminder phone calls. 17
I Primary care physicians in a neighborhood health center
❚ routinely ask about and counsel parents on appropriate discipline, the television viewing habits of their children, and gun safety in the home; and
❚ routinely ask in physical examinations of adolescents about depression, parental violence, street fights, inability to walk away from fights, dating violence, and forced sexual activity.
These are seen as legitimate medical concerns. Anticipatory guidance covers consequences, alternatives, and coping strategies. 18
16 Hausman, Spivak, Prothrow-Stith, & Roeber.
17 See www.ci.boston.ma.us/safefutures/webthoughts.asp.
18 P. Stringham & M. Weitzman, (1988), Violence Counseling in the
Routine Health Care of Adolescents,Journal of Adolescent Health Care,
Vol. 9, pp. 389-393. Obstetricians and primary care physicians as a part of prenatal care could also ask pregnant women about their experience of
domestic violence.
10
CLERGY—EXTENDING ACTIVITIES
I Training on issues of domestic violence, underwritten by the Boston Coalition, has enhanced the clergy's counseling skills.
I The Ten Point Coalition in Dorchester mobilized the faith community to
❚ train pastors and lay people in working with at-risk youth
❚ initiate neighborhood crime watch programs
❚ establish relationships with communitybased health centers to provide counseling for families during times of crisis
❚ establish rape crisis drop-in centers, services for battered women, and a counseling program for abusive men
❚ develop partnerships with suburban and downtown churches
TEACHERS AND THE SCHOOLS—EXPANDING CURRICULUM AND RESOURCES
I Creative Conflict Resolution Program. Teachers, counselors, and administrators in grades K-12 have been trained in modeling appropriate behavior in the classroom, skills training of students, and integrating concepts related to conflict resolution and violence prevention into the curriculum.
I The Louis D. Brown Peace Curriculum (1994–) for tenth graders in almost all high schools teaches the value of peace through the story of a young man who was shot down by gang gunfire. Class discussion, reading, essay writing, and community field projects are utilized.
I PeaceZone (2000–). A 16-lesson skill-building curriculum, covering self-control, problem solving and conflict resolution, is being installed in elementary schools. The curriculum is a project of Harvard School of Public Health's Violence Prevention Center in partnership with two foundations and the Boston Public Schools.
I The Barron Assessment and Counseling Center is maintained by the Boston Public Schools for youth referred for fighting or other violations of the school's discipline code. The Center serves as a short-term alternative classroom for the 5 to 10 days required for tests, counseling, and service planning. 19
THE COURTS—PROVIDING ALTERNATIVES
I The Alternatives to Incarceration Network. The courts and other criminal justice agencies in
a partnership with service providers divert first time and nonviolent youth offenders from incarceration to increased monitoring and rehabilitation including substance abuse counseling, job skills training and placement, life skills counseling, and violence prevention training. This has been part of the Comprehensive Communities Program grant.
I Conflict resolution training for domestic violence offenders is utilized by the Dorchester District Court as a part of sentencing. The Court has also taken an active role to increase professional and public awareness.
LESSONS LEARNED
Does the Boston experience translate to other areas? Boston is a large city; the violence issues primarily concerned homicides by gangs in inner city neighborhoods. What has made the Boston experience memorable is the pervasiveness of the effort that has encompassed all sectors and has enhanced, rather than diminished, respect for the police.
I The Boston effort has been a mosaic of multiple structures, collaborative relationships, new initiatives as well as ongoing services, involving numerous players.
I Collaboration and partnerships within the law enforcement sector and across all community sectors—neighborhood residents, churches, businesses, social service agencies, schools, government agencies, universities, and the media—undergird the process, resulting in shared information and resources, joint strategic planning, and coordinated action.
I Strong leadership from the Mayor and the Police Commissioner has energized the ongoing effort, reinforcing with a common vision what initially started as discrete activities.
I Redefining job responsibilities has been as important as new initiatives.
I A mosaic of funding sources has supported the mosaic of services.
I Neighborhood residents have had a strong voice and role.
I Data-based problem solving has resulted in targeted action.
I A strength-based, asset-oriented approach has permeated prevention, intervention, and enforcement activities across the population of youth.
19 Harvard School of Public Health, p. 20.
11
concepts
processes
tools
models
BEST PRACTICE BRIEFS
OUTREACH PARTNERSHIPS
University, connecting university resources to the community. Briefs are reviewed by participating faculty, OUTREACH PARTNERSHIPS staff, and an Advisory Group of potential users. Responsibility is assumed by Betty Tableman, Editor, at 517-432-7138, or e-mail: firstname.lastname@example.org.
are a product of
@ Michigan State
BEST PRACTICE BRIEFS may be printed and distributed and may be quoted with citation of the source. Copyright © 2002 by University Outreach, Board of Trustees of Michigan State University.
WRITE OUTREACH PARTNERSHIPS, MICHIGAN STATE UNIVERSITY, ROOM 6, KELLOGG CENTER, EAST LANSING 48824 OR CALL 517-432-2500 OR E-MAIL: email@example.com FOR INFORMATION ON ASSETS TRAINING, EVALUATION, OR TECHNICAL ASSISTANCE.
COMING—No. 25.
Validating the Assets Approach to Youth Development
I Making face-to-face connections with youth has been emphasized.
I Strong communication of limits and enforcement of consequences, while providing alternatives, has reduced violence on the street of inner city neighborhoods.
REFERENCES
PUBLICATIONS
AMERICAN ACADEMY OF PEDIATRICS, Task Force on Violence. (1999). The Role of the Pediatrician in Youth Violence Prevention in Clinical Practice and at the Community Level. Pediatrics, Vol.103 (1), pp. 1273-1281.
HARVARD SCHOOL OF PUBLIC HEALTH, Division of Public Health Practice, Violence Prevention Programs. (1998). Peace by Piece: A Violence Prevention Guide for Communities. 718 Huntington Avenue, Boston, MA 02115.
ROTHROW
P
-S
TITH , D
EBORAH
. (1991). Deadly Consequences. New York: Harper Collins.
WEBSITES
BOSTON POLICE DEPARTMENT. Annual Report, 1999. On www. Bostonpolice.org.
HEYMAN, PHILIP B. (2000). Grant Results Report: Case Studies of Cities Approach to Reduce Youth Violence. Robert Wood Johnson Foundation. See www.rwjf.org/health/0289595.htm.
KENNEDY, D.M., BRAGA, A.A., PIEHL, A.M. & WARING, E.J. (October 2001). Research Report, Reducing Gun Violence: The Boston Gun Project's Operation Ceasefire. Washington, D.C.: U.S. Department of Justice, Office of Justice Programs. National Institute of Justice. See www.ncjrs.org/pdffiles1/nij/188741.pdf.
MAJOR'S PUBLIC SAFETY COUNCIL. (September 1996). Youth Violence: A Community-based Response: One City's Success Story. See www.ncjrs.org/txtfiles/boston.txt.
MENINO, MAYOR THOMAS M. (September 30, 1999). The Boston Story: Making a Difference for Children and Youth. A Report to the National Press Club. See www.boston.k12.ma.us/textonly/bps/bstory.asp.
U.S. DEPARTMENT OF JUSTICE, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. (February 1999). Promising Strategies to Reduce Gun Violence. Washington, D.C. Profiles 2,10, 21, 33, 35, 46, 58.
See www.ojjdp.ncjrs.org/pubs/gun-violence/profile02.html.
ACKNOWLEDGEMENTS
This BEST PRACTICE BRIEF was written by BETTY TABLEMAN and PATRICIA SORENSON with contributions and review by Michigan State University faculty and engagement specialists: CHRISTOPHER MAXWELL, School of Criminal Justice; MARGUERITE BARRATT, Institute of Children, Youth and Families; BOB BROWN, Outreach Partnerships; DAVID KNAGGS, School of Social Work; JOHN MELCHER, Urban Affairs Center; CELESTE STURDEVANT REED, Outreach Partnerships and Institute for Children, Youth and Families; and with appreciation for the contributions from HOWARD SPIVAK, M.D., New England Medical Center; DAVID CIRIELLO, Boston Police Department; and DEBORAH STRONG, Children's Trust Fund. Graduate assistants CHRISTA ROBINSON and ELIZABETH BETHARD.
12
I While there have been dramatic changes in the short-run, the effort is clearly understood as a long-term change in the environment for children and youth.
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The Impact of Philosophical Issues on Voting
By Sean Bradley Baker, 2014 CTI Fellow William A. Hough High School
This curriculum unit is recommended for:
Civics and Economics or United States History, High School Level, 10th and 11th grades
Keywords: Politics, Political Parties, Voting, Elections, President, Executive Branch, Legislative Branch, Judicial Branch, Republican, Democrat, World War II, the Great Depression, the Civil War, Philosophy, Free Will, Consent of the Governed, Crisis, Philosophy, Plato, Socrates
Teaching Standards: See Appendix 1 for teaching standards addressed in this unit. Synopsis: The purpose of this unit is to get young adults interested in seeing the social and political behavior of Americans during a time of crisis. Students will see how philosophical issues influence voting patterns, positively or negatively, during a major war, social crisis, or economic downfall. Students will analyze the Civil War, World War II and the Great Depression. Students will understand the social and political effects of these events and how they had an impact on the psyche and behavior of voters in America. Students will understand propaganda, voting techniques, persuasion, and politics of these eras. Students will be engaged in the history and how events influenced the development of politics in the United States during these times. Many of my students are ages 15-17. The purpose is to get them involved in the political process and get them ready to vote when they turn 18. This is an engaging unit that allows students to be involved in the political process of the United States. It allows students to open their mind to the world of politics and voting. It allows students to engage in the voting process, debates, propaganda, voting, public speaking, and writing. It will allow students to put their own beliefs and attitudes into a situation as if they were living during these times of crisis and turmoil. Students will engage in a collaborative learning group with the goal of creating an idea of whether or not social and political behavior can be influenced.
I plan to teach this unit during the coming year to 35 students in my Civics and Economics classes. The majority of the students are 10th graders ages 15-17. I give permission for the Institute to publish my curriculum unit and synopsis in print and online. I understand that I will be credited as the author of my work.
The Impact of Philosophical Issues on Voting
Sean Bradley Baker
"In life, a man commits himself, draws his portrait, and there is nothing but a portrait." 1 This is a quote from Jean-Paul Sartre in which he explains that only our acts can define us. Is this always true? I have students develop a theory on whether or not personal social and political attitudes and behaviors can be influenced by a major event or crisis. Does your behavior and attitude stay the same? Does your social and political behavior change to adapt to the crisis? Are you willing to stand alone and have your own social and political ideas even if they don't align with the majority of the people around you? These are just a few questions I ask my high school students after we have gone in depth discussing the effects of the Civil War, World War II, and the Great Depression on the American public. Students today seem to be living in their own little "Apple" world, separated from reality around them and around the world. If you asked them what major crisis they have experienced first-hand, they might only respond with September 11, 2001. Even though they experienced this crisis, they were only two or three years old at the time. In a world full of international crises, terrorism, economic hardship, and social unrest, many of my students have not had to deal with any of this personally. Sure, they may have read something online about ISIS or had their teacher describe terrorist attacks in Afghanistan or Iraq, but they have never had to experience any of these tragic events in person here in the United States. This hasn't always been the case. As the young adults I teach prepare to vote, I want them to realize politics is more than what is in the United States. I want them to see that our politics extends to other countries and issues within these countries. I want them to ask themselves how a major event could influence their voting.
Americans had to deal with major economic, political, and social events that affected everyday life during the Civil War, World War II and the Great Depression. These major critical events in our history set the tone for how America has developed and show how social and political behavior can change due to experiencing events of a major crisis. I have my students try and develop a political idea of who they are and what they stand for. The majority doesn't know who is left-wing or right and probably couldn't list five major figures in either the Republican or Democratic parties, other than maybe the President. As a high school Civics and Economics teacher, I have taken on the challenge of trying to create a spark in high school students to get them involved in politics and to get them to realize that they can use the power of democracy to make a difference. I try to make them realize that in the not too distant future they will care about taxes, healthcare, foreign policy and gun control, to name a few. Many of my students have parents that are not very involved in politics, and have never been through a voting process or watched a political speech. This makes them ignorant to the madness that is politics. My goal is to create an unbiased picture of politics in the present, but also to show the politics of the past. I want to put them in scenarios in today's world and see what their social and political reaction would be, but I also put them in the perspective of a person living during a major crisis event, such as the Great Depression, and see how changes in society can impact social and political behavior.
Through this unit I want my students to educate themselves on the purpose and history of major social and political events and the influence of politics on those events. I want them to come up with an educated political idea of what they believe in and take an active part in the future to make a difference. I want them to develop a sense of what is important to them and what would happen to their social and political behavior if a major event were to develop during their lifetime. Susan Wolf stated that you can't blame someone's behavior if they have never had access to the true and the good. 2 After my students learn the historical background of some of the major events in the past, I want to see how they would have reacted living during that time period. After they've seen the true and the good (the bad and the ugly) of these events – how is their behavior changed or doesn't it change at all?
Unit questions that will guide discussions and background information and lead to classroom activities are as follows:
* Have political parties artificially divided the American population?
* What are the major factors that influence our political ideals? How does the campaign process contribute to those factors?
* Do we "belong" to a political party or "identify" with one?
* What are the economical, political, and social characteristics of the Civil War?
* What are the economical, political, and social characteristics of the Great Depression?
* What are the economical, political, and social characteristics of World War II?
* Is our system truly about the 'consent of the governed'?
* How is our free will affected during a time of crisis?
* Should we vote for a political party or a specific individual?
Content Objectives
Unit objectives will follow the North Carolina Standard Course of Study and will meet the requirements of the North Carolina Common Core (See Appendix 1).
Over the course of this unit, the students will engage in activities following the standards found in the NCSCOS and the Common Core. The students will engage in various rigorous activities that will result in answering the unit questions and coming to understand the American political process through debates and discussion. They will review the economical, political, and social characteristics of the Civil War, the Great Depression, and World War II. We will look to see how people during these events reacted and if, over time, their social and political behavior changed. Students will understand the characteristics of social and political behavior and how that behavior can be influenced or manipulated in a time of crisis. We will analyze how events of this magnitude and different forms of thinking influenced the philosophy of voters over time in America. How have behavior patterns changed over time in America? We will also look at the motivation to vote in certain ways and if political behavioral patterns have developed during some of these critical events.
Students will be divided up into groups of four to analyze our objectives and to create a presentation answering the objectives at hand. They will develop personal and historical behavior to see if political trends develop during a time of crisis. Students will create a visual presentation. This presentation may be created using poster boards, a PowerPoint, a video, etc. The goal is to show the political and social history of the events. Presentations should illustrate social behavior and political behavioral patterns through social change, voting, major legislative decisions, Supreme Court decisions, etc. Students are also asked to include their own personal feelings of the three major events and express how they would have reacted both socially and politically.
Rationale
I accept the reality that history and politics are usually the last thought on many high school students' minds, but when it comes to political history, often high school students follow what their parents or what their friends tell them. Many of their political thoughts are based on what they read in 140 characters on the rapidly growing social network of Twitter. Their thoughts are based on short ramblings of insignificant celebrities or biased Republican or Democrat "sophisticates" who use humor or fear to gain more viewers to influence their own political ideology on a blank canvas that is the high school student. Too often the Rush Limbaughs, Jon Stewarts, Stephen Colberts, and Glenn Becks of the world are influencing students with biased political propaganda and even cynicism. Although sometimes humorous, several of these programs only show the glittering generalities of politics. My goal is to have students understand historical facts and political ideology from both sides of the aisle.
I want them to gain an unbiased opinion of politics and start making political, social, and economic decisions for themselves. I want them to express Free Will! I want them to come up with an educated opinion on which political party they identify with and whether or not the party itself is important to the political process in the United States. I want them to understand that life will not always be "easy" and that major social and political events could considerably change their lives. I'm interested to see how they would react socially and politically if a major event were to happen.
School Background and Information
William A. Hough High School opened on August 25, 2010 to meet the needs of the growing population in northern Mecklenburg County. It is built on land on Bailey Road and it is a prototype for future high schools in the Charlotte-Mecklenburg School system. It consists of 99 classrooms along with a full array of athletic facilities. One of the unique features of our school is the fifteen rain gardens that dot the landscape. They filter run-off water through natural filters and then drain the water back into the creek which runs along the back of the property. Hough High School is named after a former principal of North Mecklenburg High School. Mr. Hough served from September 1955 to July 1974 and was very much loved and respected by the people of this area. Hough offers students a traditional North Carolina educational program. We offer Standard, Honors and Advanced Placement courses in each of the four core areas: English, Math, Science and Social Studies. In addition, we offer a variety of elective courses to enrich students' lives.
Based on 2011-2012 statistical data, 77% of the student population was white, 8% African American, 8% Asian, 4% Hispanic, and 2% other. The school has over 2,400 students and consists of 98 full-time qualified teachers.
William A. Hough High offers a standard course of study curriculum which includes a college/university preparation track, a college technical preparation track, a dual college/university & technical preparation track, and a career track. An occupational course of study leading to an occupational diploma is also available for qualified students in the Exceptional Children's Program. The curriculum is administered on a modified/hybrid 4x4 block schedule (with some A/B classes), allowing for flexible scheduling, re-looping and acceleration.
William A. Hough High uses weekly collaboration through content area meetings. We encourage student centered classrooms that focus on rigor. We encourage higher level thinking and encourage students to develop answers to problems on their own. This philosophy will play an intricate part in my unit. Students will be organized into groups to understand the political campaign process, which will be important to the development of their political ideology. Students will take a "Conservative vs. Liberal" pre-quiz to help determine stereotypical political ideologies of the Republican and Democratic parties. One of the keys that sometimes come from this quiz is that it reveals to some people that they may want to become recognized as independents.
As a teacher at William A. Hough High School, I use input, advice, and collaboration from other teachers. Our alignment discussions among Civics teachers are key to focusing on the NCSCOS and the new Common Core that has been implemented in the past few years. We use high level reading resources and implement objective writing assignments to meet the requirements of the Common Core. These writing assignments will play an important part in my unit. Students will actively engage in writing a political party platform and will interpret specific propaganda to identify major forms of propaganda and its influence.
According to their website, Charlotte-Mecklenburg Schools (CMS) is located in the Charlotte, North Carolina region and provides academic instruction, rigor and support each school day to more than 141,100 students in kindergarten through 12th grade in 162 schools throughout the cities and towns of Mecklenburg County. CMS believes setting high standards for all students creates a greater opportunity for future success – in our communities, within the region and across our diverse and global society. Each day, CMS students are prepared to be leaders in a technologically savvy and globally competitive world.
CMS is proud of its diverse mix of students who represent 160 different countries and various cultural and ethnic backgrounds. CMS offers an extensive range of magnet programs in 40 of its schools to nurture the talents of students who have interest and ability in specific areas. CMS also educates, supports, and meets the needs of students with learning and physical disabilities.
CMS is one of the largest employers in Mecklenburg County with approximately 18,800 teachers, support staff and administrators. CMS is fortunate to have tremendous support from Charlotte's corporate, faith and business communities and more than 43,000 mentors and volunteers that support learning and instruction in CMS classrooms. 3
Topic Information
Note Outlines: World War II, The Great Depression, and Civil War
The students discuss a review of three major events covered previously in class. We do a one page notes outline review on the political and social effects of the Civil War, the Great Depression, and World War II. At this point in the unit, we have already discussed the magnitude and importance of these events and their social and political impacts on the people during that time period. The students will be able to see how events taking place during or prior to a political election can impact their voting decisions. This will help them see the importance of being fully educated on the topics going on at the time and how each political party plans on handling a certain situation. I also have students view philosophical ideas of politics and how this can help them think about what political party or approach to making decisions will help them be a more educated voter. We view the political ideas of philosophers from Aristotle and Plato to John Hobbes and Jean-Jacque Rousseau and mix this with more modern ideas from philosophical leaders of the 21 st century. We do this to develop a sense of how a government should run and how a government should be involved in everyday life.
Campaigning
Students will have prior knowledge of how the electoral college functions and the choice of delegates in the Electoral College. Students will have been assessed on specific vocabulary including such words as caucus, primary elections, conventions, PAC, platform, planks, etc. The students will have a prior understanding of the basic functions of a political party nominating a candidate for a major office such as President. Review of material prior to activities may be necessary for some students. My suggestion in terms of activities is to bring these specific terms and prior knowledge to life. Students will act as a nominating caucus to nominate a student for President. The students will act as a specific political party to get a fellow student elected. At this point students can take views of Republicans, Democrats, or categorize themselves as a Third Party. They will write a platform consisting of separate planks. They will write a campaign speech for their candidate to give orally to class. This will give the outlining idea of whether or not the students are preparing the parties' ideas or the specific candidates at this point.
Students will view campaigning techniques from the three major topics of focus – the Civil War, the Great Depression, and World War II. The students will see the effects of campaigning by politicians of that time and how a major issue divided the political spectrum. The students will see the importance politicians play during these events and how the public needs to make an educated decision during a critical time. The students will see the impact the voters had in the outcome of these events. I want the students to make the connection that no matter what time period, no matter what the event, their beliefs and choices in politics matter and that they can each make an impact as one political voter in an election. So in this small scenario the students are creating in their political parties, the students will see how one student as "Class President" can be completely different than another candidate and how those candidates can impact their "lives as students" in the school.
Political Propaganda and Psychological Effects on Voting
Throughout this unit seven different forms of propaganda techniques will be defined and examples of each will be shown. A great resource to show would be a video found on CNN.com. It is a four minute video that helps students determine what a negative propaganda advertisement is and what a positive advertisement is. It shows how political parties use types of propaganda to influence voter opinion. Students will develop their own propaganda posters to demonstrate knowledge of the techniques. They will use propaganda in their political parties to form a positive or negative connotation towards their party or another political party.
The seven forms of propaganda are glittering generalities, bandwagon, name-calling, celebrity endorsement, card-stacking, "just plain folks", and symbolism. Throughout the discussion of the forms of propaganda we will discuss why political parties use these to persuade voters to vote a specific way. We will discuss how non-educated voters will make a decision on no merit based on propaganda techniques. We will discuss the impact propaganda has not only on a candidate, but also on the political party. Students will look at political propaganda from the Civil War, the Great Depression and World War II (see resources). They will see what impact the propaganda had on the votes, specifically regionally, and show how voters used the propaganda to make decisions. This will help students to make the connection of how they can influence the voters of the class to vote for their political candidate.
Students will show they have mastered at least four of the seven propaganda techniques through creation of propaganda posters. They will be shown old examples of propaganda from the Civil War, World War II, and the Great Depression. Students will then focus propaganda on a specific individual (their candidate or an opposing candidate), a specific issue, or a specific party itself. Students will create their posters to help their candidate win or present another candidate or party in a negative light.
Platforms
Students will be given a formal outline to list the planks of their party's platform. This will be used as the basis of their campaign candidate's speech. They will be given examples of platforms used from previous elections and candidates from all parties. A platform is a list of the actions which a political party, individual candidate, or other organization supports to appeal to the general public for the purpose of having said peoples' candidates voted into political office or for the purpose of proposing the professed opinion(s) as part of law(s) or social policies. This exercise will be instrumental in helping students determine the difference between a political party's agenda and an individual candidate's agenda. Is there a difference? Students will determine if they are actually creating a platform of an individual or if it is geared more towards a political party.
Students will watch video of campaign platforms outlined in candidate's speeches. Students will compare and contrast Mitt Romney's acceptance speech at the Republican National Convention and President Barack Obama's acceptance speech at the Democratic National Convention. They will look for use of propaganda. They will label parts of the speech that outlines their planks. Students will watch clips of Presidential speeches, debates (for example, John F. Kennedy vs. Richard Nixon), addresses, etc. so as to better understand how specific issues are demonstrated and in order to see examples of strategies they can use in their campaigns. They will also look at public opinion polls of both candidates before and after the National Conventions to see how the propaganda impacted public opinion. 4
Strategies
Opening Activity
Opening activities is a strategy used to review previous content covered in a previous lesson or is used to see how much prior knowledge a student has on a topic. My opening activities vary, but I like to use them to get the students engaged in class from the beginning of the lesson. My activities range from a list of five to ten review questions based on previous material, mapping activities, reading activities, or free written response questions. Students know to look to complete this in the first 10-15 minutes of class. After completion the opening activity is discussed in class, questions and answers are reviewed, or free response questions are shared. Students group these assignments in their notebooks and turn them in for a grade every two weeks.
Collaborative Groups
Cooperative or collaborative learning is a team process where members support and rely on each other to achieve an agreed-upon goal. The classroom is an excellent place to develop team-building skills needed later in life. Diverse skill levels, backgrounds, and experience allow each individual to bring strength to a group. Each member of the group is responsible to not only contribute his/her strengths, but also to help others understand the source of these strengths. Any member who is at a disadvantage or not comfortable with the majority should be encouraged and proactively empowered to contribute. Learning is positively influenced with a diversity of perspective and experience, increasing options for problem solving, and expanding the range of details to consider. In this lesson, students will work together as a whole to act as a political party and act as a group to get their nominee elected. Students will be grouped together based on diverse skill levels and background. Groups will be picked and organized by the teacher. These groups will pick their nominee, write their platform and campaign speeches, and create their propaganda as a group. They must work together to finish with the best product and grade possible.
Debate
The intent of the strategy is to engage learners in a combination of activities that cause them to interact with the curriculum. Debate forces the participants to consider not only the facts of a situation but the implications as well. Participants think critically and strategically about both their own and their opponent's position. The competitive aspects encourage engagement and a commitment to a position. Debates require students to engage in research, encourage the development of listening and oratory skills, create an environment where students must think critically, and provide a method for teachers to assess the quality of learning of the students. Debates also provide an opportunity for peer involvement in evaluation. Students will debate with one another to determine which policies are needed to be discussed in the party platforms. Students will also debate with one another about who is a better candidate to represent their party and why he or she should be the president.
Free Response Writing
The free-response essay assesses the ability to think critically and analyze the topics studied in the curriculum. Free response writing allows students to demonstrate an understanding of the linkages among the various elements of government.
Students will use free response writing in preparing their planks for their platform. Students will be asked to share their views on specific topics and freely write about them to contribute to the group in order to write their overall platform for their party. They will also use their free response writing skills to help write their candidate's campaign speech that will be given in class by each candidate. Students will answer questions about events during the Civil War, Great Depression, and World War II and show the impact of the events on voters. They will be asked if the philosophical approach by the voters of certain parties changed because of these events and asked what could possibly take place that would impact their political choices in the future. Students will also be given a scenario to see if their political philosophy would change as it did for some during the Civil War, Depression and World War II. I give them a scenario in which World War III has started. A Republican President has reinstituted the draft. A Democratic candidate for President is against the draft. Would your political actions change during this time of crisis?
Guided Notes
One strategy I use (especially for standard level students) are guided notes. Students are given an outline of notes (prepared by me) with blanks filled in throughout the notes. As we discuss new topics in class, the note outline is projected on my Promethean Board and as I discuss the material I fill in the blanks and they do the same on their outline. The students will participate in discussion as we fill in the notes and will use the notes to study later on when the assessment is assigned. This allows the students to have a detailed, specific, and organized outline for the content I want them to know for their assessment, but also to incorporate into this lesson. Students will keep the new content material in their notebooks to study later for their test.
Activities
Compare and contrast activity
Throughout this unit students will be expected to develop stereotypical characteristics and philosophical approaches of the major political parties, including the independents. A great way for students to understand the qualities of the parties can be expressed with a
Venn diagram. Students then have a graphic organizer they can use and study to determine differences and similarities between the three major political participants. This can also be used to compare two to three specific candidates running in an election. Students are then asked to express their findings either orally or in writing (4-6 sentences) describing their results. This utilizes a multitude of critical thinking skills in one activity.
Politics
Students will watch the political debate between 2012 Presidential election candidates Barack Obama and Mitt Romney. Students will fill out a worksheet I have created to analyze the debate. Again, the main purpose of watching this is to expose them to political debates and how they are structured and their overall purpose. Many students at ages 15 and 16 have not taken the time to sit down and watch a political debate. Students will be asked to pick out what they believe was the strongest and weakest argument from both candidates. They will also be asked to show how a particular issue going on in the world could affect how a voter will decide whom to vote for. We will see how voters from the South refused to vote for Abraham Lincoln during the Civil War because of the fear of ending slavery. We will see how voters continued to vote for Franklin Roosevelt during the Great Depression and World War II in fear of changing political regimes during a time of crisis. They will also be able to write about the format of the debate and whether or not it was an effective measure outlining the ideals of the two candidates. The students will also need to come up with a concrete question they would have asked each candidate after watching the debate. Students will also watch excerpts of political satire to see a different viewpoint of politics. Those excerpts range from The Stephen Colbert Show, The Daily Show, and Saturday Night Live political skits as they make satirical remarks regarding the debates.
Platforms
Students will be given a formal outline to write their party's platform. This will be completed after the candidate for each party has been nominated and after the primary vote. Students will be required to write a minimum of four planks that will comprise their platform. Students will pick four major issues that their party will want to focus on. The planks will be detailed and elaborated upon. Each plank will be around a paragraph long (four to six sentences) outlining the specifics of the issue, where they stand on the issue, and what they will do about the issue.
Propaganda Creations
Students will be given examples of the seven forms of propaganda and will be required to create four propaganda posters using four different forms of propaganda. Students may use any means possible to create the poster. They can draw it or print pictures off the Internet to display their form of propaganda. The propaganda can show their candidate in a positive manner or can be negative towards another candidate. They can also use the propaganda to emphasize a political issue that is outlined in their platform. Students will be given 8 x 11 computer paper to create their propaganda, but will have the option to bring in larger poster paper to create their propaganda.
Prior Knowledge Quiz
Students will be asked to take an informal quiz about their political party affiliation. Students will be asked various questions based on specific issues happening in the United States. The student's responses are based on whether or not they agree with the statement or disagree with the statement. For each statement, agreement or disagreement corresponds with a conservative or liberal approach towards political issues. Students add up the number of conservative statements and liberal statements and try to determine if they are more conservative (Republican), liberal (Democrat), or in the middle (Independent/Moderate). Students will use this as a small resource todetermine which political party they want to be affiliated with or whether they choose to become an independent voter. 5
Day One
Students will be given a 15 minute opening activity to allow them to write a free response answer to the question, "What are your personal political views and how did you determine what those views are?" Students will write the question in their notebooks and respond to it. Students will be given the opportunity to share their written responses with the class. Students will then be given a guided notes outline to discuss. This outline will contain notes covering the basic concepts and roles of political parties, voting, and forms of propaganda. Students will fill in the notes as we discuss them in class and share their opinions. As we discuss primary elections, we will watch a 20 minute excerpt from a debate between Hillary Clinton and Barack Obama from the 2008 election. We will also watch a 15 minute excerpt from the Republican Primary debate of 2012 from South Carolina. Students will fill in the "Watching the Debate" worksheet as they watch the two debates. Students will be assigned the content vocabulary from the textbook that covers political parties and elections. They will write the key term definitions in their notebooks and will be assessed on those words on a later date. Students are to go over the philosopher's chart to discuss the early beginnings of how to ask questions to determine beliefs. Students will also fill in the event chart for information regarding the Civil War, World War II, and the Great Depression.Students will be asked to respond to the crisis situation in free response writing time to determine if a crisis situation would change their political philosophy.
Day Two
Students will be grouped into 4 to 6 depending on class size. Desks will be arranged in a manner in which the students can collaborate effectively. Each group will represent a party of their choosing. Students will be given the 30 question 'Prior Knowledge Political Quiz'. Students will be given 15 minutes to complete the quiz independently. Students are told the purpose of the quiz and are to write down whether they think they are more conservative or liberal before they take the quiz. When the quiz is complete, the quiz can help determine whether their thoughts about being conservative or liberal are accurate. After this time period, I will go over the answers in class. Students are to mark down, depending on their answer, whether each answer was a conservative response or liberal. At the end, the students will add up the number of conservative statements and liberal statements. Students will then share their responses with their group and see where they stand. The group will discuss whether they agree to be a Republican, Democrat, or Independent based on discussion and results of the quiz.
Students will then determine who will be their candidates for the primary. Each group must nominate two candidates. Within the group, at least two people will give their reasons for representing their party. The group will then have a primary vote. Whoever wins the primary vote then moves on to compete against the other groups/parties' candidates for President. Once the candidate is chosen for their party, the students will begin brainstorming on political ideals they would like to include in their party platform and write a rough draft of those ideas.
Day Three
Students will be assessed on the key terms they were to have completed on day one. Students will then finalizing their party platform. Students will be given the political party platform which is broken down into planks. A designated writer for the group will write the final version of the platform. The platform must contain four specific planks that outline specific issues facing our political nation. The candidate for the party will begin writing a rough draft for a campaign speech that will be given to the class in hopes of securing their votes. Other members of the group will start formulating ideas for propaganda posters. Students will be given 8 x 11 size paper to begin rough drafts of their propaganda. Students will make reference to their notes outline completed on day one for the forms of propaganda. Students are required to complete four different forms of propaganda for their campaign.
Day Four
Students will finalize their platform and have a final copy ready to be turned in. Candidates and other group members will help finalize a campaign speech to be used by the candidate for their group. The candidate must use the platform to help write the campaign speech. Candidates can also come up with creative ways in which they would like to present their speech (some students dress up, rap, play background music, or even create videos). Students will also be finalizing their four propaganda posters. Students will make sure they have identified the form of propaganda used and will check to make sure it is used correctly and identified on the poster. Students can start hanging up the propaganda around the room and campaigning for their candidates.
Day Five
Candidates for each group will prepare their speeches to be given to the class. The purpose of the speech is to convince the class to vote for them as they discuss their party's platform. Each group will spend about 15 minutes campaigning for their candidate. At this time, they can discuss issues with other students, show propaganda posters, portray their candidate in a "positive light", or even take time to create a negative image of another candidate. Students in the past have created skits or "ads" to portray another candidate negatively. Students are to be actively moving about the room and communicating with one another. After the "campaign process" is over, each candidate will be given five minutes to deliver the campaign speech to the class. After each speech is given there will be a question and answer session in which the voters (students) can ask the candidate specific questions about their campaign, platform, or individual opinions on different issues.
Day Six
Candidates will be given two additional minutes for last remarks and to review their platforms. Students will then be given ballots. The one asterisk that should be pointed out at this point is that I do not allow the students to vote for the candidate from their group. If I did there would be a tie for each group. This is why I stress the campaign. Each person is an individual voter and must decide which candidate/party from the class best suits their ideals. Students then vote and the votes are tallied in class. The winner is then announced and given title of President of the Class.
Reflection writing. Students are to write a reflection on the campaign process and what they learned from the activities. Students are also to reflect on why they voted the way they did at the end. Students are to reflect on whether the candidate played more of an impact on their vote or if it was the party they were voting for more because of the specific ideals it represented.
Appendix 1: Implementing Common Core Standards
Competency Goal 4 The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objectives
4.01Examine the structure and organization of political parties.
Students will examine the beginning of political parties and how the parties have morphed into the major Two Party System that we have today.
4.02 Describe the election process and the qualifications and procedures for voting. Students will write platforms, give campaign speeches, and campaign to have other students vote for their running candidate.
4.03 Analyze information on political issues and candidates seeking political office. Each student running for office will give a campaign speech on the issues they wrote in their platform. Students will be seeking political office by convincing the other students that their plan for the school is better than the other candidates.
4.04 Demonstrate active methods of promoting and inhibiting change through political action. Students will be promoting their party with campaign posters, propaganda, and voting.
4.05 Analyze consequences of compliance or noncompliance with laws governing society. Students will react to negative and positive propaganda and influences of the media onto their specific campaign party.
4.06 Describe the benefits of civic participation. Students will be engaging in the voting and election process.
4.07 Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local, state, and national levels. Each group will nominate a candidate seeking office and try to convince the other class members that he/she will be the best candidate to run their current school and be named "President" of the school Students will work primarily on Objective 4. Objective 4 outlines civic participation in voting and understanding the role of political parties and voting in the United States. Students will bring these objectives to life by participating in the project.
Resources Philosophers Chart
| Modernity <------------------------------------------------------------------------> Post Modernity Traditional and Conservative <---------------------------------> Contemporary and Liberal Authoritarian (convergent) <--------------------------------> (divergent) Non-Authoritarian | | | | |
|---|---|---|---|---|
| General or World Philosophies | Idealism: Ideas are the only true reality, the only thing worth knowing. Focus: Mind | Realism: Reality exists independent of human mind. World of physical objects ultimate reality. Focus: Body | Pragmatism: Universe is dynamic, evolving. Purpose of thought is action. Truth is relative. Focus: Experience | Existentialism: Reality is subjective, within the individual. Individual rather than external standards. Focus: Freedom |
| Originator(s) | Plato | Aristotle | Pierce, Dewey | Sartre, Kierkegaard |
| Curricular Emphasis | Subject matter of mind: literature, history, philosophy, religion | Subject matter of physical world: science, math | Subject matter of social experience. Creation of new social order | Subject matter of personal choice |
| Teaching Method | Teach for handling ideas: lecture, discussion | Teach for mastery of facts and basic skills: demonstration, recitation | Problem solving: Project method | Individual as entity within social context |
| Character Development | Imitating examples, heroes | Training in rules of conduct | Making group decisions in light of consequences | Individual responsibility for decisions and preferences |
| Related Educational Philosophies | Perennialism: Focus: Teach ideas that are everlasting. Seek enduring truths which are constant, not changing, through great literature, art, philosophy, religion. | Essentialism: Focus: Teach the common core, "the basics" of information and skills (cultural heritage) needed for citizenship. (Curriculum can change) | Progressivism: Focus: Ideas should be tested by active experimentation. Learning rooted in questions of learners in interaction with others. Experience and student centered. | Reconstructionism/ Critical Theory Focus: Critical pedagogy: Analysis of world events, controversial issues and diversity to provide vision for better world and social change. |
Political Campaign Instructions
Elections Campaigning Group Assignment
Civics and Economics
Caucus/Convention: Once you are assigned to a caucus/convention, your caucus/convention is responsible for the following materials:
Nominating a candidate to run for "Class President"
Creating a political party name and mascot
Creating a party platform (see requirements below)
Writing a campaign speech (see requirements below)
Nominee delivering the campaign speech to the delegates
Creating 4 forms of propaganda (see requirements below)
Being able to answer "media" questions (me)
Voting
Turn in all work
Creating a Party Platform
A party platform is a series of statements expressing the party's principles, beliefs, and positions on elections issues (each part is called a plank).
Write a detailed party platform describing your party's principles, beliefs and positions on at least 4 issues, policies, or activities concerning the United States. Make sure each plank is detailed and describes your party's stance on the issue and how you will solve, remedy, keep, or change the policy or issue.
Label each plank by name and describe in detail. Each plank should be around a paragraph or two in length.
Writing a Campaign Speech
As a group you will write a formal and detailed campaign speech that addresses the delegates at the convention (the class), but also the school as a whole (the voters).
The speech will be at least a page in length and will discuss your party's viewpoints (platform) as well as discussing why you are the better candidate than the others. You can make up anything you want about your candidate in the speech as long as you write about the specific issues you brought discussed in your platform.
Your speech should be written and delivered in hopes of convincing the voters to vote for you. **Your candidate will use this speech to give at least a 3 minute speech to the voters on his/her campaign issues**
Propaganda Posters
Using the seven propaganda techniques discussed in class, (see notes and pg. 336 in textbook) you will create 4 propaganda posters discussing your candidate, the issues from your platform, and/or the opposing candidates. These posters can be hung up in the class during the "campaign" to help influence voters on the issues, but more importantly in hopes that they vote for you. Poster paper will be provided for you or you can create your own. VOTE (with a catch…)
You will be asked to vote for which you think is the best candidate to be named "Classroom President". The catch is you cannot vote for the candidate in your group. You must vote for another candidate in the class (otherwise it will all end in a tie for the most part).
Party Platform Formal Outline
Party Platform
Party Name:
Group Members Names:
Plank
#1:__________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________
Plank #2
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Plank #3
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Plank #4
Bibliography for Students and Teachers
"Avalon Project - Washington's Farewell Address 1796." Avalon Project - Documents in Law, History and Diplomacy.
http://avalon.law.yale.edu/18th_century/washing.asp (accessed November 24, 2012). Details George Washington's Farewell speech and urges Americans to beware of political parties.
Baker, Frank W.. Political campaigns and political advertising: a media literacy guide. Santa Barbara, Calif.: Greenwood Press, 2009.
Resource describes the different kinds of political propaganda the students will need to understand while campaigning.
Beck, Glenn, Glenn Beck, Joe Kerry, and Joe Kerry. Glenn Beck's common sense: the case against an out-of-control government, inspired by Thomas Paine. New York: Mercury Radio Arts/Threshold Editions, 2009.
Source provides an example of conservative/Republican ideals for American politics.
Bosworth, Kris, and Sharon J. Hamilton. Collaborative learning: underlying processes and effective techniques. San Francisco, Calif.: Jossey-Bass, 1994.
Resource provides group strategies that are needed to be successful with this unit.
Brader, Ted. Campaigning for hearts and minds: how emotional appeals in political ads work. Chicago: University of Chicago Press, 2006.
Resource provides insight on the social effects of political advertisements and how they can influence political voters.
Carville, James, and Rebecca Poza. 40 more years: how the Democrats will rule the next generation. New York: Simon & Schuster, 2009.
Source provides a liberal/Democratic view on American politics.
Chester, Edward W.. A guide to political platforms. Hamden, Conn.: Archon Books, 1977.
Resource describes strategies in creating a political platform. Students will need to understand the components of writing a platform for their political party.
CMS. "www.cms.k12.nc.us." Charlotte Mecklenburg Schools. cms.k12.nc.us/cmsdepartments/accountability/spr/Progress%20Reports/20102011/Providence%20High%20School.pdf (accessed October 12, 2012).
"CNN.com - Breaking News, U.S., World, Weather, Entertainment & Video News." CNN.com - Breaking News, U.S., World, Weather, Entertainment & Video News. http://cnn.com (accessed November 24, 2012).
Resource provides examples of political speeches and videos.
Leist, Susan R., and Pamila Cornwell. Writing to teach, writing to learn in secondary schools. Lanham: University Press of America, 2006.
Resource provides strategies for improving student writing skills necessary to complete the unit.
Mann, Thomas E., and Norman J. Ornstein. It's even worse than it looks: how the American constitutional system collided with the new politics of extremism. New York: Basic Books, 2012.
Resource provides the inside look on politics not seen in the press. The positive and negative aspects of both the Republicans and Democrats in the United States.
Nardulli, Peter F.. Popular efficacy in the democratic era: a reexamination of electoral accountability in the United States, 1828-2000. Princeton: Princeton University Press, 2005.
Resource discusses the debate on the efficiency of the electoral college and whether it still works in American politics.
http://plato.stanford.edu/entries/aristotle-politics/#PolView
Stewart, Jon, Ben Karlin, and David Javerbaum. America (the book): a citizen's guide to democracy inaction. New York, NY: Warner Books, 2004.
Resource provides a satirical look at political parties in America.
Wolf, Susan. Freedom Within Reason. New York, New York: Oxford University Books, 1993.
Resource provides insight on the issues of free will and determinism.
Chicago formatting by BibMe.org.
Notes
1 Jean-Paul Sarte. Existentialism is Humanism.
https://www.marxists.org/reference/archive/sartre/works/exist/sartre.htm
3 "Background, Facts and History." Charlotte Mecklenburg Schools. www.cms.k12.nc.us
2 Wolf, Susan. Freedom Within Reason. New York, NY: Oxford University Press, 1993.
4 http://www.americanrhetoric.com/top100speechesall.html
6 http://www.smashingmagazine.com/2010/06/13/100-years-of-propaganda-the-good-thebad-and-the-ugly/
5 http://www.proprofs.com/quiz-school/story.php?title=are-you-liberal-conservative
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We understand that disciplining your child is one of the more difficult and frustrating things you may experience.
We, at C. S. Mott Children's Hospital and Women's Hospital believe in positive discipline for children. We do not recommend physical punishment, such as hitting, slapping, or spanking, as a way to respond to a child's behavior.
Therefore, C.S. Mott Children's Hospital and Women's Hospital is a "No Hitting Zone" where physical punishment of children is unacceptable.
Research* demonstrates that physical punishment creates negative long-term effects on children.
Physical punishment can lead to children who are at risk for:
Increased misbehavior, including: increased • defiance and increased aggression
Alcohol and drug abuse •
Physical injurie • s
*Gershoff, E. T. (2008). Report on Physical Punishment in the United States: What Research Tells Us About Its Effects on Children. Columbus, OH: Center for Effective Discipline.
We are here to:
Support you in managing your child's • behavior
Provide a safe environment for children •
Provide resources on positive discipline •
It is very important to:
Listen and talk with your child •
Let your child know what behaviors you • expect
Understand what behaviors to expect based • on your child's age and developmental level
EFFECTIVE DISCIPLINE
Guide and teach, not just punish •
Focus on the positives •
Praise and reward good behaviors •
"Catch your child being good" •
Be realistic—expect your child to act like a child •
Be prepared—anticipate and plan for • situations and your child's behavior
Provide your child with clear expectations •
Build structure and routine •
Be consistent and follow through •
POSITIVE DISCIPLINE
There are many ways to manage children's behavior without using physical punishment. Different methods work for children of different ages and developmental levels.
Redirect the child's attention—Distraction.
Works best for infants and toddlers who • are too young to reason. As you distract your child and direct his/her attention to something new, you may make a simple comment about it ("No touching that").
Give the child time to cool down—Time Out.
Works best for children age 3 and over for • tantrums, hitting, arguing, throwing things.
Does not work if used too often, for a long • period of time or in the wrong places.
Child should know in advance that if bad • behavior does not stop with one reminder, there will be a time out.
Parents should stay calm and not yell. •
Time out should be one minute per year of • child's age after child calms down.
Praise child for calming down and briefly • discuss unwanted behavior.
Create a chart to put stickers on to retain good habits or stop hard to break habits—Sticker Charts.
Create a chart or calendar that the child can • help decorate and explain to the child how the system works.
Works best for preschool and young school- • age children. This technique requires time and attention from parents.
Whenever the child goes a certain period of • time without doing the bad behavior or every time he/she performs the new or good behavior, place a check or sticker on the chart or calendar. Decide how many checks or stickers equals an award.
Start small – make goals reasonable for the child • to achieve.
Agree on rules and consequences for not following them as a family—House Rules.
Works best for school-age and teenage children. •
Rules don't work if the children aren't involved • in setting up the rules, or if the parents do not follow through.
Avoid trying to set up rules for everything. •
Make sure consequences are reasonable. •
Always be willing to listen to the child's reason • if he/she feels the rule was unfair.
When the rule is broken, calmly remind the • child of the rule and follow through with the consequence.
These methods of discipline support our goal of family centered care and we hope you find them helpful.
FAMILY-CENTERED CARE
Family-centered care is our commitment to delivering • safe, effective, high quality health care that focuses on and adapts to the needs of the patient and family. It's a cooperative effort between families and health care teams, and it's a philosophy that recognizes, respects and promotes the diversity, strength and culture of family relationships.
This brochure is only a brief summary about positive • discipline and alternatives to physical punishment. More detailed information about effective parenting and the specific ways to discipline your child are available in our hospital. If you have questions regarding any of the information, please do not hesitate to ask any staff or faculty member. We are here to answer your questions and help you. We hope your relationship with your child is as rewarding as possible.
RESOURCE LIST
Parenting • www.med.umich.edu/1libr/yourchild/parent.htm
Child Development • www.med.umich.edu/1libr/yourchild/devnews.htm
Family Resource Center • www.med.umich.edu/mott/frc/index.htm
Parenting Books • www.med.umich.edu/1libr/yourchild/parent.htm#books
Mott Health Care Team • www.med.umich.edu/mott/pvguide/expect_team.html
Social Work • www.med.umich.edu/mott/pvguide/support_social.html
FOR MORE INFORMATION
Mott Child Advocacy 734-936-9837 •
firstname.lastname@example.org •
U-M Mott Child Advocacy
U-M C.S. Mott Children's Hospital and Women's Hospital 1500 E. Medical Center Drive Ann Arbor, MI 48109 734-936-9837 phone
www.med.umich.edu/mott
Literature Credits: Liz Gershoff, University of Michigan, Ann Arbor; Rainbow Babies and Children's Hospital, Cleveland, Ohio; Lucile Packard Children's Hospital, Palo Alto, California for educational materials.
Executive Officers of the University of Michigan Health System: Ora Hirsch Pescovitz, M.D., Executive Vice President for Medical Affairs; James O. Woolliscroft, M.D., Dean, U-M Medical School; Douglas Strong, Chief Executive Officer, U-M Hospitals and Health Centers; Kathleen Potempa, Dean, School of Nursing.
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The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions. Inquiries or complaints may be addressed to the Senior Director for Institutional Equity, and Title IX/Section 504/ADA Coordinator, Office of Institutional Equity, 2072 Administrative Services Building, Ann Arbor, Michigan 48109-1432, 734-763-0235, TTY 734-647-1388. For other University of Michigan information call 734-764-1817.
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06???
9/2009-??K/A
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Trash Can Archaeology
Grades 2-5
The Ancients Museum Education Kit
This pre-activity is designed to help students activate prior knowledge before they explore the kit of genuine artifacts. This activity should open the dialogue in class about what archaeologists do, and how they ask questions to uncover a story. Ultimately students are building an understanding of how studying our past helps us to better prepare for our future, while cultivating respect for natural and cultural resources.
Objectives:
Students will be able to:
* Interpret how an artifact was used based on observations,
* Explain how an archaeologist uses artifacts to uncover the history of an individual or group of people,
* Apply archaeological techniques to the excavation of middens (trash).
Connection to Colorado Scoial Studies Standards:
* 2nd grade: 1.1.a, 1.1.d
* 3rd grade: 1.2.a;
* 4th grade: Nature and skills of history 2
* 5th grade: Nature and skills of history 10
Materials: trashcans from other classrooms or areas in the school filled with non-spoiling trash (or trash can also be "manufactured" by the teacher to fit a story), newspaper to cover desks and floors, rubber gloves, aprons or old shirts, chalk, pencils, rulers or a yardstick, Trash Can Archaeology worksheet (see last page of lesson plan)
Time: 1 class period
This lesson was adapted from the Archaeological Institute of America https://store.archaeological.org/sites/de fault/files/files/Trash%20Talks-edited.pdf
Background
Archaeologists are the scientists who study the remains of past civilizations or groups of people. Archaeologists look at the things people from long ago have left behind. They are interested in how people lived, their houses, clothes, bones and even their garbage! In fact, a garbage site is one of the best places to find artifacts of the past. Artifacts are things made by human beings that are important clues to understanding what people did in the past. The places where ancient humans left behind these artifacts are often garbage sites. Scientists call them middens.
Archaeologists know that people need certain things to help them stay alive. These include easy access to water, trade and migration routes, and food sources. With this knowledge and some research, archaeologists can locate the most likely places where people may have lived. Archaeology is a bit like putting a puzzle together that has lots of pieces missing.
Trash Can Archaeology
Prepare ahead of time: Teachers can manufacture their own trash to tell a specific story or ask teachers in other classrooms for permission to use their trash.* Trash must be carefully monitored so that it does not include materials that could pose a hazard to students such as broken glass, food items, used dental floss etc.
*Note: due to concerns over COVID-19, teachers should use trash from their own classroom or manufacture trash in order to ensure student safety
Suggested Procedure:
1. Show students the following video: https://youtu.be/qMzpA5oCGNY
2. Ask students where they think archaeologists are most likely to find artifacts.
a. A number of answers are acceptable, be sure that students understand the difference between archaeolo gy and paleontology (the study of past animals and plants)
b. If students do not mention it, be sure to tell them that archaeologists can find a lot of information in the trash that people left behind in the past. Archaeologists call this trash middens.
3. Inform students that they will be doing their own archaeological investigation. Divide the class into small "excavation crews" of 3-4 students and have them cover their work area with newspaper or plastic sheeting.
4. Distribute trash cans and rubber gloves to each excavation crew.
5. Introduce the term stratigraphy, the study of soil or rock layers. Draw a simple diagram on the board showing three strata. The most recently deposited levels are on the top and the older levels are on the bottom. Point out the different strata or layers of soil and artifacts.
Ask your students to answer the following questions:
* Which is the newest layer? (Usually the top layer).
* Which is the oldest layer? (Usually the bottom layer).
* Why does this happen? (The layers of soil and artifacts build up over a long period of time due to the effects of human activity and to natural causes.)
Over time, things and places get covered up and buried. When something lays on the ground day after day, year after year, leaves fall on it, dust blows, and little by little it slowly gets covered up.
6. Explain to the class that they will excavate and compare three levels in each trash can. The depth of each level will depend on the size of the can. For example, a 15- inch trash can will have three 5-inch layers. You might want to draw chalk lines on each can to designate the three levels. These marks are simply guidelines, so your students should not be too worried about excavating a perfectly even level. They can also try holding a ruler or yardstick inside the can to help them keep track of their levels. They should be careful not to mix or stir the contents of the can with the yardstick.
Trash Can Archaeology
7. Excavate each container piece by piece. Remind the students that they are a crew and must keep pace with each other. They should place all of the items from each level in three separate piles. Label the work surface using the chalk so that the piles for Level 1, Level 2 and Level 3 are distinct.
8. Instruct students to sort the artifacts found in each layer into categories. Many categories are possible.
For example:
-material: plastic, paper, metal
- color: red, white, multi-colored
- type: food items, tools, sports equipment
-theme: food-related items, tools
-combinations of the above: plastic tools and food containers.
The point of categorizing is to make order out of a jumble of materials. Students may change their minds about their categories and, if so, should discuss why categorizing was difficult and why they changed their minds.
9. After excavation, have students fill out the Trash Can Archaeology worksheet.
10. Discuss the results with the students.
Discussion topics include:
a. What conclusions can the students draw from the excavations?
b. Is the information different or the same from each trash can? Does this indicate anything about the location of the trash cans when they were being filed?
c. How accurate do the students think their interpretation is, given the amount and type of information they recovered?
d. Do the trash cans provide all the information that they need to understand what took place? What information is missing?
e. Why is it important to keep the artifacts in each level together? What would happen if an archaeologist was not careful and combined the artifacts from different layers?
f. What would happen if someone removed an artifact from its original layer and brought it to an archaeologist? Would an archaeologist be able to gather as much information from that artifact as he or she would if it were left in place?
Date:
TRASH CAN ARCHAEOLOGY
1. What categories of artifacts did you find in each layer?
Layer 1:
Layer 2:
Layer 3:
2. What differences do you see among the layers?
3. Where did the trash can come from?
4. Who were the people who discarded the trash?
5. How many people were there?
6. What might be missing from the trash, and why? | <urn:uuid:67fe78a5-17bb-4e70-8e63-806031d30840> | CC-MAIN-2020-40 | https://museumofwesternco.com/wp-content/uploads/2020/08/Lesson-1-Trash-Can-Archaeology.pdf | 2020-09-22T10:29:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00239.warc.gz | 513,800,591 | 1,571 | eng_Latn | eng_Latn | 0.998792 | eng_Latn | 0.998736 | [
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P5 Study Programme Unit 5: Finance
Co-op shares compared to private enterprise shares
In 1844 the first of the modern Companies Acts compelled partnerships of > 25 persons to allow free transfer of shares. This threatened the very basis of co-ops because anyone inc. non-members could acquire shares. The Act of 1852 called shares in IPSs "subscriptions" and required holders to dispose of them only by selling them back to the society, or at least obtaining consent of the board to transfer to someone else. [GDH Cole].
Share capital & loan capital: the Act also limited the members' holdings of share capital to £100 (today £100,000) and loan capital to 4 times the amount of share capital.
At the time, limited liability had still not been granted to IPSs and therefore not to co-ops. Was finally granted in 1862, and this made it feasible to establish CWS the following year. Act of 1862 also doubled share capital limit to £200 and removed limit on loan capital. Act of 1867 removed limit of £200 that one co-op could invest in another.
Raising capital
Borrowing from members
Borrowing from banks/finance institutions
De facto control of the co-op
Borrowing from the co-op movement
Rootstock
One of the most successful features is Rootstock, another example of "The whole is greater than the sum of the parts". Member co-ops (and individuals too?) can lend money to Rootstock, which rapidly accumulates funds which are then lent to member co-ops, to expand their housing capacity or to buy out mortgages, thus saving on commercial-level mortgage repayments.
Solidfund
Co-operative banking
What CWS did
Idea: credit unions and co-ops
Taxation
Taxation of a co-operative is done in alignment with its legal form. Eg. Principle 5 is a co-op but its legal form is company, so it pays tax exactly like a company, and its accounts are structured just like a company's accounts.
But a co-op which is registered as a co-op has a slightly different way of working out corporation tax and a corresponding difference in how the accounts are done, which can make the amount of tax significantly different (example below).
The Act of 1852 we looked at above also required IPSs to pay tax on trading profits – this affected the Rochdale Pioneers in their early days. The IPS Act of 1862 exempted co-ops from tax on trading profits. (However, members' personal gains – dividend and/or interest on loans – were liable to personal taxation, although few working class people earned enough overall to be taxed). In 1879 this was looked at again in depth by the government, but remained unchanged for consumer co-ops [GDH Cole p.122]. But in 1880, producers co-ops were found to be liable for profits tax.
In 1920, tax on profit was re-vamped and called "Corporation Profits Tax", and all co-ops were included as liable until 1924 when the Labour government repealed that.
Some time after that (can't find when for now!), law changed again and co-ops have been liable for corporation tax ever since... but there's a difference in the way it works, as follows:
"Profit & Loss" account for private companies
* * *
"Profit & Loss" account for co-operatives
* * *
"Mixing it" with private enterprise
Private enterprise wholly-owned by a co-op / several co-ops
Joint venture with private enterprise: Co-op Travel, Co-op Bank, Unity Trust Bank
Employing non-members
(including contractors)
CWS production units – factories, dairy in Lancashire, bakery
Bolivia mining /utilities co-ops
Co-ops in Cuba – labour legislation | <urn:uuid:0faad4c9-0223-47b4-88e1-4ba7f4f8a136> | CC-MAIN-2020-40 | https://www.principle5.coop/wp-content/uploads/2017/02/Unit-5-Finance.pdf | 2020-09-22T12:22:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00242.warc.gz | 1,029,378,378 | 814 | eng_Latn | eng_Latn | 0.983903 | eng_Latn | 0.997827 | [
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Year 9 – Spring term learning program
Depending on your current level of maths some students may need to review year 7 and 8 lessons first. More able students should complete additional lessons within each topic to extend themselves.
| Subject – Geometry and measures | | | Complete |
|---|---|---|---|
| Topic - Translations | | | |
| Translations | | | |
| Topic - Reflection | | | |
| Reflecting shapes in the x and y axis | | | |
| Reflecting shapes in the line y=5 x=6 | | | |
| Reflecting shapes in the line y=x | | | |
| Topic - Rotation | | | |
| Rotation about a centre part 1 | | | |
| Rotation about a centre part 2 | | | |
| Topic - Enlargements | | | |
| Enlarging shapes | | | |
| Enlargement with a centre of enlargement | | | |
| Topic - Bearings | | | |
| Rules of bearings | | | |
| Introduction to bearings Part 1 | | | |
| Introduction to bearings Part 2 | | | |
| Topic - Loci and Constructions | | | |
| Perpendicular Bisector | | | |
| Perpendicular line from a point on a line | | | |
| Perpendicular line from a point to a line | | | |
| Angle bisector | | | |
| Subject –Statistics and probability | | | |
| Topic - Averages | | | |
| Calculating the mean of grouped continuous data | | | |
| Calculating the mean of grouped discrete data | | | |
| Topic - Finding the median | | | |
| Finding the Median of Grouped Data | | | |
| Topic - Scatter Graphs | | | |
| Types of correlation | | | |
| Plotting scatter graphs | | | |
| Topic - Frequency Polygons | | | |
| Plotting frequency polygons | | | |
| Topic - Venn Diagrams | | | |
| Introduction to Venn diagrams and key words | | | |
| Set notation exam style question | | | |
| Shading Venn Diagrams A ∩ B & A | U | B | | | <urn:uuid:f471a31f-2df9-4b55-95c0-b2c33672356e> | CC-MAIN-2020-40 | https://www.bigbrainmaths.com/_material/learning-programmes/y9/y9-spring-learning-programme.pdf | 2020-09-22T12:10:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00243.warc.gz | 761,598,777 | 576 | eng_Latn | eng_Latn | 0.997448 | eng_Latn | 0.997448 | [
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[ INTENTIONAL RELATIONSHIPS ]
HOSTS & GUESTS
Have you ever been a guest at a party? Then you know that guests don't have a lot of responsibilities. They might have a few conversations, or run into a friend they know, but for the most part they can just sit back and enjoy the party. Hosts are a different story. A host is responsible for planning, getting food, setting up the venue and even welcoming and introducing guests to others. Hosts take the initiative in relationships. They are intentional about them. You must do this too. You must see yourself as a host, not a guest, in your daily life and go out of your way to connect with others and provide for them.
FAMILY ACTIVITY
They should create menus, set ambiance, cook food & plan dinner conversation or games.
Challenge your kids to host a dinner for the family.
Menu Ideas
Paninis & Soup Salad & Pasta Night Breakfast Snack Dinner
Atmosphere
Candles & Tablecloth Mood Setting Music Floor/Table/Outside Informal/Formal
Conversation
Dream Vacations Would You Rather Guess the Movie Historic Trivia
Click here for additional ideas for creative ways to stay connected
DISCUSSION QUESTIONS
1. Think of a few people in your life who are good hosts. What makes them good hosts?
2. Why is it important to make others feel comfortable?
3. How would relationships change if everyone took more initiative?
HOME CHATS
STAYING CONNECTED
Connections can be hard to come by, even when you aren't quarantined by Coronavirus. That's why it's amazing when you see people in isolation still finding ways to connect. People around the world are exercising together from their balconies, playing music together and utilizing video chatting technology to create together and solve problems. All this is only possible when people focus on being hosts, not guests, to those within their influence.
No where is this a bigger challenge than in our own families. Sometimes the people you know the best are the ones who you tend to make the least effort toward. May that not be true of our families during this time. The Coronavirus should be a reason to come together, and it's time we started taking initiative with those we love the most. So, what could you do to care or connect with others this week?
Make Music Together
When thousands were put into quarantine in Italy, it didn't stop them from connecting. Instead, they played music together. Have your family grab instruments (real or make-shift) and make music together. Record and post it with the hashtag #HabitudesHomeChats for a chance to be featured on the Growing Leaders Instagram @growingleaders | <urn:uuid:62c4c5d7-ed07-43fd-b863-705a46b07117> | CC-MAIN-2020-40 | https://www.rlasouthbend.com/uploads/7/3/3/8/73387269/habitudehomechatshostsguests1.pdf | 2020-09-22T10:18:56+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00243.warc.gz | 1,037,859,737 | 559 | eng_Latn | eng_Latn | 0.998254 | eng_Latn | 0.998254 | [
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The Writing Centre
Room SN-2053 Science Building
Tel: 864-3168
http://www.mun.ca/writingcentre
Hours:
Determined on a term-by-term
basis.
Please call, drop by, or check our webpage for current hours.
QUOTING VERSUS PARAPHRASING VERSUS SUMMARIZING
(APA Version)
Quoting
including in your text exact words from a source. The source material must be enclosed in quotation marks, unless it exceeds 40 words, in which case it is presented in a double-spaced, indented block without quotation marks. Page numbers, where applicable, must be cited.
Paraphrasing
restating someone else’s words in detail, using your own words, phrasing and sentence structure! Page numbers, where applicable, must be cited.
Summarizing
condensing a passage from a source - or condensing an entire work - to convey its main points or message. Again, you must use your own words, phrasing, and sentence structure. Cite page numbers only if you are summarizing particular passages from the original.
Guidelines for Using Quotations (Troyka, Buckley, & Gates, 1996, p. 545)
1. Use quotations from authorities in your subject to support what you say, not for your thesis statement or main points.
2. Select quotations that fit your message.
3. Choose a quotation only if
a. its language is particularly appropriate or distinctive;
b. its idea is particularly hard to paraphrase accurately;
c. the authority of the source is especially important to support your material;
d. the source's words are open to more than one interpretation, so your reader needs to see the original.
4. Quote accurately.
5. Integrate quotations smoothly into your prose, paying special attention to the verbs that help you to do so effectively.
6. Avoid plagiarism. Always document your source. Enclose quotations in quotation marks. Even if you do not use the entire quotation in your paper, the quotation marks signal that all words they enclose are words quoted directly from a source.
(Troyka, 1999, p. 559)
Paraphrasing
Paraphrasing enables you to maintain greater command of your text than does the inclusion of numerous quotations. The mental process you go through in developing an effective paraphrase also helps you immeasurably in coming to grips with someone else's ideas.
In the text The St. Martin's Handbook for Canadians, 2 nd edition (1995), authors Lunsford, Connors, and Segal suggest that one effective way to avoid plagiarism in your paraphrasing is to produce a paraphrase "without looking at the source." Only after you've produced your paraphrase should you compare it with the original, to ensure that you've neither used the original's words and phrasings nor misconstrued its meaning (p. 197).
Guidelines for Writing a Paraphrase
1. Say what the source says, but no more.
2. Reproduce the source's emphases.
3. Use your own words, phrasing, and sentence structure to restate the message. If certain synonyms are awkward, quote the material – but resort to quotation very sparingly.
4. Read over your sentences to make sure that they do not distort the source's meaning.
5. Expect your material to be as long as, and possibly longer than, the original.
6. Use verbs that help you integrate paraphrases smoothly into your prose.
7. Avoid plagiarism.
8. As you take notes, record all documentation facts about your source so that you can acknowledge your source accurately to prevent plagiarism.
(Troyka, Buckley, & Gates, 1996, p. 551)
CITING TWO OR MORE SOURCES IN ONE REFERENCE - APA
If more than one source has contributed to an idea or opinion in your paper, cite the sources alphabetically in one set of parentheses; separate each block of information with a semicolon.
Conceptions of personal space vary among cultures (Morris, 1977; Worchel & Cooper, 1983).
(Troyka, 1999, p. 620)
References
Lunsford, A., Connors, R., & Segal, J. Z. (1995). The St. Martin's handbook for Canadians (2 nd ed.). Toronto: Nelson Canada.
Troyka, L. Q., Buckley, J., & Gates, D. (1996). Handbook for writers(1
st
Canadian ed.).
Scarborough: Prentice Hall Canada, Inc.
Troyka, L. Q. (1999). Handbook for writers (2nd Canadian ed.). Scarborough: Prentice Hall
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Year 7
('The Visual Elements and Portraiture' Project- students half year rotation with Textiles)
Year 8
('The Everyday' Project- students half year rotation with Textiles)
Year 9
(Introduction to sketchbook and artist analysis C1, Natural Forms C1 & C2)
Year 10
(Portraiture and Identity C1 & C2, Unit 6: Critical and Contextual Studies C3 )
Year 11
(Portfolio – working to a brief)
Careers and Curriculum Links – Art
Cycle 1
Cycle 2
Cycle 3
1) Introduction to the subject 'soft' skills lesson - explicitly links to the skills required by all employers as well as creative careers.
2) Looking at the work of a range of other artists and designers highlights these as career options. Students learn how to be an artist or designer.
3) Media experimentation - students explore how artists, graphic designers, illustrators and photographers work and what is deemed as good professional practice.
4) Process – understanding how artists and designers create work.
Artists/ Designers could run creative workshops and discuss their own careers.
Colour Archives to visit to discuss creative jobs.
Visits to exhibitions where applicable exposes students to careers as artists, designers, curators, marketing.
1) Re- introduction to the subject soft skills lesson - explicitly links to the skills required by all employers as well as creative careers.
2) Architecture focus within the theme – students explore how wide ranging creative subjects interlink, including Architecture and looking at career opportunities through architecture such as architect and heritage industry.
3) Looking at the work of a range of other artists and designers highlights these as career options. Students learn how to be an artist or designer.
4) Mixed media experimentation - students explore how printmakers, illustrators and photographers work.
5) Process – understanding how artist and designers create work/products.
Artists/ Designers/ Architects could run creative workshops and discuss their own careers.
Colour Archives to visit to discuss creative jobs.
Visits to exhibitions where applicable exposes students to careers as Artists, designers, curators, marketing.
Media experimentation unit (Natural Forms) – students explore new skills and learn how artists, designers, printmakers, photographers and illustrators work.
Artists and designers could lead specialist workshops/ critiques/ discussions linking to their careers in creative industries Visits to YSP or the Hepworth to expose students to how Artists work in addition to careers as curators and marketing.
Portraiture and Identity Unit – working and thinking like an artist / graphic designer/ photography/ illustrator and printmaker.
Visits to art galleries or artist studios to expose students to careers in art.
Portraiture and Identity Unit – working and thinking like an artist / graphic designer/ photographer/ illustrator and printmaker Working like a designer to a brief mimic that of designers and artists working in the creative industries (as well as freelance or owning your own business.)
Creatives from the fine art industry and artists could be brought to discuss careers/ critique work/ or lead workshops.
Design Agencies could set a live brief for students to work from -Students could visit local agencies.
Visits to local art events could be planned where possible (Leeds City Gallery workshop events/Salts Mill workshop events/Yorkshire Sculpture Festival). Gallery and exhibition visits (where relevant).
Working like an artist/designer to a client brief reflect the climate in the creative industries.
Unit 2 Exam – Responding to an external brief and producing a portfolio of work reflecting how artists work in industry.
Creatives from the art industry or artists could be brought to discuss careers/ critique work/ or lead workshops.
Design Agencies could set a live brief for students to work from - Students could visit local agencies.
Producing a portfolio exposes students to wide ranging creative careers including web design, marketing, and graphics. Students are now fluent in visual language so understand how to effectively market their own brand/ business.
Careers and Curriculum Links – Art
1) When could/do you make explicit links in lessons to a particular career that the subject matter/skills are relevant to? Please highlight these on your SOW. (Gatsby Benchmark 4 – Linking curriculum learning to careers)
2) Are there any opportunities that you have planned/could plan to invite employers/businesses in that would make students more aware of employment opportunities in your field? (Gatsby Benchmark 5 - Encounters with employers and employees)
3) Do you/could you run any expeditions that expose students to potential employment routes/employers? (Gatsby Benchmark 6 - Experiences of workplaces | <urn:uuid:96d584d5-d09b-4f2c-a05e-5eb7ae26487e> | CC-MAIN-2020-40 | https://www.dixonsta.com/uploads/files/Careers-Curriculum-Links-Art.pdf | 2020-09-22T10:46:03+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00245.warc.gz | 794,318,293 | 938 | eng_Latn | eng_Latn | 0.997047 | eng_Latn | 0.99741 | [
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Colchester Archaeological Group
Registered Charity No. 1028434
ANNUAL BULLETIN VOL. 39 1996
- Bronze Weight from Magdalen Street
- Seal Matrix from Windsor
- Lead object from River Colne
Winter Lectures 1996-97
28-38
This copy has been scanned from the original, and as far as possible the original format has been retained Page numbers given are the same in both editions, and should correspond to those given in the Bulletin Index, though occasional words or sentences may have strayed forward or back by a page.
No part of this publication may be reproduced, stored or transmitted without the prior permission of CAG.
Please apply in writing to the Honorary Secretary at the following address:
Honorary Secretary Colchester Archaeological Group c/o 27 Alexandra Road Colchester Essex C03 3DF
Committee 1996/97
Colchester Archaeological Group
President: Mr David T-D Clarke
Mr V M Scott Chairman
"Waverley"
Larksfield Road, Stutton
Ipswich
IP9 2RZ
Tel: (01473) 328753
J Mallinson
Vice-Chairman
1 The Mount
Colchester C03 4JR
Tel: (01206) 545969
MrAJFawn Honorary Treasurer
2 Silvanus Close
Colchester C02
Tel: (01206)545887
Mrs P Brown
Honorary Secretary
172 Lexden Road
Colchester C03
Tel: (01206)575081
Mr R W S Shackle Bulletin Editor
10 Morleys Road
Earls Colne C09
Tel: (01787)224542
Other Members
Notes from the editor
Once again we must thank Pat Brown for an excellent list of speakers, everyone who helped with the projector and those members who have diligently produced the weekly lecture summaries. I must thank Andy Roper for producing the layout.
Summer Outings 1996
Visit to Hylands Park, Writtle -Monday 29th April
About 30 members travelled by car for an evening visit to Hylands Park, near Chelmsford, a Queen Anne house dating from 1728. We were shown round by Nick Wickenden who explained how Chelmsford Borough Council is renovatin2 the house. The entrance hall and one room are complete but there are several large rooms still to renovate.
Walk from Lexden Tumulus to Sheepen Dyke - Monday 20th May
Mark Davies again led this year's evening walk. We were allowed into a private garden to examine the Lexden Tumulus. The garden also contained several enormous Wellingtonia trees each well over 100 feet high. We then walked to the Sheepen Dyke and along the fields near North Station where the Borough Council is planting thousands of trees. We were shown where the Group excavated some Roman pottery kilns.
Day out to Norfolk - Saturday 15th June
About 50 members visited Castle Acre by coach. We were shown round by Helen Paterson. We went first to the Ostrich Inn where we had coffee in the garden. We then looked round the medieval parish church with its excellent painted screen. Helen then took us to the Castle mound and explained how the castle evolved. We then moved on to the Cluniac Priory which is a splendid well preserved monument. The Prior's house was particularly interesting with its wall paintings and moulded beams.
Summer Party - Monday 15th July
The summer party was at Tendring in the barn belonging to David & Angela Grayston. The usual good food was organised by Hazel West and Pat Brown. There was a raffle with prizes provided by members. There was an interesting quiz involving old farm implements.
National Archaeology Day at Great Tey - Sunday 15th September
The Group organised a National Archaeology Day at Great Tey. There were lots of things to see and do throughout the day. Most of the activities were based at Great Tey Village Hall but there were things to be seen in other parts of the village. Diana Freeman put on a display of old photographs in main hall. Jane Pearson gave a lecture on Great Tey in the 18th century. Mike Matthews organised fieldwalking. Richard Shackle led a walkabout in the central part of the village to look at the old buildings. Pat Brown showed people round the church. Refreshments were available all day. They were organised by Betty Young, Ida McMaster, Kath Evans, Pat Brown and other helpers. Excellent cakes were provided by members.
Obituary
Frederick Hugh Thompson
Those members who attended the Salt Weekend run by the Group in September 1974 will have noted the death of Hugh Thompson, then Assistant Secretary, later General Secretary of the Society of Antiquaries, on 24 th October 1995 with regret. Although he modestly avowed no more than a limited knowledge of the archaeology of salt making in his forward to "Salt" (the proceedings), he proved an admirable chairman of the conference. He immensely contributed to its success and his passing should be recorded here in appreciation.
Losing Savour: the Decline of Essex Salt
by , James Fawn
Salt is not a commodity that springs immediately to mind when considering a nation's resources in the same way that oil, gas, coal and iron do. Yet Britain produces annually about five million tons a year. Although the bulk goes on icy roads, into chemical manufacture and other industrial outlets, the traditional use in food to preserve as well as enhance flavour still absorbs an appreciable proportion of the output. Before refrigeration, the availability of salt was an even more important consideration and evidence of its production goes back into prehistory. This discussion is more modern in scope, being principally a review of some Essex salterns of the seventeenth, eighteenth and nineteenth centuries, based on published and unpublished evidence, which aims to show what happened to a once widespread industry.
A brief description of the taxation of salt is relevant at this early stage because of its effect on production generally. Salt may now seem an odd commodity to tax, but it was an important revenue earner in this country over a long period of time. The Romans taxed it and in medieval Britain it attracted customs duty when imported or exported. During the Civil War, Parliament imposed a specific salt tax, but that on home-produced salt was unpopular and later repealed. After re-imposition in 1694 (5 & 6 Will. & Mar. c.7) to pay for war, it was continued and was Gradually increased throughout the eighteenth century, apart from two years grace, 1730-32. Like that on alcohol today, it became a considerable proportion of the price and necessitated strict licensing regulations to prevent evasion, an important principle being to tax at the source of manufacture. After reaching a peak in the Napoleonic wars, the tax was abolished in the 1820s to aid the rapid growth of the chemical industry for which it was a basic raw material.
Salt is available naturally from three sources: the sea, inland brine springs and underground rock salt deposits. Manufacturing from the first two takes place near the source since the finished solid salt is easier and more economic to transport than the brine. Rock salt is as easy to move as finished salt and so, after the nation's main deposits were discovered in Cheshire in 1670, it was shipped to salterns round the coast of England and Wales for refining locally.
Extraction and refining from the three sources depends on either natural evaporation, preferably with the aid of a strong sun, or on forced evaporation using a fuel to provide heat. Because seawater contains less than 3% salt whereas brine from springs may have as much as 20 to 28% the former requires nearly eight times as much fuel as the latter to evaporate and moreover takes more time further adding to manufacturing costs. Thus the inland brine sources have a considerable economic advantage.
Nevertheless sun and seawater are free and some coastal salterns were able to economise in fuel by evaporating naturally in large shallow pits or sun-pans as a first stage. The resulting strong brine was then transferred to a heated metal pan for further concentrating until the salt crystals appeared and were scooped out. The salterns at Lymington. Hampshire in the eighteenth century operated in this way. Their sea-salt finding a ready market on the south coast, in London, and in preserving food for the Navy.
Inland salterns using fuel heat did not require sun-pans. Production from springs and wells in Cheshire and Worcestershire started in prehistory. The Romans introduced lead boiling pans and the method of manufacture continued with little change throughout the medieval period. With improvements in the performance of pumps and the advent of powerful steam engines towards the end of the eighteenth century, the forced circulation of water through the underground salt deposits became feasible. This produced a consistent increased flow of strong brine that allowed increased production and gave the inland salterns a further competitive advantage. The inland saltems. Cheshire in the particular, had easy access to coal and improving transport enabled them to supply their product further afield. The competition from them and also from sun-pans in the hotter climes of France, Spain and Portugal was of considerable concern to the British coastal salterns from the seventeenth century onwards.
Yet Cheshire came to the tatter's aid with the discovery of rock salt. They could ship in the lumps of coarse salt. contaminated and discoloured by impurities, and dissolve it in sea-water to form a strong brine which would need no more fuel to evaporate than the brine from inland springs. The insoluble impurities would fall to the bottom of the dissolving tank and the clear brine would be decanted to the evaporating pan where most of the soluble impurities would be removed in the course of crystallisation. This refining process, which was known as `salt on salt' (e.g. Defoe, 1727), could be readily adopted by the coastal salterns, for the crystallisation stage was similar to that for seawater. A dissolving tank would be required, but the sun-pans would be redundant. Production would no longer be dependent on the time of year or on the weather. Even with the expense of shipping rock salt round Land's End. a sufficiently large salt-works using 'salt on salt' could prosper and drive a small neighbouring works evaporating seawater only out of business.
After this discovery the refining of rock salt spread rapidly throughout the coastal salterns, although there were exceptions such as at Lymington where the market was favourable and in the Tyne area where coal was cheap. Within seven years, salt makers on the North Wales coast were refining Cheshire salt (Fiennes, 185). The 1694 Salt Act allowed tax abatement from losses resulting from the breaking-up of rock salt and stated that "salt made by melting (i.e. dissolving) and refining of rock salt may not ... be charged more than other English salt." The spreading trade in rock salt became difficult to regulate and led to evasion of tax. Hence, in 1702 another Act (1 Annea St 1. c) laid down that refining should take place within "10 miles from the pit or at such places as upon or before the tenth of May 1702 shall have been used for the refining of such salt." In other words coastal salterns which had not refined rock salt before May 1702 could not do so legally in future. Later Acts allowed a few exceptions as will be seen. but generally the restrictions remained until the end of the salt tax and obviously had a considerable effect on the structure of the industry. It gave the established local refiner an overwhelming advanta0e since a new competitor could not start refining in opposition. Thus in the late seventeenth, eighteenth and early nineteenth centuries, coastal salterns had to contend with innovation and fiscal regulation, both challenges which constantly every enterprise meets in every age. The following discussion of three Essex salterns shows how they met those challenges.
Bounds Farm, Goldhanger
The existence of the salt works at Bounds Farm, Goldhanger, is supported by excavation and documentary evidence. When Henry Laver and E A Fitch visited the site in 1889, they saw the excavations being conducted by Mr Francis, which were later recorded in a commonplace book (Laver 1894). Two slightly differing versions have been published, one based on information given personally by Laver (Miller Christy 1906, 201) and the other copied directly and accurately from the book (Benham W G, 1943). Another reference (Fitch 1905, 69) mentions the site and confirms Francis as the excavator.
In Christy's version, Laver expresses regret that he did not have a plan drawn to scale: it would indeed have been a valuable record. His description suggests that the saltern was similar to those shown in early illustrations such as Fig 1. The excavations revealed a small 'well' which may have been a brine holder, some shallow brick 'tanks' with double walls which were perhaps flues with baffles to heat lead or iron tanks set upon them and a 'furnace'. The finding of some coal on the site suggests that iron pans, which could withstand a strong heat, were used; the retrieval of some pieces of lead may indicate the use of wood fuel at an earlier stage in the life of the saltern. Francis was the occupier of the farm in 1889 and he was obviously engaged in field drainage when his men came upon the saltern under "about three feet of red and black soil". The excavations were thus agricultural rather than archaeological which probably explains why they were not reported at the time. Further speculation on the construction and operation of the saltern would be difficult to substantiate owing to the paucity of information, but consideration of documentary evidence concerning location and dating is more rewarding.
The earliest salterns found at Bound's farm are late Iron Age red hills, two of which are described in the second report of the Red Hills Exploration Committee (Reader. 1910, 67-77). Reader partly excavated one of these mounds, which he designated Goldhanger VIII, principally to investigate a series of nine flues found just below its surface. They appeared to be of somewhat later date than the red hill itself (Fawn et al, 24-25), but were certainly not part of the postmedieval saltern. However, the following evidence suggests that the latter was not far from Goldhanger VIII.
An entry in the Epiphany sessions of 1651 reads "11 Jan 1650/S 1. Rob. Grant of Goldhanger for not laying a wholve in the (sea) wall leading from the salt-house to Goldhanger church, the path being flowen with water for want of same." (ERO Q/SR347/29: Benham, M, 15). "The salt-house" suggests that there was only one saltern in the parish at the time and that it was a roofed building. It was evidently close to the (sea) wall, either inside or outside. Another document, the Calendar of Records, gives "15 July 1650. Tho. Saffold of Goldhanger, salt-boiler, to answer the inhabitants of Goldhanger" and thus records the salters name (ERO Q/SR 345/83: Benham, M, 40).
Chapman and Andre's map indicates that the sea wall of 1777 was inland of the present wall and Fig 2 shows the relative positions of the two walls at Bound's Farm; allowance for the less accurate earlier map should be made. The later wall presumably dates from 1789 when Thomas Lee, the then landowner, reclaimed thirty acres on the west side of Goldhanger creek. The cutting -off of the head of the creek took place later still, between 1805 and 1839 (Benham, M).
The assumption that the 1777 wall was that mentioned in the Epiphany sessions of 1651 is reasonable since its line across the then head of the creek led directly northwards to Goldhanger church as described in the entry. A concomitant assumption is that the saltern lay close to it and not to Lee's later wall.
Laver's (1894) description of the excavation site provides supporting evidence. He states that the saltern lay partly "in the field below the farm house ... next to a grass marsh just inside the sea wall" (i.e. the 1789 wall) and partly "in the ditch and bank and in the adjoining part of the next field to the east side of it" where there was "a slightly raised portion of both fields." This description fits the two fields in Fig 2 named Twelve Acres and Hither Fish Pit Marsh, which still have slightly raised portions along the bank and ditch which separates them.
Of the fields shown on Fig 2, Twelve Acres contains the red hill Goldhanger V and Further Fish Pit Marsh contains Goldhanger VIII. Since its excavation by Reader, the site of the latter has been occupied first by a sewage plant and now by Goldhanger Sailing Club. During his excavations in the autumn of 1907 and 1908, Reader briefly investigated Hither Fish Pit Marsh, which he found "remarkable for the number of artificial works it contains." He speculated on whether some tank-like depressions were fish pits or salt pans. He also recorded a brief excavation in the form of small trial holes dug into mounds close to the "slightly higher cultivated land" adjoining the farm. The cultivated land would be Twelve Acres. The mounds are shown as a and b on his Fig 3 (Reader 1910, 70/7 1), here Fig 2. and must surely have been Laver's 'raised portions.' He found only ordinary clay soil, but the work may not have been extensive or deep enough to uncover Laver's 'red and black soil.' Surprisingly, Reader makes no mention of Laver's observations of Mr Francis's work even though Christy had just published his version in Essex Naturalist.
The extract from the Calendar of Records of 1650, to the effect that Saffold had to answer to the inhabitants of Goldhanger for a misdemeanour may well indicate the date of closure of the Bound's Farm works. Certainly it is unlikely to have survived the century, as will become apparent by the end of this article where the general decline of local salterns is discussed.
Heybridge and Maldon
The location of the next group of salterns has been subject to some debate. Miller Christy (1906, 200) quotes from Morant's Goldhanger entry (1768 2, 389b) "Here is considerable Saltwork, in which is used Rock Salt, brought from Cheshire, mixed with the sea water." Christy goes on to say that "This establishment was, apparently still working at Goldhanger in 1819." when Cromwell wrote: "The salt-works here are considerable. Rock-salt from Cheshire was formerly used; but, in consequence of the erection of very extensive works by Messrs. Bridges. Johnson, and Co, the manufactory of salt from sea-water by steam has been practised with considerable success." (A Gentleman, i.e. Cromwell, i, 37). In all probability, Cromwell here confuses the `very extensive works' of the firm named (which appear to have been, in reality, in the adjoining parish of Heybridge) with the earlier salt-works at Goldhanger. Christy then gives Laver's description of the salt-works at Bound's Farm and surmises that they were "very likely those mentioned by Morant" (1906, 201).
Morant took his passage about the Goldhanger Saltwork, where the salt on salt process was evidently in use, from his predecessor Salmon (1740, 458b). More clearly than Morant, the latter places the works in the manor of Fawlty. This manor did not include Bound's Farm and so Christy's surmise is open to question. Evidence for other salterns in the vicinity, including the Bridges. Johnson works. must be sought and so a brief survey of the area follows.
In the eighteenth century and for most of the nineteenth, before recent boundary changes, the left bank of the Black-water estuary facing Collier's Reach ran through four parishes, Heybridge, Great Totham, Little Totham and Goldhanger, within the short distance of a third of a mile. The area, between the present day Heybridge Basin and the present day Vaulty Manor in the form of an inverted L (Fig 3), was the scene of considerable commercial activity. Before the advent of the Chelmer and Blackwater canal in 1797, boats landed and took on their cargoes on the shore. Colliers unloaded coal from the Tyne and left with Essex mud as ballast for the return journey. Other craft sailed for London with farm produce, particularly corn and flour. Some of the latter must surely have been produced in the two Barrow Mills on the northern arm of the inverted L, one a windmill near the site of the present Mill Beach Restaurant and the other a tidemill (Fitch 51. Chapman and Andre 1777). The latter had two ponds for holding seawater connected by a leat which used to run in front of the restaurant building (Fig 3). To the west of the mills was a small harbour and quay operated by the miller, now used by the Saltcote Sailing Club. Between the harbour and the B1026 coast road stood a storehouse built in the early nineteenth century and later converted into a malting. It was joined by a second malting later in the century (Fitch 1905, 51). The former has been demolished, but the latter still stands and having been used as small workshops is now being converted to residential use. (Gould 1997)
Before the eighteenth century enterprises arrived, the area was the site of mysterious features described by Salmon (p 460) under 'Great Totham' "upon the shore here, whereabout the colliers unload, are many rude heaps of earth, called Borough Hills." In a more recent report (Christy and Dalton 1925), the Morant Club discussed what was then known about them in relation to apparently similar mounds on the coastal marshes at Hullbridge, Tolleshunt D'Arcy and Langenhoe. The report was based mainly on excavations carried out by the Club on the latter mounds since the Borough Hills had by then almost all been destroyed. It concluded that the mounds were medieval, certainly from before the reign of Elizabeth I, and that they were dumps of marsh clay excavated during the making of tanks, either for saltmaking or for the keeping of live fish. Evidence of the tanks had survived at some sites and they, rather than the mounds, were probably important components of the features. The presence of bricks, burnt clay, cinders and charcoal in the vicinity of the mounds suggests an arrangement for heating. A reasonable proposition is that the tanks were used as sun-pans and that wood-heated lead pans provided a second stage of evaporation.
Gough (1789, 57) records the number of Borough Hills then standing as near fifty and so they must have covered a substantial area without including those previously destroyed. Fitch (1905. 51) declares that "some of these tumuli were in Heybridge parish, but the more prominent were in the little tongue of Great Totham that runs down to Blackwater Bay, on which the windmill, so prominent a feature, stood till 1892, and the tidal mill still stands. Those remaining were levelled about eighty years ago...." Extracts from references given in the following account of later salterns support this statement and indicate that the mounds existed on the shore of both arms of the inverted L. Fitch himself investigated a mound on Northey Island, but found nothing of interest in his excavation before being defeated by the water table (Christy and Dalton 1925, 28,9). He remarks that a large mound on the Heybridge marshes, (which appears to exist still), may incorporate the remains of a Borough Hill (Fitch 1905. 51).
Evidence of continuity between the Borough Hills and the next two salterns is lacking although they occupied the same area. Gough, for example, makes no such link. On the earliest Ordnance Survey map (Mudge 1805) the words "Salt Works" appear over an appreciable area on either side of the 131026 road at Barrowmarsh Farm (Fig 3, a), thus suggesting an establishment of some size. The location is just to the east of the site of the windmill and the tidemill east pond and so in the late eighteenth century they would have been part of the small commercial complex described above. In addition, a small location map in a corner of the 1839 tithe map for Great Totham (ERO D/CT 368) shows a salt works at Jehu's Farm on the north side of the B 1026 opposite the junction with the road to Osea Island (Fig 3, b). Although this is a nineteenth century record, the saltern may well have gone back to the eighteenth century. The location is only 400 metres from that at Barrowmarsh Farm and, taken together, the two would indeed be a "considerable saltwork."
Like other residences, farms can change their names. In the eighteenth century the present day Vaulty Manor was Jehu's Farm and further east, the present-day Gardener's Farm was Fawlty (Chapman and Andre 1777, OS 1805). The three farms, Fawlty, Jehu's and Barrowmarsh, were all in the single ownership of the Coe family and their descendants until the mid-nineteenth century. Except for a small part of Barrowmarsh, all three lay in Goldhanger. The evidence suggests therefore that they formed the Manor of Vaulty and that the salterns at Barrowmarsh or Jehu's or both were the works referred to by Salmon and Morant.
Today the Barrowmarsh site is occupied by caravans. The area between the B1026 and the sea-wall has no evidence of works, but the ground north of the road has some undulations which may be relics. At Vaulty Manor a pond by the road, which nineteenth century maps show to be more than a century old, may be a former pan, but no other features are apparent. Further documentary evidence for both salterns may reward a diligent search, for neither are so very far back into the past.
Salmon stated that Cheshire rock salt was being refined at the manor of Fawlty in Goldhanger. The saltern would have had to have been licensed to do so under the 1702 Act. In 1734, because certain salterns on the east coast were not producing enough salt to meet local demand thus inflating its price, an amending Act (7 Geo 2 c.6 s. 17) allowed refining to be extended to a second saltern at each location, thus introducing competition. This Act named the three licensed locations in Essex as Heybridge, Colchester and Manningtree. These had of course been so designated since
1702 and thus Goldhanger was never a licensed location. Therefore, to comply with the law the rock salt refined at Barrowmarsh and Fawlty was probably sold from the premises in Heybridge, in the area at the angle of the inverted L, known as Saltcote. The following evidence supports this supposition.
An entry in the diary of John Crosier for 1778, (ERO T/A 387: Brown, 19), states that "there is an office near Maldon where they make some of the first quality salt in England. They have the rock salt from ... by ships: it's put into baskets and steep'd in salt water. After laying there a stated time it's put into pans and boiled till it comes to a proper consistency of fine salt flake and then fit for use." This interesting contemporary description of the 'salt on salt' process confirms the existence of an office "near Maldon." In the eighteenth century the word 'office' described the complete establishment or works and not just the place where the paperwork was dealt with. The occupier of the office, its location and the port of origin of the rock salt are left blank, but other records supply helpful information.
In 1780 "Edward Bright of Maldon, proprietor of the salt works at Heybridge in Essex" claimed for duty on rock salt shipped at Liverpool on the "Joseph." The salt was due to be transhipped at London for Maldon. but the ship was taken by the French off Beachy Head. (ERO Q/SBb 303/18c).'' Another source, the Universal Directory for 1799 under Maldon, lists Mary Bright as a salt manufacturer, which suggests that the Bright family refined rock salt and sold it through the Heybridge office until the turn of the century at least.
However, when John Coe, the then owner of the Fawltv, estate, died in 1799, his relative and executor Thomas Piggot informed the "best friends and customers in the salt trade of the said Mr Coe that he intends carrying on the business" at the salt-office at Heybridge as well as "opening warehouses in Witham, Fullbridge and in London." (Chelmsford Chronicle 02/07/1779). The relationship between the Brights and the Coes is not entirely clear. The salt works was certainly on Coe land. Perhaps Piggot changed his mind about carrying on the salt business and let it to Edward Bright. If so, Edward was unlucky to lose a cargo of rock salt in 1780 so soon after taking over.
The 1734 Act shows that the refining of rock salt in the Barrowmarsh area started before 1702. It may have provided sufficient competition to cause the demise of the Bound's Farm saltern before then. The Barrowmarsh enterprise was surely the first 'considerable' works mentioned by Cromwell (and Salmon and Morant), but it was probably defunct when the second of Cromwells works started up; an establishment of different character actually in Heybridge parish.
In the eighteenth century, whereas the northern arm of the inverted L was a scene of industrial activity. the western arm appears to have been an undeveloped area of sea marsh used for the loading and unloading of boats. The sea-wall of the time followed the line of the present Basin Road (Chapman and Andre, 1777; OS 1805). The present wall originates from the early nineteenth century as the following shows. "The lands on which the Barrow Hills stood have been completely enclosed from the sea by Mr Lawrence, in 1807, and the whole are now levelled, one excepted." (Cromwell i, 26). The enclosure can only apply to the land of the western arm since the maps show that the northern arm already had a sea-wall. Lawrence was then the occupant of Barrowmarsh Farm.
Not many years later, the reclaimed marsh provided the land for the works of Bridges, Johnson and Co. (OS 1844; Heybridge tithe map and award 1847). According to the tithe award the company owned the substantial area shown in Fig 3. Boldly reverting to the manufacture of sea-salt, it constructed sun-pans for the preliminary evaporation of seawater, as the following passage shows. "The Barrows or Tumuli from which these lands obtained their name have nearly disappeared, the most prominent of them being levelled during the preparation of some of the lands for sun pans annexed to the Heybridge Salt Works. My brother was in attendance during their removal. buy no antiquities were discovered." (Johnson. 48).
John Bridges may have been a member of the family which manufactured salt at Manningtree at the end of the eighteenth century and therefore he would have been able to provide practical and commercial experience. He is described as a coal merchant and salt refiner (Pigots Directory, Maldon) in 1823-4, but may have left the indusury after the company ceased trading.
The Johnson family, father William and sons Cuthbert and George, were manufacturing chemists at Great Totham (Pigots Directory, 1797-1827 and 1832-3) 3 . William was evidently an innovator in the salt enterprise for he took out a number of patents between 1809 and 1826 for heating fluids by steam, including one specifically fog making salt in 1814. Since his address is given as Blackheath in 1809 and Heybridge in 1814, the construction of the works probably started between these years following the family's moving to Essex. Miller Christy gives "around 1810" (VCH Essex, II). Cuthbert, the son who attended the removal of the barrows as recorded above, would have been only eleven in 1810 while his brother George would have been eight. The company was certainly in business by 1817 when it was advertising duty-free salt (perhaps unrefined rock salt) for manuring the land. (Chelmsford Chronicle 26/09/1817, 2)
Apparently the manufacturing innovation was to introduce superheated steam from a separate boiler beneath iron evaporation pans containing sea-water previously concentrated in the sun-pans. The company evidently hoped that savings would result from more efficient use of fuel, which would outweigh the economic disadvantages of manufacturing entirely from seawater. This assumption was not justified and, like a similar enterprise in Scotland (Clove and Clove, 54), the works did not thrive. The two-stage repeal of the salt tax in 1822 and 1825 reduced the price to a level at which the business could not compete and it failed. The notice of sale of its assets (Chelmsford Chronicle) on 15.6.1825 included iron and lead pans, steam boilers, a steam engine, presumably for driving pumps, wooden brine pumps, windmill pumps for pumping sea-water to the pans, eight other pumps and a smithy. The works obviously operated with a degree of sophistication that would not be out of place today, for the sale included chalk stoves and furnaces, used in the manufacture of Epsom salts, magnesia and sal ammoniac, all of which can be extracted or prepared from sea-water.
Part of the wall of the works building still exists and has been recorded previously (Fitch 1905, 51 Christ} 1906, 201; Duncan 1955). A length of several metres forms part of the clubhouse of the Blackwater Sailing Club (Fig 3, c). About 0.5 m wide, it consists of two single brick outer faces with a core of coarse concrete made with flint pebbles probably from a local beach. To landward of the clubhouse is a pond which appears on the later nineteenth century OS maps and may well have been, as Christy states (1906.. 202), a salt pan originally. Immediately adjacent to landward is another pond with sub-divisions which may also have been a pan, but this does not appear on maps and its date is uncertain.
"Near the high road skirting the marsh is the store-house in which the manufactured salt was kept. It is now used as a malting" (Fitch 1905, 51; Christy 1906, 202) (Fig 3, d). This building, formerly adjacent to the B 1026 and now demolished as stated above, was probably where the liability for salt tax was assessed. The change of use to a malting following the failure of the salt company may be significant because malt was also a highly taxed commodity in the early nineteenth century and would therefore have required the strict regulation already on the premises.
The particulars of the sale of assets show that activity did not cease following the failure of the company. "A small part of the Works will remain for the manufacture of the celebrated Salt, and the extensive Premises containing the articles for Sale, with dwelling and garden, are to be let, together or separate, with 45 acres of land." The Worraker family were the last salt-makers at Heybridge. Without the new-fangled equipment and the extensive sun-pans on the 45 acres of land that reverted to pasture, their modest establishment must have used simple settling and fired evaporating pans, perhaps on the site of the clubhouse. The third of the following directory entries suggests that 'salt on salt' was practised. Robert; saltworks Heybridge (Pigot 1827. 28).
Thomas: saltworks, Basin, Heybridge (Pigot 1839). Thomas: rock salt manufacturer (Kelly 1845). Thomas: manfr (White 1848). Thomas; Manufacturer of Maldon salt and importer of salt. Heybridge (Kelly 1850). Thomas: Maldon salt manufacturer and beer retailer. Heybridge(Kelly 1855): Maldon Saltworks (Thomas Worraker proprtr) Butt Lane Maldon 1859: Thomas: salt manufacture Butt Lane (now Crown Lane) Maldon (Kelly 1862): and White 1863. The small size of the works is confirmed in the 1848 White's Directory which states under Heybridge, ''Here were formerly extensive salt works, but only a small one now remains."
The imported salt may have come from the continent or from Liverpool as rock salt. Obviously salt and beer would be a good combination of commodities in which to trade. Thomas may not have been able to make a good living out of salt and so diversified into selling beer.
The entries show that the Worrakers made salt at Heybridge for over thirty years before Thomas moved to the site of the present Maldon Crystal Salt Works in Crown Lane between 1855 and 1859. The new works remained in the Worraker family for another twenty years.
T E Bland bought the business in 1882 and the reputation of the Maldon Crystal Salt Co. as a manufacturer of seasalt from water taken from the Blackwater estuary became established. It was acquired by Mr Cyril Osborne in 1922 and ownership remains in his family. In her book "The Salt Maker of Maldon," Gillian Soudah gives a fascinating portrait of her late father and reveals the hard work that went into salt making before the introduction of such modernities as gas heating with automatic controls. As the quality of the product is much appreciated by its consumers it commands a premium price which makes manufacture viable. Moreover, since it is made in the town. Maldon salt is its proper description.
Colchester
Evidence of early salt making in Colchester is meagre indeed, but certainly at least one works existed in the seventeenth century. In 1635, Sir William Brereton visited South Shields "where in is more salt works and more salt made, than in any part of England that I know and all is made of salt water." (Brereton, ed Hawkins 1844). In an account of his travels, he then describes the making of lumps of hard and black salt which "are sent to Colchester to make salt on salt, which are sold for a greater price than the rest, because without these at Colchester they cannot make salt."
Thus even before the discovery of rock salt, Colchester salt-makers were using the 'salt on salt' process to refine crude Tvnemouth salt made from seawater. The location of the salt works is not known, but a reasonable supposition is that it was at the Hythe in view of the evidence of the later eighteenth century.
The governing factor for the whole process was the price of fuel. The Tynemouth area was then the major producer of coal. While Newcastle coal of the better quality was shipped to ports along the east and south coasts, especially London, in ever increasing quantities, large amounts of inferior dross, not worth transporting, were available locally at low or nil cost. It was thus a cheap fuel for boiling seawater on the Tyne coast. The quality of salt produced depended on the care, skill and intention of the salt maker. The best white salt, made relatively free from impurities in a purposebuilt salt-house, commanded a top price. In contrast, many small salt-makers operated simple unprotected pans on the shore, often in conjunction with a coal-mine, and produced salt as fast as possible in large lumps blackened with coal
dust and dirt and containing the soluble impurities which affected its preserving quality.
This crude salt was made for refining elsewhere and the price must have been low enough to allow this in spite of Brereton's comment. The Colchester refiners obviously found it less expensive to import than the substantial quantities of coal needed to evaporate the corresponding bulk of seawater. They were still able to control the quality of their product for the local market and by adding value perhaps add to their profit. The "salt on salt" process was an economically efficient one which benefited both Colchester and Tynemouth, providing employment in both areas. But Sir William was not entirely correct -, Colchester lacked not salt, but cheap fuel.
After 1700 documentary evidence provides much more information. Three generations of the Quaker family of Freshfield conducted Colchester's salt business in the eighteenth century. In 1710, Richard Freshfield. then aged 22, leased a butchers shop and stall in the Shambles which were part of Middle Row, the block of buildings in the centre of the Hiah Street adjacent to St Runwald's church (ERO Col, accessed as TI on Q5a). This subsequently became the salt shop facing the Red Lion. In 1715 a conveyance transferred to "Richard Freshfield, a salter, the shoppe and stall lately a Butchers in the South Row of stalls or shambles..." (ibid).
Three years previously, in 1712. Richard was called to account for not repairing pavements "before his shop up town" and was then referred to as a "salt boyler at the hoith." (ERO Col, D/Db5Sr98 rot 9) This was the year in which he took over the salt-works on the west bank of the Colne at the Hythe (VCH, IX). It was situated on land leased from the Corporation, for Morant was later to write of St Leonards (1748, II, 23) "This parish is within the Manor of the Corporation, which hath here some profitable pieces of waste, leased out for Coalyards, Lime kilns, a Saltcote &c, that bring in a considerable yearly income to the Mayor and communality."
Maps from the second half of the eighteenth century,
period.
Sparrow 1767, (Fig 4). Chapman and Andre 1774, (Fig 5)
and G Cole 1805, show where the salt-works then was. They all depict a U-shaped block of buildings and enclosed yard described as "Salt works" on the southern half of the short stretch of the west bank of the Colne between the bottom of Hythe Hill and the then Hythe Bridge. The northern half was a separate wharf, later named the Ordnance Arms Wharf after the 19C public house, (Fig 6).
A reasonable supposition is that the works was at the same location in the first half of the century, but the evidence is not so immediately conclusive. Deane's map of Colchester (Morant 1748, Fig 7) shows a building a at the same spot as Sparrow's U-shaped salt-works. but it is a single block lying partly on the bank and partly in the river. Although Deane's overall surveying of the Hythe area is clearly not as accurate as that of later maps, lie provides more detail in his depiction of the location of buildings. Since he was responsible for the rebuilding of Hythe Bridge in 1737, he must have been familiar enough with the surroundings to record their presence with some certainty. Thus there is a difference between the early and later maps which invites and explanation.
Deane's map also shows two other waterfront buildings b and c to the south of a and of the junction of Hythe Hill. An abstract of title relating to a 19C sale of the property on which they stood indicates that between 1765 and 1785 Edward Morley owned it and that it then consisted of a granary and a coalyard. Included in the abstract of title (ERO Col D/DEI/T 362) is a deposition dated 1815 by William Cook who was clerk to Morley. Cook had heard that "the spot where the coalyard and granary had stood formerly had a house or houses and other buildings occupied by one Clay a baker and afterwards by Joseph Somers and that on taking down the same the aforesaid granary was erected from the materials thereof." Cook would seem to be giving a description, albeit second-hand, of the buildings b and c. Deane shows c as having an upper story projecting forward on pillars, presumably of wood. Granaries were commonly built on piers to allow air to circulate beneath the grain and to discourage rodents.
Part of Buck's South-East Prospect of Colchester, drawn in 1737 and published in 1741 (Fig 8), gives a pictorial view of the Hythe waterfront. The quays appear little used for a harbour which Defoe had earlier described as the Wapping of Colchester. The vessels lie anchored in the river, not tied up to the quays. The impression is given that the drawing of the waterfront has been tidied so as to make it look more imposing. In addition, the Buck brothers often employed other draughtsmen for their foregrounds and this practice may well have been a source of inaccuracy in detail,
The comparison with Deane's map which must have been drawn around the same date is interesting. The present former Swan inn on the north corner at the bottom of Hythe Hill, recently converted to residential use, is an early 19C building (see Fig. 6) and the Prospect shows what is presumably its predecessor. Instead of Deane's building or structure a in front of the inn, only a meagre collection of goods or materials appears. Neither is Deane's building b readily identifiable but the building with its piers in the river is presumably c although Deane shows it as entirely on dry land. It has windows and at least one chimney, and so may have been one of the houses from which Morley's granary was constructed rather than the granary itself. Thus it appears that the Prospect does not show the salt works, perhaps because the Bucks tidied the drawing or because a major re-alignment of the river bank resulted in demolition and reconstruction around the time of the drawing. The best evidence for the site in the early half of the century must be that Richard Freshfield did not own or occupy waterfront property south of Hythe Hill and so it would have been to the north throughout the century.
Richard Freshfield prospered and when he died in 1755 he owned substantial property in Colchester. particularly at the Hythe. He left the works to his son Francis 2 in trust for his grandson Francis 3 and his will gives brief details of the salt-making equipment. "Item I give and bequeath to my son Francis Freshfield all my salt-pans. Cisterns. Ovens and all other the Utensils belonging, and also my Hoy called the Endeavour of the Burthen of thirty tons or thereabouts usually employed in the fetching of sea-water... and all that my Salt Shop and Butchers Stall and chamber adjoining in the parishes of St Runwalds and St Nicholas." (Bensusan Butt 1967) .
Although Richard was described as a 'Salt Boyler' in 1712, in later references he is a 'Salt Refiner'. The Act of 1702 which restricted the refining of salt to refineries already existing confirms Brereton's evidence that the method of 'salt on salt' had been in use in Colchester for many years. Thus the Freshfields were almost certainly refining salt from Richard's start in business in 1712. Occasional claims for rebate of tax for rock salt lost at sea before reaching Colchester appear throughout the eighteenth century. One such claim (ERO Q/SB 68/1) was for a cargo of salt damaged in a storm during passage from Liverpool to Colchester in 1719; sixty-two years later, a draft certificate of 1781 for rebate (ERO Q/Sb 303/18) referred to a Quaker's loss of rock salt destined for Colchester in the "Joseph" captured by a French privateer off Beachy Head! Other claims were made in 1718 (ERO D/B 5 Sb 5/1 123) and 1721 (ERO ibid 323).
Richard's equipment was therefore for making 'salt on salt.' The salt pans were for evaporation. the cisterns for dissolvin2 the rock salt, the ovens for heating and drying and the utensils for raking, shovelling, removing impurities and draining (with conical baskets as in Fig. 1?). Presumably the Colne at the Hythe was not clean enough and not salty enough and so the hoy, a small vessel rigged fore and aft, sailed to the mouth of the river to obtain water from the open sea. Hoys were formerly maids-of-all-work in inland waters and Buck's prospect shows one at anchor in the river (Fig. 8).
The item ovens may have included some used for making cinders, i.e. coke. Before the advent of gasworks in the first half of the nineteenth century many concerns produced their own cinders by partially burning coal in beehive brick ovens, the gas going to waste. The Freshfields owned other ovens at the Hythe in which they made cinders for use in their malting there and cinders would have been appropriate for manufacturing good quality salt with minimum of smoke. The iron saltpans may have lasted longer because the fumes given off by cinders would have been less corrosive than those of coal.
Francis 2 continued the business, which he inherited in 1755, until 1770 when he died and left his impressive Hythe properties to his second surviving son, Francis 3. "My tenements, outhouses, buildings, yards. Keys. wharfs. Heredits, real estate which situate, lying and being in the said parish of St Leonard and also the shop and butchers shamble with the chamber over the same in the parish of St Runwald in the town of Colchester." One item had changed. "My hoy called the Hopewell of the burthen of 40 tons or thereabouts usually employed in the fetching sea water and my barge called Rebecca and also my lighter called Chance. And all my household goods...." (ERO D/DEl B 19).
Francis 3 died a wealthy batchelor in 1808, but he had retired, from salt-making at least, in 1797. The new saltmaker was John Eglonton Wallis, whose wife had inherited indirectly from the afore-mentioned Edward Morley the granaries and the coalyard immediately to the south of the salt works. He and his cousin, James Wallis Ashwell. announced that they had taken over the works and the shop in Middle Row (Ipswich Journal, 29/07/1797). They offered 'best Liverpool Salt' which may have included not only salt refined at the Hythe, but also some refined in Cheshire. As early as 1781 the "Joseph", taken by the French off Beachy Head as previously mentioned, had been carrying refined salt as well as rock salt, a portent of things to come.
In 1802 Wallis, who had other interests besides the salt business, became bankrupt and the announcement of the sale of his assets (Ipswich Journal, 23.10.1802) includes "Lot 7 - The bankrupt's Right and interest of and in the Salt Works and cinder ovens, Salt Pans, the Counting House, now occupied by Mr James Thorn, The Coal Yard at the North-end of the works, the Cinder Shed, opposite to the coal yard, the Smith's Shop, adjoining the Cinder Shed, all situate at the Hythe, near the River, in the parish of St. Leonard, in Colchester aforesaid." This interesting list includes the cinder ovens which were presumably in the cinder shed and a smithy which would have been useful for the construction and repair of salt pans. The coal yard would be the one belonging to the works and not the one to the south inherited by Mrs Wallis.
Lot 8 in the sale includes Wallis's life interest in his wife's property and also gives further details of James Thorn's occupancy. The latter had purchased the tenancy of both properties until 1811 and was therefore now the saltmaker. The counting house, referred to in both lots, would nowadays be known as the office and was at the west end of the south building of the U-shaped block, (Fig 6 C H). The east end of the building was a tenement or dwelling, occupied by a tenant until 1802 when it was converted into a warehouse by Thorn (ERO Colch D/DEI/362). These details serve to show how small the salt works was.
The Universal British Directory of 1811 lists Thorn as a salt refiner still. but he was the last of the line and no doubt activity was diminishing even then. By I815 he evidently owned the works outright for in that year he sold it to Charles Parker.
Parker was a merchant dealing in coal, porter and other goods, and there is no evidence that he ever refined salt. Indeed he must have demolished at least some of tile buildings for, when he became bankrupt in 1822, the sale of his assets included "Lot 3 - All that substantial recently erected brick built warehouse, 41' by 23', used as a porter store with 2 floors over the same and a commodious shed attached 16' by 41' with one floor over the same, together with adjoining coal and cinder yards with 2 cinder ovens and sheds for cinders." (ERO D/DEI T362 B2462). This description fits the building shown in a drawing of c1825 in Colchester Museum (Fig 9), with two barrels (of porter?) standing outside the door. The cinder ovens which had survived the demolition may be in the wooden structures at the end of the building and they may have continued in use until the coming of the gasworks to the Hythe in 1838 made them superfluous.
Edward and Thomas Holdich bought Lot 3. It included the counting house, but not the attached warehouse to the east which went to Robert Tabor. To the north of the latter Monson's Colchester map of 1848 shows two adjoining buildings on the waterfront and the northernmost of these may well be Parker's warehouse, being fairly close to Hythe Bridge as depicted in the 1825 drawing (Fig. 9). Both buildings appear to have been demolished somewhat later since the OS map of 1875 shows a single granary where the two previously stood. Although similar in sty le to the building in the drawing, it is larger than Parker's warehouse. It stands today, although suitably altered to suit current use by a light engineering firm.
Thus, with the possible exception of the lower courses of brick in the counting house (Fig. 6 C H), no visible evidence of the salt works survives in the present-day buildings.
The hoy. Hopewell, was still 'fit for the sea' when Thorn sold her in 1814. The salt shop, also sold in that year, came down in 1817 to allow widening of the road in front of the 'Red Lion.'
An Overall Assessment
This survey would not be complete without some general discussion of the production and distribution of Essex salt. Obviously the number of salterns has declined with the centuries. Evidence of hundreds of red hills still exists. The Domesday survey lists 46 salt pans: the evaluation was not comprehensive and more must have been in use, particularly in the southern part of the county. The limited published evidence (e.g. Laver 1984, Christy 1906, Christy and Dalton
1925) suggests that fewer salterns were operating in medieval times. Paul Barford has surveyed the various periods (Barford, 1988) and has commented on the further reduction in numbers in the seventeenth and eighteenth centuries.
Imported salt was always a menacing competitor, the following offering an interesting example. In 1637 the company of saltmakers of South and North Shields petitioned Charles I "that the multitude of refiners of salt hinder His Majesty's profit and that of the company by means of importation of foreign salt in by-creeks, and that they multiply the quantity of salt by their manner of refining. Pray that the refiners or melters of salt and all others may be restrained from setting up any new works or pans but only keep to those works which they now have" {Cat. State papers 1637). Evidently, cheap and low quality solar salt from southern Europe was being refined by the 'salt on salt' process, but whether the by-creeks included those of Essex is not known.
Many post-medieval salt makers must have been unable to deal with the introduction of larger iron pans and coal, the complications of the supply and use of Newcastle coarse salt followed by rock salt linked with the licensing system. Taxation with its accompanying paperwork applied to sea salt as well as refined rock salt.
By the end of the seventeenth century one hand would have been sufficient to count all the Essex salterns: Hevbridge/Fawlty (perhaps more than one). Colchester and Manningtree. 5
Heybridge was ideally situated at a place where coal and perhaps coarse salt were shipped from Newcastle followed later by rock salt. Its market would include the Chelmsford hinterland as well as Maldon and its favourable reputation probably took some of its product to London, Hertfordshire and beyond. Its rock salt licence and economies of scale would enable it to undercut the Bound's Farm works as well as any others surviving in its market area. It even had a tax collector conveniently close by.
Colchester had its major market to hand, served by its own specialist shop in the centre of town in addition to other outlets in the area. It also had the advantage of regular shipments of coal, coarse salt and rock salt.
Manningtree, which has not been researched for this article, had the advantage of its rock salt licence and was in a good marketing position to ship to Sudbury on the navigable Stour, for onward distribution.
And now just one Essex saltern remains to carry on an industry that has been practised in the county for at least two thousand years.
References
Colchester Archaeological Group Bulletin 39 1996
DNB
Dictionary of National Biography
Duncan, 1 1955
“Salty River Blackwater" Essex Countryside 3 . 11
Excursions 1819
"Excursions in the County of Suffolk" Longman
Fawn.A J
"The Red Hills of Essex". Colchester Archaeological Group
Evans. K A et al 1990
Fiennes. C
"Through England on a side-saddle in the Time of William and Mary"
Fitch. E A 1905
"Maldon and the River Blackwater" Gowers Ltd
Fitch. S G H 1962
"Colchester Quakers" S G Robinson
Gough. R 1789
"Additions to Camden's Britannia" ii, 57
Gould S 1977
"Saltcote Maltinas, Heybridge in A Bennett "Work of the Essex Countv Council Archaeological Section 1996." Essex Archaeol. Hist 28, 199-201.
Johnson. G W 1831
"History of Great Totham". Clark
Laver. H 1894
“Salt Works in Essex”. Essex Review 52 (1943) 184-8
Morant. P 1748
"History of Colchester"
Morant, P 1768
"History of Essex"
Mudge, W 1804
"OS Sheet for Essex", first edition.
Reader. I W 1910
"Report of the Red Hills Exploration Committee 1908-9." Proc. Soc. Antiq. London XIII 2nd S. 66-96
Roberts. J M 1988
"Cedar Court" The Teresian Association, Kingston on Thames
Salmon, 1740
"History of Essex"
Soudah. G 1987
"The Salt Maker of Maldon" Ian Henry Pubs.
Strutt, J 1775
"Manners, Customs, &c," I, 60
VCH Essex 11 1907
445
VCH Essex IX 1994
"The Borough of Colchester", 139
Acknowledgements
The late John Bensusan Butt very kindly supplied useful information concerning Colchester salt works. The Record Offices at Chelmsford and Colchester were most helpful in producing necessary documents and interpreting some of them.
Endnotes
1 A sufferer from the tax recorded that "salt with the tax upon it cost twenty shillings per bushel, and we were positively restricted in its use in consequence." (Dixon ed., 1916). Obviously, leaving some on the plate was frowned upon! By 1850, without the tax and with the benefits of large-scale production. the price had fallen to a fiftieth of that in the 1820s
2 The Bright family were tallow chandlers and grocers whose home and shop were at Church House. Maldon. As late as 1848 White lists Briant Edw. and sons as salt merchants, but the firm was then no longer engaged in manufacture.
Edward Jnr. (died 1790) was the son of a famous father, also Edward (died 1750). The latter was noted for his girth for he reached the weight of 44 stone and prints of the time claimed that he was the largest man in the world. Whether he was the proprietor of the Heybridge salt works like his son or just sold salt in his shop is not known, as discussed above.
3 The Johnson family pursued interesting careers. The father, William, was the proprietor of the Vauxhall distillery and then of the Coalbrookdale china works before coming to Essex. He published a number of patents on the application of superheated steam to heating fluids for 'the purposes of art and manufacture' (3236, 15.5.18094747, 8.1.1 823; 4997. 5.8.1824). Two others relate specifically to the production of salt (3826, 1814; 543 l. 1826) and presumably the principles of the patents in particular the multi-stage use of steam, were used at Heybrid1ge. William's addresses given in the patents, Blackheath 1809. Heybridge 1814, Great Totham 1824. Droitwich 1826 are interesting. Although the
Heybridge works was a commercial failure, the use of steam seems to have been successful enough technically (above. Cromwell as quoted by Christy) for William to offer it to Droitwich. He was an advocate of the use of unrefined or contaminated salt as a fertiliser (Chelmsford Chronicle 26/09/1817, 27/08/18 19), but. not surprisingly in the light of modern agricultural science, the practice did not catch on. He died at Wolverhampton in 1835; a memorial to him and his widow is in St Peter's, Great Totham.
His son Cuthbert William. 1799-1878. (DNB XXX. 8) and George William. 1802-1886. (DNB XXX. 12) worked for the company and published "An essay on the use of salt for Agriculture" (2" d Edition. 1821). After the failure they left manufacturing for the law and were both called to the bar in 1836. George was a professor of moral and political economy in Calcutta for a short period. However, they made their names as writers and journalists. Cuthbert specialising in agriculture and George in horticulture. Cuthbert's works varied from "The use of crushed bones as manure" to "The life of Sir Edward Coke" and he co-edited "The Farmer's Almanac and Calendar." George's books included a "History of English Gardening" and "Muck for the many, or the Economy of House Sewage:" he co-edited "The Journal of Horticulture." Of particular relevance to Essex was his "History of the parish of Great Totham, Essex" (Charles Clark. 1831). Both brothers left Essex and died in Croydon where they lived in the latter part of their lives.
4 The Freshfields were a notable Colchester Quaker family in the eighteenth century. Francis 1(c1660-17031 was a mariner whose time at sea probably did not allow much time for affairs ashore. However, in 1697 he was a mortgagee for Salt Coats House (ERO D/DU 1675/1714) adjacent to the salt works at Barrow Marsh and this link may have awakened the interest of his young son Richard (1688-1755). The latter became an astute businessman whose purchase of the salt shop and works was only the first of a string of acquisitions: at the Hythe, a bay warehouse, a coalyard, a dealyard with a garden behind and three tenements in 1722 (ERO Colch D/DC 37), a granary, another dealyard and outbuildings in 1724 (ibid). The bay warehouse, with the Freshfield's second set of cinder ovens, became a malting on the decline of the bay trade, which no doubt supplied the brewery at St. Giles, purchased by 1735 (VCH IX 139). Richard also acquired a number of inns in Colchester, which the brewery would have supplied in turn (ERO D/DEI B19). One was the Swan at the bottom of Hythe Hill which must have been an oasis for the thirsty salt workers across the street. Some of his activities in the Quaker community are on record (Fitch 1962) and he was clerk to the meeting in 1731 and 1733-4.
His only surviving son, Francis 2 (1711-73), inherited the properties. He was a Commissioner for the harbour in 1740 and would have had a say in any improvements made about that time, with advice from his father no doubt.
He occupied a house, stabling and grounds on Hythe Hill, adjacent to the Swan, bought from James Deane in 1740 (Fig 6). A century later in 1833, it became a porter house, the "Perseverance", its frame was transported to Surrey in 1912 to become part of a larger residence which still stands (Roberts 1988).
Francis 2 left the Colchester inns to his eldest son John, with the exception of the Swan. This went to his second son Francis 3 (1742-1808) who also inherited the house, the salt works and other Hythe properties which now included the private quay to the north of the works and most of the block to the west of Hythe bridge. The last Francis was a bachelor and sold the house, the salt works and probably much of the other property in 1793. Following in his grandfather's footsteps, he was Clerk to the Meeting from 1791 to 1798 and was a considerable benefactor to Quaker causes in the town.
5 A description of Woodbridge in an early nineteenth century guide book to Suffolk (Anon. 1819) provides explicit contemporary evidence of the low state of local salt manufacturing in the face of external competition. It refers to "the common quay where the chief imports and exports are, and where the fine Woodbridge salt is made..." Evidently the product of Woodbridge was as much esteemed as that of Maldon. The passage later states that "The manufacture of sack-cloth, for which this place was formerly noted, and the refining of salt, are also much in decline; other places affording them on cheaper terms." Woodbridge was a licensed location for the refining of rock salt, the others in East Anglia being Walberswick, Southwold, and Great Yarmouth.
Court Knoll, Nayland
by Chris Hunt
This article is based on work submitted on an extra mural course at Essex University. As part of the course. "Introduction to Archaeology," it was necessary to produce a piece of work of the students choosing on any aspect of archaeology in order to gain credit points towards a certificate in continuing education. As the author's main academic fame was to fail his cycling proficiency test (nobody ever failed that!), it is hoped that readers will tolerate any shortfall in presentation and detail and accept the piece for what it is - a first attempt and still part of the learning curve!! The author is most grateful for the help given by a number of people in preparing this article.
Introduction
The Stour valley has ample archaeological evidence of occupation during the Bronze and Iron Age periods. The area was probably agricultural, with defensive sites for domestic and livestock use. A number of earthworks, most only identified as cropmarks, exist but the impressive remains of a monument is the earthwork known as Court Knoll. Nayland, Suffolk.
The history of Court Knoll is sketchy. There is documentary evidence of a Manor at Nayland during the 11 th Century, the site of this manor is assumed to have been at Court Knoll. Remains of buildings were on the site in the l8' h Century. Excavations in 1924 located remains of a wall below ground level. Finding reports of this excavation is proving difficult (in fact the author cannot find them at all - yet!), although there are photographs of the exposed trenches. Faint cropmarks show possible remains outside the Area in 1924.
Court Knoll seems to be the main survivor of a group of earthworks, ditches, and moated sites in the area. Some idea of the original use and perhaps most importantly, the date of Court Knoll may be gained from further field archaeology.
Site description and archaeological history
Court Knoll is a ring work situated at Nayland. Suffolk, OS reference point - TL 976340. The site is close to the River Stour, which forms a boundary between Suffolk and Essex. Court Knoll is a scheduled ancient monument.
The Suffolk County Sites and Monuments Record (SMR) contains the following information:
"Court Knoll, ring work or possible motte and bailey castle. Situated on flood-plain of River Stour, consists of a Dshaped' earthwork with a mound in the NE corner. Defences comprise a low, faint rampart separated from the outer ditch by a berm. The mound, which is very vague, but appears to be near circular, measures about 40m in diameter and has a maximum height of 1.0m. There are faint traces of a ditch around the W side. Main ditch is 50 feet wide, 5 feet
deep, a gap in the NW corner is possibly an original entrance.
A building of Roman tile and Kentish rag in the N part of the enclosure was excavated by Major Dick in 1924. A scatter of tile and Kentish ragstone was visible in the ditch E of the mound in 1960. The mound marks the site of the building" (SMR record number 05636)
Figure 2) lnformatian about excavations written on rear of photograph (fig 2)
Morant's History of Essex, states:
"The mansion house of the Lordship of Neyland or Eiland as it is called in Domesday book was Neyland in a pasture ground called the Court but no foundations of any part of it are to be seen except the chapel." (Morant P, History of Essex, 1768, Vol 2, 233)
There is also a reference to the monument in the Victoria County History of Essex (VCH). this quotes Round:
"The great Lordship of Eiland however, which belonged to Suain of Essex, lay on a cheval on the river and was surveyed in Domesday partly under Essex and partly under Suffolk. It derives its name from the present Nayland, where the site of Court Knoll is still marked by earthworks on the Suffolk side of the stream." (Round J H, VCH Essex, 1, 1903, 408).
The Victoria County History for Suffolk (1911 ), lists under "earth works'':
"Nayland with Wissington. A large curved moat makes a complete circuit of the high ground known as Court Knoll, 6 miles south-west from Hadleigh. This possibly marks the Fosse of an ancient camp. The moat at Wissington, 7 miles south-west from Hadleigh, covers a large area; it appears to have formerly been an oblong in plan with a smaller moated square enclosure.
At Smallbridge, on the Northern bank of the River Stour, there remain two sides of a moat and a wide channel cut from the river supplied the water and at the same time doubled the defence on the western side."
Currently the site is accessible to the public and is in private ownership. Ploughing over the years has scattered the mound but it is still discernible. Scatters of tile are evident. Random fieldwalking has confirmed that the surface is stony with an abundance of brick and tile. This is difficult to date but is most likely modem (19 th /early 20 th Century peg-tile or field drainpipe). Agriculturally Court Knoll has been described as 'a bit rough!' The site is currently uncultivated being left as part of the "set-aside" scheme.
Author's analysis of information to date
The origins of Court Knoll remain obscure. A manor existed in the late 11 th century and therefore presumably a manor house was built at Nayland. The increase in wealth of the area during the medieval cloth trade may have resulted
Colchester Archaeological Group Bulletin 39 1996
in the manor being replaced and perhaps at this time, (mid 14 th Century). Court Knoll was eventually abandoned much of its material being reused.
The SMR reports on the site mention a scatter of Roman tile. This could indicate that an earlier building somewhere in the area was robbed to provide material for buildings on Court Knoll.
The position of Court Knoll is close to the River Stour. The river at this point would likely have been further south at the time the earthwork was constructed. Possibly the valley would have been more marshland and the need for a crossing point may be the reason why Court Knoll developed. Interestingly it has been suggested that the name \a\ land could have originated from the Anglo-Saxon "Nyland." a village in Frisia - an area of the North German coast. (Scarfe "The Suffolk Landscape," page 84)
Why and when Court Knoll stopped being used is a puzzle. Clearly as the manor it would have been 'private property' as far as local villagers were concerned and the village developed away from the site. A time was reached when maintaining the manor house and its outbuildings was no longer viable and perhaps a new dwelling had been built in the village. At this stage a decision to demolish had been made. Material from the buildings must have been reused. There is only one other building in Nayland built principally of stone - St James' church. There is no direct proof that the church contains material from Court Knoll. It is difficult to date when the church was built, but it seems that a 'rebuild' took place about 1400. Before then Nayland was a Chapel of Ease to the nearby village of Stoke and in 1303 Edward I proclaims the independence of his "Kings Free Chapel of Nayland" from any jurisdiction by the Bishop of Norwich. Perhaps at this time the Chapel was the one attached to the manor, on Court Knoll, which may have been used by the peasantry.
Finding the beginning of Court Knoll is also difficult. The Stour valley is scattered with the signs of habitation and ritual of past societies, as is most of lowland Britain. Much of the evidence for this consists only of cropmarks and mar date back to the Bronze Age 4000 years ago. or even earlier. Clues to the origin and use of Court Knoll ma\ possibly be found by looking at it alongside other sites.
Further west along the Stour valley at OS TL 929331 is Smallbridge Hall (Bures St Mary). At this point and extending North and East along the river to Wissington Mill at TL 959333 are a concentration of ring ditches which show as cropmarks. These are generally described as the "Wissington Ring-Ditch Cluster."
The description of these by the SMR include:
" Ring ditch 27m diameter, egg-shaped with two internal marks. Part of group close to River" (Record number 05631).
"Three/four ring ditches within enclosure area, one larger, open to SE traversed by smaller ring ditch 10m diameter and by NW side a rectilinear enclosure with entrance to NW" (Record Number 05634).
"Two large ring ditches (30m diameter) and twelve smaller ditches (all single rings). Scatter of struck flint and weathered brick/tile fragments" (Record number 05635).
"Cropmarks of field systems and trackways E of Smallbridge Hall Farm. At least two phases. Two trackways run EW and N-S. Also curvilinear enclosure within and traversed by boundary ditches" (Record number 10423)
There is also a significant earthwork at OS TL 948349. This is known as Grange Wood and described by the SMR as::-
"A sub rectangular earthwork internally 94m N-S. 80M E-W. Rampart and outer ditch, ditch destroyed on S side. Entrance E and W, probable gap in S.
Location: S end of flat topped E-W ridge.
Similar size bank and ditch run 50m NE from NE corner. Possible moat? Within ancient woodland" (Record number 05643).
The site is on an obviously strategic position overlooking the Stour valley. The site has not been excavated or researched and its date and purpose remain unknown.
Generally the ditches and earthworks are undated but the evidence points mainly to late Bronze Age burial sites. The district has been heavily cultivated for centuries and therefore a great deal of the archaeology must have been lost, but the abundance of finds and material do suggest that this area of the Stour valley has been continuously populated since pre historic times.
This exercise has considered the existing evidence relating to Court Knoll. It is clear that the monument is in an area rich in archaeological features and Court Knoll cannot be looked at as a stand alone site but needs to be considered as just part of an area in use over at least 2000 years and developed over many decades.
Colchester Archaeological Group Bulletin 39 1996
More could perhaps be discovered by excavation and suggested future lines of inquiry could include:
1) How old is Court Knoll?
2) What was built there, why, and how long did it last??
3) What really is the significance of Grange Wood??
Grange Wood is certainly an impressive earthwork, (it deserves to be classed as a hillfort!), indicating perhaps a more defensive system along a tribal frontier. It would be nice to know what else is there.
Bibliography
Morant P. 1768
History and Antiquities of Essex
1903
Victoria County History of Essex
1911
Victoria County History of Suffolk
Scarfe N. 1987
The Suffolk Landscape
The First Record of Red Hills : A Second Note
by James Fawn
The earliest published recognition of these ancient saltern mounds on the coasts of Essex and neighbouring counties (Fawn. Evans et al. 1990) appears to be in a report on a meeting of the Royal Archaeological Institute in Colchester in 1876 (Essex Standard 1876: Fawn 1994). However, two unpublished earlier references have now been noticed.
The journal of William Wire, the Colchester antiquarian, has the following entry for May 13, 1853.
"Mr Smith brushmaker who travels the county informs me that there is on Goldhanger marshes Essex a field called Red Hills or Red Field the occupier of it told him that there is a Roman pavement there and several things have been ploughed up there but he could not tell me excepting two Admiral Vernons medals and an old horse shoe. "
(Admiral Edward Vernon 1684-1757, The punctuation is Wire's.)
Wire makes no comment on the name 'Red Hills' and he may have been quite unaware of its significance.
The second reference is nearly fifty years earlier. An estate map of a small farm in West Mersea (ERO D/Dc 37), drawn by William Cole for the Reverend James Round in 1804, shows a small field of 1.5 acres with the name Red Hill. The site, still an obvious red hill today, is No III in the gazetteer of "The Red Hills of Essex," under Peldon parish. This documentary evidence so early in the nineteenth century surely indicates that the name was in use in the eighteenth and, of course, maybe even earlier. Furthermore it shows that the name was not just in use among local inhabitants, but was also known to Cole and Round. The former has been described as being the leading Colchester surveyor (Stuart Mason 1990). The latter was a member of the well-known family which owned considerable property in and around Colchester and was rector of St Runwald's, 1797-1809 (VCH, IX). Both were representative of the sort of persons who initiate or produce relevant contemporary records. Perhaps with such examples we may look forward to the discovery of an eighteenth century reference?
References
ERO (D/Dc37)
Essex Record Office. Copy in Colchester branch.
Essex Standard: 11/08/1876, p3
Reprinted in "Full Report of the Proceedings, Royal Archaeological Institute of Britain and Ireland -Colchester meeting", Aug 1- 8 , 1876, 105-6
Great
Fawn A J, Evans K, McMaster I, The Red Hills of Essex. CAG Ann Bull. 30, 1
Davies G M R 1990
Fawn A J 1994
Red Hills Miscellany. CAG Ann Bull. 37,6
Mason Stuart A 1980
"Essex on the map" ERO. 112
Wire W 13.5.1853
"Journal of Events transpiring in the Borough of Colchester." Unpublished. By courtesy of The Essex Society for Archaeology & History. Deposited in ERO, Colchester branch, together with "Illustrations for a History of Colchester." Transcript of Journal in Colchester Museum.
A medieval roof in Head Street, Colchester
by Richard Shackle
In September 1998, Dave Stenning told me about a sooted medieval roof he had found in the Army and Navy shop in Head Street, Colchester. The manager of the shop.. Mr John Collins, kindly allowed me to record the roof. The building was almost entirely rebuilt in 1870 when it became The Alexandra Inn, but at the rear. on the second floor, an earlier timber framed roof was incorporated. All that survives are two bays of a sooted crown-post roof. Figures 1 and 2 are long sections of the roof,. from the front and from the rear.
It can be seen that there is a central crown post with two braces to the crown purlin, although one is now cut away. There are 12 surviving rafter couples, five of which have carpenters marks. As is often the case, the rafters are not arranged according to the numbers on the carpenters' marks.
On the underside of the crown purlin, at each end, are two more brace mortices. These would have carried braces from the crown purlin to the now missing end crown posts.
Figure 3 shows a cross section of the roof by the central crown post, viewed from the south. You can see a threestroke carpenter's mark which probably represents the number three brace. You can also see that part of the rafter to the east has been cut away and a trimmer beam inserted to support a cut off rafter. This trimmer was put in either as the head of a dormer window or as part of doorway through to the second floor of the Alexandra Inn.
Figure 4 is the present end rafter couple to the south. This rafter couple is much later than the rest of the roof and is unsooted. The timbers within this gable are reused medieval fragments and later small scantling timbers.
What was this medieval building? The top plates are about 20 feet above the present ground level and are set approximately 15 feet back from the present streetline. We have two bays of a heavily sooted crown post roof. It seems most likely that this was a sooted two bay hall for a medieval house that was set 15 feet back from the present Head Street. It could have been an in-line hall with parlour and service ends all under the same roof or the parlour and service ends could have been in separate crossings. Another possibility is that the house was on the street frontage but Head Street was then 15 feet wider.
The building probably dates from the 15 th or 16 th Centuries. The building is not likely to date from after about 1500 because chimneys of brick or timber were coming in. and open halls no longer being built. The three inch thick brace to the central crown post suggests a date in the 15 th Century as crown post braces in the 16 th Century are usually only one inch thick.
Two ritual deposits from north Essex
by Richard Shackle
Medieval and early modern people were very superstitious. They were particularly afraid that witches would get into their houses and cause them harm. To deter witches they made magic marks on the mantle beams of chimney s etc. They also hid special ritual hoards in their houses for the same reason. These hoards were either shoes and or clothing or pottery jars. The jars were usually buried under the hearth, under the doorstep or under the floor of die house. The purpose of this short article is to record the discovery of two ritually buried jars in north Essex.
Pot from 34 Water Lane, Bures Hamlet
In 1983, Betty Lindley bought the cottage at 34 Water Lane, Bures Hamlet. The house dates back at least to the 18 th Century and has earlier origins. The house needed some work done on it to make it a comfortable home. When the workmen were digging under the hearth of the brick fireplace they found a medieval pottery jug. The pot unfortunately got broken when it was being got out of the soil but all the fragments were saved.
The pot is made of a brown fabric with an overall brown glaze. Ida McMaster took it to Colchester Museum who dated it to the 16 th Century. Figure 1 shows the pot in profile.
The pot was buried under the hearth, probably to prevent witches from coming down the chimney. The pot may have contained objects such as bent nails to deter witches but if there were any such objects they were not noticed by the workmen.
Bellamine jar from Beacon End Farm, Stanway
Beacon End Farmhouse is a medieval house with a former open hall and two crosswings. When the Andrews family were modernising the house about 1950 they dug up the earth floor of the southern crosswing (Fig 2). Under the floor, in the front half of the building, they found an intact Bellamine jar. Elaine Mead (nee Andrews) tells me that the ground floor front room of the crosswing was formerly the diary of the farm. It sees likely that the Bellamine jar was placed under he floor to protect the milk and cheese making from the evil influences of witches.
SHORT NOTES
all by Richard Shackle.
Bronze weight from Magdalen Street
In early 1998, a timber-framed 17 th Century building at 176 Magdalen Street was demolished. When the site was cleared, it was seen that there was a wall of septaria blocks running across the site (Figs I and 2). This wall predates the 17 th Century building and probably dates 12 th - 14 th Centuries. It may well be made from septaria blocks recycled from a Roman building in Colchester. Mr Norman Bone found a small bronze alloy weight (Fig 3) in the soil next to the septaria wall. Mr Bone says tells me that this is a coin weight and that the mark is the royal symbol of Henry VIII. It weighs 25 grams and is 3mm thick. On the same site Mr Bone found the bottom half of a medieval pot with letter or mark engraved on it (Fig 4). The pot is 13.5cm wide at the base and 8cm wide at the point where the pot is broken off. The surviving part of the pot is 9cm high. There are thumb marks round the base of the pot. The mark that is cut into the face of the vessel.. is incomplete and probably represents an owners mark made by an illiterate person.
Fig 3) Bronze weight from Magdalen Street, Colchester
Lead object from River Colne
In January 1999, Ian Dines found a lead object in the mud of the River Colne at the Hythe, Colchester (Fig 5). It is a thin disk between 2 and 6mm thick and 45mm wide. It has a small (10mm) projection on its top face, which may be a handle. On the top face are a series of small panels with symbols in them. These symbols are not letters of the alphabet, but may well be marks made by an illiterate person in imitation of letters of the alphabet. The underside of the object shows signs of being turned on a lathe. The underside also has signs of a lip, which has been squashed flat on one side and removed on the other side. I think this object is the top or lid of a small container. The rest of the container could have been made of lead or of some other material such as wood. I envisage the container being owned by a "wise woman'', who used it to contain her healing potions which she sold to people who could not afford more expensive remedies from proper medical doctors.
Reference: Evening Gazette, 13 th January 1999, page 4
"Mudlark Ian digs up a bit of history"
Seal matrix from Windsor
In 1998, Mr Plumb found a silver seal matrix in the Windsor area. He took the seal into the Ashmolean Museum who confirmed that it was a 13 th Century silver seal matrix with the inscription 'Roberti de Wivenhoe'. I searched the documentary sources in the Local Studies Department of Colchester Library but could find no trace of anyone with the family name of de Wivenhoe. They are not in the Lay Subsidy rolls of 1327 or in Morant's "History & Antiquities of the County of Essex." The manorial rolls court rolls for Wivenhoe were burnt in 13 81, so cannot be searched.
All the drawings are by Richard Shackle
WINTER LECTURES 1996-97
THE GOSBECKS ARCHAEOLOGICAL PARK
7 October 1996 - Mark Davies
The Gosbecks site. 2½ miles from the centre of modern Colchester, was the focus of ancient Camulodunum and is a site of national importance. It was first excavated in 1842, when remains were identified as Roman, but were designated as a "villa". It was not until 94 years later that Rex Hull correctly identified the temple and theatre. Since then aerial photography, geophysical surveys and more recent limited re-excavation have revealed the full extent of the archaeological remains including the "Royal Enclosure" and the Roman Fort. Most recently excavation of the temple area has revealed architectural features including fragments of stone columns which have given a much clearer picture of the structure of the temple.
Over 400 acres of the site is now designated a scheduled ancient monument, and 166 acres of this, including the temple and theatre sites, has been acquired by the Borough as an Archaeological Park.
During the last two years much has been done to introduce the site to the general public. A small exhibition has been mounted in a 'portakabin' on the site, and display boards erected describing the monuments. An education officer. funded by English Heritage has been appointed, and on National Archaeology Days and at other times special events staged which have attracted large number of visitors.
Mark Davies concluded by outlining his vision for the future of the park, with a permanent visitor centre along the lines of those at Autun and Beaune, to mark Gosbecks truly as the "Gateway to Roman Britain".
EXCAVATIONS AT WHITE HOUSE, IPSWICH
14 October 1996 - Joanna Caruth, Suffolk Archaeological Unit
The site is on a windy ridge, overlooking the Gippng Valley, close to the ASDA Superstore, approximately one mile from the Roman road and three miles NW of Ipswich. The A14 truncates the side on the West.
Excavations took place in June-July 1995 in advance of development. This turned out to be a multi-period site ranging from the Iron Age, through Roman, to middle and late Saxon.
IRON AGE PERIOD
Late Bronze-Early Iron Age pits were uncovered and ring ditches similar to those found on Newmarket Common. These were filled with charcoal and were densely packed at the bottom, but one had been carefully lined with broken fine and coarse pottery. This pit was filled with dense coke and charcoal and with tiny 2mm pieces of bone. The evidence pointed to firing at high temperature but was not consistent with a furnace; perhaps the fill came from a funeral pyre. Some hazelnuts were also found.
ROMAN PERIOD
To the north of the site a substantial Roman ditch flanked by two parallel ditches was found. The large ditch was packed with 3 rd century pottery including half a Saurian bowl, an almost complete Mortarium (dish for grinding food) and a small crudely made lead Mercury figurine. Seven of eight post-holes, with chalk and flint packing, from a small Roman building, were also found. A mid-Saxon ditch cut into this area later.
MID-SAXON PERIOD
The area was enclosed with a deep "V" shaped ditch 1½ metres deep, 3 metres wide, containing oyster shells, charcoal and Ipswich ware. Three buildings were identified within the enclosure, and an unfenced cemetery dated to c10 'h Century. Nineteen bodies were uncovered, aligned E-W in the Christian tradition. There were no grave goods or coffins. This was a mixed group; five were children under six years of age, the remainder were aged 20+ years. No obvious congenital relationships were found. One burial lay outside the enclosure, face down, radio carbon-dated to c 9 th Century; the bones were in very poor condition.
BUILDINGS
No. 2) This building overlay the Roman ditches and was the largest on site, 11.7 metres long. Internally there was a central line of post holes and it may have had window openings along the sides. Daub was found in one of the replacement post holes. .A rubbish pit lay behind this building.
No. 1) A rectangular building with a substantial entrance with three inset post holes not on the wall alignment. There was evidence of internal partitioning.
No. 3) This building was identified as late Saxon. It overlay the Saxon ditch and was outside the enclosure overlooking the A14. Rectangular in shape, with opposing entrances in the long sides, it was a mass of post holes with a possible lean-to. A Thetford pot was recovered from it.
MID-SAXON PITS
These averaged 2 metres across and were filled with general rubbish. One large pit contained a nasty green slime, and may have been a cesspit. All the objects found were functional - spindle whorls, bone, an iron key and three sceattas (Anglo-Saxon coins).
LATE SAXON
The ditch had been filled in and a clay hearth overlay it as well as a group of pits, 1.25 metres deep. Thetford ware was recovered from the fill. No water source was found in the area excavated but the gravel and silt overlying clay may have produced a spring line downhill.
This was a poor but self-contained settlement producing wheat, barley and rye, probably for the Ipswich !v~Iarket.
THE ENCLOSURE OF OLD HEATH COMMON 1811-18
21 October 1996 - Patrick Denney, Local History Lecturer at Colchester Institute
Mr Denney moved into Old Heath about twenty years ago and became interested in its history. Until the 1920's it was a separate part of St Giles' Parish in Colchester. He defined Old Heath thus: "as far as you can throw a stone from the Old Heath Bell". It begins along Old Heath Road at the distillery pond, with the Colne as the northern boundary, Rowhedge the eastern boundary, and Cavendish Avenue the southern boundary. The name derives from the Old Saxon 'hether', meaning harbour. In the Iron Age Colchester's harbour was in the Sheepen area, whereas the Roman harbour was near the present Hythe. In Saxon times the harbour moved to the Old Heath area along an old water course. The Normans moved it back to the present hythe, referred to as New Hythe, when the Saxon hythe became Old Hythe, or Old Heath.
The land between the meander of the old water course and the present Colne was Old Heath Common. In documents of 1777 it was divided into three separate parts, the first two were heath land, the third was marsh. The land was part of the Manor of Battleshall (or Battleswick). In the early 1800's eight farms were listed in the Manor: Whitehall, St Runwalds, Middlewick, Old Heath. Burnt House. Place, Cleavelands and Battleswick, the manor farm. The rights of grazing on the common were complicated, with the farms having different rights of common.
The borough fields were originally a large open field system around Colchester. They were half year lands: from Lamas Day to February the free burgesses of Colchester could have rights to graze three head of cattle or ten sheep. In 1803 the Corporation owed £6,324 to Philip Lawton, whereas money owing to the corporation was only around £500. The burgesses decided they would have to sell off the rights of common to pay the debt. Although Lawton agreed to let the debt go another few years, in 1807 the Corporation elected four men to sell off the Borough lands: Henry Thorne, Bejamin Strutt, Jacob Verlander and Charles Heather. They would be negotiating to sell off the rights of common to landowners. Henry Thorne, a silversmith in the High Street, was also negotiating to buy the Lordship of the Manor of Battleswick with all the rights attached, which he succeeded in obtaining in 1808.
In 1811 Thorne petitioned for an Act of Parliament to enclose the Manor. Bejamin Strutt was appointed Commissioner. However, Ralph Ward, Lord of the Manor of West Donyland adjacent to Battleswick, objected. For generations farmers from both manors had rights of grazing on Old Heath Common, though most of the land fell into Battleswick Manor. When the case was heard in August 1812, the Court of Assizes in Chelmsford decided that Thorne did not have sole rights, and the land would have to be shared. Commissioner Strutt proceeded with the enclosure rights. A meeting was held at the Old Heath Bell for all involved. A survey of the common found it included 75 acres. Of that some was set aside for roads, some for gravel, and 17 acres to Thorne as Lord of the Manor with extensive grazing rights. In 1813, 18 acres were sold to defray expenses for the enclosure. The remainder of the land was allocated to landowners who could prove in writing they had common rights.
Although Thorne was allotted 17 acres, the complicated legal negotiations dragged on for so long that he never reaped the benefit. The award was finally made in 1818, by which time Thorne had become bankrupt and sold off everything to pay his debtors. Ralph Ward was awarded four acres but died soon after. Only half the farmers of the eight farms got anything. Many of the small landowners sold the land rather than going to the expense of fencing it.
Mr Denney concluded by mentioning two past industries connected with Old Heath. He had a slide showing the only known photograph of Old Heath Mill, which was pulled down in the 1890's. A coloured map proved it to be a brick mill. One of the major industries was brick making, which finished around 1910. Zachariah Crick and family were prominent brick makers of Old Heath.
THE INDUSTRIAL ARCHAEOLOGY OF THE THAMES SAILING BARGE
28 October 1996 - Roger Beckett, Barge Skipper
Essex still has about 20-30 sailing barges, with plenty of remains rotting in the mud of the estuaries. They were a basic vessel. designed as a flat-bottomed box specifically for carrying cargoes in shallow water. They were originally used in London where the majority were built, mainly for carrying grain upriver to places like Henley. According to Hervey Benham they were rare in Essex before 1800. The first known barge to be built in Essex was the Experiment built in Rettendon in 1791. At one time there were probably 2000 barges engaged in the coastal trade: there were still 1100 in 1927. The area covered stretched from the Thames estuary to Orford in Suffolk.
Their popularity in Essex was probably due to the county's growth in agriculture. Around 1850 there was a development from the older style chalk barges into a larger barge which was more sea-worthy, and therefore more suitable for coastal trade. They flourished at a time when sail was giving way to steam, because
a) they were cheap to both build and maintain.
b) they did not need ballast for stability, and were therefore cheaper to run.
c) they could be run by one or two men.
d) they were useful in low water at places like Beaumont Quay and Landermere.
The last barge built in Essex was at Mistley in 1930, built with a steel hull. Essex produced a small number of Thames barges but a disproportionately large number of them survive.
THE ESSEX PLACE NAMES PROJECT
4 November 1996 - James Kemble, Co-ordinator of the Essex Field Names Project.
Dr Kemble began by saying that place names are the province of historians and local groups. The study of place names is in the arts faculty, but opens itself to scientific method. Statisticians, landscape historians, linguists and archaeologists all have an interest. The conductor's task is to integrate a large number of experts bringing to bear their disciplines.
The speaker outlined the influence on English place names of the languages of the different waves of settlers:
1) Pre-Celtic: Basque and Old Pictish.
2) Celtic: Irish and Breton: In mapping Celtic names, survival is more prevalent as you move west, but disappears in Wales.
3) Roman: We have evidence from coins and written evidence from Roman writers such as Pliny and Ptolemy, e.g. Ptolemy's 2 nd Century AD map of Britain.
4) Anglo-Saxon: In the fifth century when the Britons were being attacked by Picts, the British chief Vortigern called on Anglo-Saxons and Jutes for help. However these erstwhile allies revolted under Hengist and Horsa in 455 AD and defeated Vortigern. The Angles settled mainly in East Anglia, the Saxons in the Thames Valley, and the Jutes in Kent. Although the Battle of Mount Bredon kept the Saxons at bay for a while, after around 600 AD they became dominant.
5) Viking: In 850 AD the Vikings, form Norway, Denmark and Sweden, overwintered on the Isle of Man, the Irish coast , and the east and west coasts of England. Their incursions continued, finally forcing the Saxon King Alfred to sign a treaty in 886 with the Viking invaders to divide the country into East and West, where the eastern part fell into Danelaw. Many parish names east of the boundary are of Danish origin.
6) Norman French: This had only a small degree of influence e.g. Beaumont and Pleshey.
Dr Kemble also gave an outline of the elements of names. Examples cited included:
a) Personal names: Margaretting = district of Margaret; Ipswich (Gipeswic) in which Gipe is a Saxon leader and wic = trading centre; Camulodunum = hill fort of Camulos.
b) Filed names:
enclosure names, fertility, cultivation, buildings, roads, bridges and tolls.
c) Legal terms: Flitlands (OE geflit = dispute); Chatterholt (was Charterhold in 1650).
d) Industrial: Frame Close, where cotton was worked: Witness Close, where cloth was whitened..
e) Archaeological: Pentlow (low = hill); Stratford (straet = street).
In his conclusion Dr Kemble stated that the Essex Project aims to record and analyse historic place names in a wav that can be used for country-wide analysis. The organisers will use local societies and individuals to gather topographical data from the parishes. The central co-ordinating committee hopes to bring all the information together into a county volume.
ROMAN BOREHAM AND ROMAN RURAL ESSEX
11 November 1996 - Colin Wallace, Essex Archaeological Unit.
The speaker is the Roman pottery specialist for the Essex County Council. He began by comparing the rich villas of western Britain with the eastern areas, highlighting the fact that during the 4th Century in the east there was a full scale decline in villa building which was little in evidence in the west. This decline and destruction was particularly marked during the second half of the century, and coincided with a decline in the use and manufacture of coinage. However not all sites followed this pattern, and any one site should only be interpreted in the context of the whole.
An example of decline was in the settlement at Mucking, where buildings seem to have gone out of use - even though the field system was still operating. At Heybridge too, the site contracted back towards the centre at the end of the 4 th Century.
At Great Holts Farm. West Lodge, earliest evidence of occupation was from the Iron Age 1 st Century, but thereafter use was not continuous. In the early to mid 3 rd Century there is evidence of additional enclosures, which coupled with the absence of 2 nd Century pottery (except for one item of 2 nd Century Samian associated with other 1 st Century ware) suggest reoccupation during this period. In the late 3 rd to early 4 th Century the first stone buildings were constructed, but these are in a poor state of preservation, lacking floors, that it is not possible to determine their use. Much of the material appeared to have been reused from an earlier unidentified building in the Boreham area.
Chignall St James has a large villa site with drove ways and paddocks which was in continuous occupation from the Iron Age to late Roman times. Similarly at Ivy Chimneys, Witham there was continuous occupation throughout the same period, the site finally being used for religious purposes.
At Great Holts Farm Quarry, 8 hectares of a Roman rural site was excavated with identification of field systems and farm compounds. This, and the evidence of other field systems identified by aerial photography, suggests that centuriation was unlikely in Essex. Unsurprising since centuriation was a practice primarily of the republican period.
Finally a number of unusual building sites were presented, including the western apsed building at Boreham. The speaker had originally thought this to be a church, but comparison with European examples suggests that this may not be so.
RECENT WORK AT THE LATE SAXON SITE AT MILL LANE, THETFORD
18 November 1996 - Heather Wallis, Project Manager, Norfolk Archaeological Unit.
Thetford is situated in South Norfolk between two rivers, the River Thet and the Little Ouse. This gives it an important position for trading purposes, looking to the Fens and the Wash to the North and to Suffolk and the North Sea to the south and east. In Saxon times the rivers were fordable at three points in the vicinity, thus providing a focus of routes. There are bridges at these points now.
The earliest evidence of settlement is an Iron Age Hill Fort, possibly of the 5 th Century BC, in the same area as the later Thetford Castle. Another major site was excavated in the 1970's, possibly a religious site for the Iron Age people.
Signs of the Romans are confined to evidence of the Icknield Way, which crossed the rivers at this point. The Roman occupation site is away to the north-east of the present town.
The early Saxons settled on the Western side of the present town and inhumations of this period have been found south of the river. There is very limited knowledge about the Middle Saxon period. In the late Saxon period the site of the town moved and it flourished as a centre. It is mentioned in the Anglo-Saxon Chronicle in 870 AD, and developed as an important settlement over the next two centuries. Defensive banks and ditches were constructed, enclosing almost sixty hectares. In the Domesday Book Thetford is included in the top six towns in England.
By the late tenth century the defences were out of use although the town had continued to develop, spreading outside and over the banks and ditches. There was a Mint in the town and many churches. Indeed it was the seat of the Bishop from 1071 to 1094, after which the Bishopric moved to Norwich.
The twelfth century saw a rapid decline in the population, which became concentrated on the north bank. This settlement continued through mediaeval times to the present day. Areas south of the river became open ground and were not settled again until agreements made this century for resettling people from London.
In 1990 an agreement was made with the developers to investigate the archaeology of an area near Mill Lane. to determine if the lane was a late Saxon road and to find out about any Saxon settlement in the area prior to modern housing being built. In the event excavation did not be-in until 1995. This is now finished and the archaeologists are in the assessment phase. They are preparing reports for English Heritage in the hope that a full post-excavation report will be funded by them.
Earlier excavations between 1948 and 1960, led by group Captain Knocker, found evidence for metalworking and pottery kilns. Not restricted by Health and Safety Regulations, some of his trenches went down to thirty feet! Thetford ware was found.
Mill Lane includes two sites, the smaller near the river. They cover about 1.6 hectares. There were two churches in the area. One was St. Ethelreda's, possibly a pre-Conquest Saxon foundation which went out of use in the Eighteenth Century. In recent times there was a plastics factory on the site but previously the site had apparently been put to arable use since Saxon times.
The archaeologists wanted to obtain evidence for land use, domestic or commercial: whether there were any changes in the pattern of use or whether the situation was static; what caused the rapid decline in population in the twelfth century; what was the relationship between the settlement and the river: what buildings and associated pits were there.
They found evidence of dense occupation, with pits, postholes and buildings. An unusual feature in one building was a stepped ramp down into the cellar, line with wattles and clay. There were many industrial features, including a lot of slag, apparently from smelting, not smithing. There was evidence for silver-working; small crucibles and hearths were found. Small finds included brooches, animal harness, a skate, a chess piece, combs, iron weights, querns, coins. evidence for wood, leather and textile trades. Also there were three new types of Thetford ware.
At present the archaeologists are still assessing the evidence, so it will be very interesting to hear more about this site in the future.
NEW DEVELOPMENTS REGARDING TREASURE TROVE & PORTABLE ANTIQUITIES
25 November 1996 - Roger Bland, Treasure Trove Liaison Officer, British Museum.
The speaker opened the lecture with examples of the romantic side of treasure trove such as the Hoxne Hoard, which included 200 objects of gold and silver and numerous coins. It has been estimated that there are around 400,000 archaeological finds every year, of which only 10-20% are reported to museums.
The origin of Treasure Trove goes back to the Anglo-Saxon period where all treasure belonged to the Crown. Later in the 12-13 th Century the law was altered to give a 50% share to the finder.
The 1961 Treasure Act covered only gold and silver. In 1982 the Master of the Rolls, Lord Denning, declared that the find should be at least 50 % gold or silver to be covered by the Treasure Act. In a report to the House of Commons it was recommended that Treasure Trove should be the property of the Crown, a museum has the right to the objects, with the finder receiving a reward. A reward has also been paid since the middle of the 19 th Century for reporting finds. Since 1886 the finds have been sent to the British Museum for evaluation, the finder being rewarded if he has acted properly, and the local museum having the right to buy the finds (and for finding the money to do so). Up until now the finder has been rewarded even if he was trespassing, though where cases were brought to court, juries tended to regard it as stealing.
Under the 1996 Act the guidelines have been altered to safeguard the archaeological record. This has been a compromise between archaeologists, metal detectrists, the NFU and country landowners. There are people in all camps that disagree with the Act, but this is only to be expected on such a controversial issue.
Pilot schemes have been set up in four areas, under the aegis of local archaeological units, running for up to two years to record all archaeological finds. There is also a lottery bid being submitted to obtain funds for the nationwide implementation of the recording scheme.
THE NEOLITHIC IN THE CHELMER AND BLACKWATER VALLEYS
2 December 1996 - Nigel Brown, Essex Archaeological Unit.
This area in eastern England is very important at a national level as not much in the way of excavation has taken place in the past, with the exception of Dunmow and Stansted. The early Neolithic, 4000 to just after 3000 BC, was one of transition with dispersed peoples moving up the Chelmer and Blackwater river valleys.
The tidal zone of the River Blackwater is one of oozy mud around the islands of the estuary and would have been heavily wooded. Indeed some areas still have tree stumps preserved on the old land surface. The soil is heavy clay with river gravels on the higher ground. There was no evidence of significant forest clearance but a good deal of evidence that very wide ranging areas were exploited by these first farmers.
The sea level was considerably lower, the high water mark being about low tide level today. A small excavation was mounted on the mud flats which flood at high tide so excavation could only take place at low water. There conditions, however, have preserved the Neolithic land surface in large fragmented areas.
Many pot sherds, flint work, a ground stone axe and a polished stone chisel were recovered. There were scatters on the higher land surface of pits, small post holes and probably houses, but nothing of a permanent nature. On the gravels there was evidence for repeated occupation of some sites. Macro-fossils were well preserved and plant remains of several types of wheat and barley were recovered. Wild produce was also present including fruits, roots, tubers and hazel nuts in great quantity. The evidence pointed to small areas of cultivation supplementing hunter-gathering.
An early Neolithic rectangular house, with a central bay and internal partitions, was found on the intertidal areas of the estuary. A Roman cemetery later cut away part of the site.
Evidence for large monuments is generally lacking but there was some evidence for lesser monuments such as the slight trench of a long barrow east of Maldon. There are many crop marks at Rivenhall but the enclosures show relatively small buildings. East of Chelmsford at Springfield there are slight remains of a structure and the Springfield cursus, which cuts across higher ground. At Barnes Farm there is a long-lived and complex cursus with parallel ditches and a ring ditch inserted into one side.
On the terraces of the river gravels there is evidence of dense occupation throughout prehistory but not for the Mesolithic or early Neolithic period. Along the River Chelmer on higher ground are causeway enclosures and a cursus near a bend in the river overlooking a large flood plain. At the east end of the cursus, close to what is now the Asda Superstore car park, was a square terminal with a circle of post-holes. Sherds of a large herringbone decorated pot were recovered together with flint blades in a depression in the centre, possibly the grave goods from a cremation burial.
At Upper Springfield Lyons, a mile to the north of the Springfield cursus, a late Bronze Age site, later covered by an Anglo-Saxon cemetery, was excavated. A scatter of early Neolithic pits were discovered outside the eastern entrance. Air photographs revealed an arc and when trenched more pits were found. This may have been a partial causeway ditch across a terrace between two small streams. Large sherds of highly decorated fine ware were recovered from a deep circular pit. They appeared to have been deliberately deposited. In 1949 seven flint and stone axes were recovered from a back garden. This may have been a ritual deposit.
The monuments around Chelmsford may have been part of a meeting place for these dispersed people to come together.
THE WHITE TOWER RECONSIDERED
20 January 1997- Dr Geoffrey Parnell, Keeper of the Tower History
Dr Parnell opened by saying that, although the White Tower was built as a symbol of Norman authority, the construction was poorly documented. The removal, in 1996, of part of the Royal Armoury to Leeds, has opened the interior of the building and allowed its first assessment since the 1850's.
Following riots in 1066, a bank and ditch enclosing an area of approximately one acre was placed in the corner of the City of London defences. The White Tower was built in this enclosure. The date at which building began is uncertain, but Gandolf, Bishop of Rochester, with whom the plan is associated, was appointed Bishop in 1077. The building probably rose at a rate of 10-15 feet per year, and may have been completed by 1087.
The outer appearance of the White Tower has always indicated that it was built with a basement and three floors. The removal of showcases exposing scorch marks on the walls outlining the cables of pitched roofs indicates that the present ceilings are higher than the originals. At the level of the pitched roofs there are holes which pass through the outer walls and appear to have been drainage outlets. There is no break in the building work, so the walls must have been built to their present height surrounding the pitched roofs, and at the time of the original construction. It is known that the present ceilings were in place in 1603, but there is no record of when alterations were made. The conclusion must be drawn that the White Tower originally consisted of a basement and two stories, covered by pitched roofs of shingle or thatch, surrounded and protected by high walls. This form of construction is found at Newcastle, Appleby and Hedingham.
The windows positioned at the level of the pitched roofs are an architectural feature; some are not openings but marked by stone facing, and can be particularly noted on the river frontage, where they would have created most effect.
Dr Parnell summed up by saying that the White Tower was an architectural set piece whose potential was not realised when the court moved to Westminster.
EARLY TIMBER-FRAMED BUILDINGS IN ESSEX
27 January 1997 - John Walker, Building Historian
Timber framed buildings in Essex are mostly aisled halls, with a few churches, for example Greenstead church. made of split tree trunks. The lecture therefore concentrated on aisled halls and their development.
The first aisled halls are mainly found in the south east of England, particularly Kent, East Essex and Suffolk. These are currently dated from c1250, but dendrochronology is moving some of the dates forward by about 20 years
The aisled hall gets its name from the structure, which has two rows of supporting posts parallel with the longest side walls. This gives a church like structure with a central nave, and aisles either side. Longitudinally it is split into three bays. The central area comprises the main living space with the fireplace open to the roof, this area has two main areas on opposite walls. On one end there is the private apartment or parlour. At the other end of the building is the store room and service area. This service area has a central door in the end wall to provide access to external buildings. Frequently these end bays have upper stories over them.
The earliest examples have strengthened roof supports, identified as passing braces. These run from over side aisles right up to the apex of the roof. They are tied in to the supporting arcade posts and the cross beams. Cressing Temple Wheat Barn has a good example of passing braces, dated to about 1280.
There are several wood-working techniques and joints that are used, and these can help an expert to date a building. Examples are the splayed scarf joint used to join two long lengths of wood for a rafter or beam, which is dated to 1325. The notched lap joint for joining a brace to a beam was not used until after 1320. There are also secret notched lap joints, examples of which dated to 1211 are found in Wells Cathedral.
Recent archaeological work at London Wharf has shown that the waterfront timbers were reused building materials and show that prior to 1200 only lap joints were used, but that after that date mortise and tenon came into use.
The lecture showed many examples of buildings where these joints were used in their construction. With regards to the open hearth in these early halls, the smoke produced much blackening of the beams. It is thought that in cases of tiled roofs the smoke would get out through the gaps in the tiles. With thatched roofs a hood would be used to direct the smoke, sometimes through an end wall. There is evidence of quite large apertures at the end of some buildings.
Fyfield Hall was mentioned as the oldest surviving domestic building in Essex, although only the central bay survives. There have been problems with dendrochronology dating but it is considered to be pre-1300, and could be as early as 1200.
In latter years the halls were expanded by the addition of cross wings at either end. Also changes to increase the height of the side walls were made so that windows could be added to increase the light in the central bay. Two of the constructions used to achieve this were raised aisled halls, mainly found in central and north Suffolk, and base cruck halls (using curved timber supports), an influence from western areas.
EPPING FOREST, AN ANCIENT LANDSCAPE
3 Februarv 1997 - Tricia Moxey. lnformation Officer, Epping Forest
Comprising 6000 acres of mixed woodland the forest runs in a crescent between the rivers Lea and Roding from Forest Gate in the south to 19kms beyond the town of Epping in the north. Rising to 120 metres along a ridge it is steepsided and unsuitable for agriculture. The soil is thin and poor with river gravels and London clay. The Bagshot Beds have been used for brick-making since Tudor times. Numerous kilns have been found in the area. The Corporation of London own and have managed the area since the 1878 Forest Act which made public open spaces. It costs the Corporation £3 million per year from private sources to maintain.
The upper slopes support beech and birch with oak and hornbeam lower down. There is grassland in the open spaces and on the London clay. Cattle have grazed this since earliest times and were branded by the Forest Reeve. .Any unmarked cattle found grazing were impounded and only released on payment of a fine. The populace had the right to pollard and some of the old hornbeams show two phases of pollarding, which seems to have been done in a 10-15 year cycle.
Areas of concentrated flint working were found in the 1960 excavation and two Iron Age encampments were identified. In 1965 the one south of Epping, close to the B393, was excavated. A well-defined pudding stone entrance was recovered. Some tanged flints were found along with medieval pottery, but no evidence for long occupation. Pollen analysis showed predominantly hazel, suggesting the area had been woodland.
Roman villa farms are known along the river valleys on either side of the forest and at Chi-well two Roman jars, a cemetery urn and a glass bottle of 1-2 century date were found in a clay pit. Coins spanning the period 96330 AD have also been recovered.
In the Saxon period, around 850 AD, a change in the forest took place. Pollen evidence suggests areas of clearance with an increase in birch. Small leafed lime disappeared. This wood is easily worked, the bark being used for shields and the tender shoots being fed to cattle. The small leafed limes present today are a cultivated variety.
The Normans created the Royal Forests of England and introduced the smaller fallow deer which could be controlled more easily than the red deer. Churchmen were encouraged to create deer parks by the gift of deer. A deer park at Waltham Abbey is shown on a map of c1590. By 1130, Essex had about 100 deer parks. Forest laws were strictly enforced by the array of forest rangers. Poachers were jailed but released on payment of a fine and allowed to keep their assart.
Around 1542, Henrv VIII enclosed Fairmead Park near Chigwell and when unable to hunt through ill health had hunting lodges built. The deer were then driven slowly past the lodge and shot with crossbows. The beautiful threestoried Queen Elizabeth hunting lodge, from c1543, which went through several embellishments, has been restored and is open to view.
By 1641 the Stuarts had re-established many parks, and 60,000 acres were enclosed at Waltham and Stratford. Land around the parks was granted to leading families though the crown maintained the right to hunt. Woodland was managed by the Abbeys of Stratford and Waltham, Stratford having first choice of all timber felled. There was a
decrease in the woodland when charcoal was made for the smelting industry.
By 1774 merchants from London were building grand houses along the River Lea. One such mansion was built by the Childe family in Wandsward Park but demolished c1825. The garden house still stands and is open to the public. During the reign of Queen Victoria the Epping New Road was built through the heart of the woodland. In 1860, the City of London acquired land for a cemetery at Wanstead Park.
NEW BUILDINGS IN HISTORIC AREAS
10 February 1997 - Dave Stenning, Essex County Council Planning Department, Conservation Advisor
The lecturer gives advice to all Essex District Councils. Conservation areas are defined in a legal framework, and new developments must protect and enhance the character of the area.
The previous use of the area should be understood, and the aim should be to keep the same theme. If a proposal would change the character, then it should be refused. What is the character of an area? How is it defined? The basic premise is that people like old towns. There is to be an appraisal of Colchester, to define its character. The lecturer defined a historic town as being more than the sum of its individual parts.
Several slides were shown to illustrate how areas reflect common themes, e.g. similar roof shapes; common types of windows; building materials. There has to be a balance between unity in design and individuality to provide interest. It is however to get more variety by using colour or added decoration.
A good result can be due to a planning officer badgering the developer. The result can be better if the architect bases his scheme on quality and appropriateness. Several examples were presented of designs that have been proposed, with comments on why they were appropriate. For example buildings were shown that are too large for their surroundings in a village. Buildings fit in better if they take on features, in an abstraction, from existing buildings, though this must not be taken to extremes.
Several decisions that seemed to work were shown. These incorporated one or more of the following, features: application of dark weather boarding; jetted upper stories; brown frame windows: street scenes without garages or driveways, the garages being in a separate garage court.
The problem is clearly that it is very difficult to reach an acceptable compromise, which so often depends upon the judgment and taste of all those concerned.
THE MEDIEVAL LANDSCAPE OF GREAT AND LITTLE HORKESLEY
17 February 1997 - Chris Thornton, Assistant Editor, Victoria County History of Essex
The speaker presented a summary of his research into the development of the landscape of Great and Little Horkesley. The area the villages occupy is a clay plateau, originally heavily wooded, bounded on the north and south by the rivers Stour and Colne. Initial settlement was undoubtedly on the high ground overlooking both rivers, farmers being attracted by the rich fertile grounds of the river valleys. The plateau claylands were only settled later, by the formation of greenside settlements, and gradual felling of the natural woodlands, with the creation of small and irregular fields or extensive heathlands that persisted at Bergholt, Boxted and Mile End until recent times.
The manorial histories of Great and Little Horkesley are very different, and have influenced the development and character of the two parishes. At the time of the Conquest, Great Horkesley was part of the Manor of Nayland, held by Robert son of Wimarc, a strong supporter of William the Conqueror. His son Sweyn became very powerful and was granted other lands, including the Honour of Rayleigh, of which Nayland became part. Thereafter, Great Horkesley remained part of Nayland and was owned by a series of important absentee landlords, or by the crown, throughout the medieval period.
Little Horkesley was originally part of the Manor of Nayland, but by Domesday was granted to one Godebold, and the manor was passed down through his son, Robert de Horkesley and his direct heirs until 1332, when it passed via trustees to the Swynbourne family. Throughout this time it seems likely that the lords lived in the parish, probably at what is now Hall Farm. Through the Middle Ages there were only 3 large farms in the parish: Hall Farm: Priory Farm, created as a result of part of Hall Farm being granted by Robert de Horkesley for the formation of a Priory: and Holts Farm, which was originally part of Great Horkesley, but was given to the Priory by Henry de Creffield, and was subsequently let by the Priory to raise money.
In the absence of resident Lords, Great Horkesley was from Domesday occupied by small tenant farmers. It is recorded that 18 villeins held yardlands - probably about 48 acres - and these were subdivided further during the Middle Ages. It is probable that Nayland Park, now defined on the ground only by vestigial banks and ditches, was formed for royal hunting during one of the periods when Nayland was owned by the crown, probably in 1260 or 1275.
The plateau lands of Great Horkesley were originally part of the Royal Forest of Closterwell, and were well wooded. As population grew, the woodland was gradually eroded, both legally and illegally, with the creation of heathland and the greenside settlements such as Hey Green. Westwood Green and Tye Green. The settlements were occupied by bordars and cottars -cottagers or small-holders.
The last landscape feature discussed was the straight stretch of raised road running north to south from Horkesley Heath to Great Horkesley known as The Causeway. It has been suggested that this is of Roman origin, and this view is supported by finds of coins, a Roman kiln and pottery, but no metalling. At 120-130ft wide, it is about twice the width of a normal Roman road, and it seems more likely that the feature is in fact a late medieval green, a view supported by the fact that medieval houses built along its length respect its integrity. This view does not preclude the possibility that the core of the feature is Roman - it would seem probable that the route was of importance in Roman times as now.
AN INTRODUCTION TO ORAL HISTORY
24 February 1997 - Dr Steve Hussey, Essex County Council Research Fellow in Local History
The speaker began by saying that he has been employed Essex County Council for the past three years, working in the History Department at Essex University. A sound archive had already been established but was becoming more of a depository with approximately 2000 recordings by the early 1990s. BBC Essex had also donated various taped interviews, which included recent work at Colchester clothing firms. As a result the collection was difficult to access for research and his work has been to establish a central project.
In particular he has been looking at continuity and change in the countryside, carrying out taped interviews in both Essex and Buckinghamshire. He has also trained between fifty to sixty people who work as volunteers, which has resulted in between 150 to 170 tapes and it is hoped that these volunteers will continue with their work.
This century as seen tremendous changes - two world wars, the introduction of the welfare state, better houses, facilities, etc. Life at the beginning of this century was vastly different than it is today and with oral history it is possible to obtain an insight into the lives of ordinary men and women. Although much research has been carried out on poverty and living standards in towns and cities, the countryside is not seen as having the same problems. However, in reality behind the picturesque scene there can be just as many, if not more problems.
Oral history is often said to be a new discipline because of the tape recording, but this technology has only been around for the past 40/50 years. It is only since education has been available to everyone that the written word has taken over. However, in countries where many people cannot read or write oral tradition continues. In African villages one person will recite the history of their villages in public displays. This also used to happen in Scandinavia. Britain is said to have lost its oral tradition, relying on visual means of communicating; i.e. by books, television, etc. However, in our own families we have our own oral history, those stories and recollections told when looking through photographs or at family get-togethers. If these were to be recorded they would be a unique reference document, the same as birth and death certificates, etc. The speaker advised recording these recollections before they are forgotten.
For many years history has been told by the written word, by scholars and academics and, therefore, from a particular viewpoint. The industrialisation revolution brought about urbanisation and with it many social problems. Britain was very wealthy but approximately one third of its people lived in poverty. Social researchers, such as Charles Booth in the East End of London and Rowntree in York, carried out surveys which were printed in the penny newspapers. For the first time it was possible for the Victorian middle class to hear about working class experiences. Henry Mayhew accumulated six volumes of almost verbatim recordings of working class people that were achieved by taking a stenographer to record interviews. The speaker read an account of a boy selling muffins. This demonstrated that although factual the emotion and accent were missing.
The first recordings came about in Victorian times on wax cylinders, but these mainly were used for songs. The breakthrough came after the Second World War when tape recordings became possible, but were very large. It was not until the 1960/70s that magnetic tapes were used, and which could capture the emotion and accent. Social history began to be included as a subject in universities and schools. However, many historians do not accept oral history as a discipline, they have a distrust of the spoken word. Another criticism is that it is not very scientific.
The speaker felt that oral history was vital and exiting. Firstly, it places people and experience to the fore. History used to be political/economic, the individual was missing. Oral history rescues individual from the crowd. He said the best example of this was in the history of war when battles, casualties, etc. are recorded but omit the ordinary experiences of the soldier and on home front. The Imperial War Museum has many interviews of First World War soldiers' experiences in trenches of trying to keep warm and clean. Secondly, it touches upon areas of human experience, areas of personal lives.
However, the speaker issued a note of warning, saying that sometimes the authenticity needs to be checked. He demonstrated this by playing a recording of a farm labourer called Jack singing a song entitled "Buttercup Joe", which he assumed had been learned during his work on the farm. However, it turned out that Jack had learned this song in the trenches during the Second World War!
The speaker ended his talk by playing two further recordings, demonstrating the effectiveness of the spoken word. When questioned on the use of a video camera instead he said that a tape recorder was less intrusive and people were less embarrassed about recounting their past lives and experiences, in fact being very open about their personal lives.
RECLAIMED LANDS IN THE DENGIE HUNDRED
3 March 1997 Bronwen Cook, Historical Geographer
Bronwen Cook gave some interesting insights into what she described as the continual battle with the sea to reclaim land around the Dengie Peninsular, using a series of maps and slides she demonstrated the relationship between the "uplands" (perhaps five or six feet higher than surrounding areas) and marshlands. It was on these gravel uplands, high enough to be clear of exceptional tides, that the earliest dwellings were found.
She described how, since Roman times, there had been a steady subsidence of the land so that Canvey Island was then fifteen feet higher than it is now. It is for this reason that half of the fort of Othona at Bradwell is now under water. Mrs Cook went on to talk about the development of mudflats, facilitated by Sales Point which gave shelter from the south flowing tide. Given sufficiently shallow waters less material is taken by the ebb tides than is deposited. Eventually a shingle spit develops, and behind the saltings, valuable land on which to graze sheep. The people who had recognised the value of this land would build up the shingle, giving better protection. In the meantime, new saltings build up to the seaward side of the spit and a marshland develops, protecting the saltings behind it.
At one point a slide was shown of sheep which, it was remarked, had certainly been there since Domesday. Amongst many interesting maps was one of Tillingham Manor in 1667. This showed "the flowing of the sea" where now there is firm land. Domesday records only four serfs here, but by 1222, records show 49 tenants and 700 acres supporting population not mentioned in the rent rolls. Another map of 1671 showed a line of farms which had developed along the shell ridge. Mrs Cook gave numerous insights into the way coastal settlement was defined by the relationship between developing saltings and marshlands with the gradual extension of coastal defences.
MEMBERS ACTIVITIES
10 March 1997
Excavations at Houchins Farm, Coggeshall, July 1996 - Vic Scott
Houchins Farm is a moated farmhouse off the A 120 near Coggeshall. Excavations were carried out in July 1996 at the invitation of the owners to investigate the moat with a view to identifying any Roman activity in the area and to confirm the 14 th Century date attributed to the farmhouse.
Five trenches were cut at various points in and adjacent to the moat - all subject to waterlogging - which confirmed the moat originally to have been approximately 2.25m deep and 5.5m wide. A considerable quantity of pottery and other artefacts were recovered, man)of which were of Victorian origin. A significant proportion were found to be earlier and from throughout the medieval period, the earliest being dated from the 11 th Century. No Roman material was found.
The historical record confirms the main part of the current house to be from the 16 th Century. The rear portion is I5 t ' Century, but appears to have been originally ancillary buildings, suggesting that an earlier main building stood on the site of the present front. Maps show - Water in front of the house in 1764, but no moat is marked until 1841.
Later field walking of some of the area between the farm and the A 120 showed a scatter of brick and tile, but nothing of interest or suggestive of Roman occupation.
On the basis of the new evidence found, there is no case to be made for Roman occupation of the site. but that a farm was built on the site at least 100 years earlier than previously thought. and possibly as early as the 11 th or 12 th Centuries. The moat was probably dug between 1787 and 1841 to provide drainage. The soil removed was used to build up the current raised front garden.
Geophysics - Peter Cott
Two techniques are currently available for non-destructive investigation of underground archaeological remains. Resistivity measures changes in the electrical resistance of the soil caused by variation in moisture content, and can detect covered features such as ditches or walls. Magnetometry is complimentary, and by measuring variations in magnetic flux density, can detect fired objects such as brick and the presence of metals. Either (or both) can be used to produce a two-dimensional plot of variation in geophysical properties over an area which reflects the underlying archaeology.
At Caistor St Edmund, survey of the Principia block has confirmed the position of the main buildings and the magnetometer survey showed clearly the presence of a central gully at the centre of the road running along its edge. At Pleshey, discovery of a priestly burial prompted investigation of an open field site, and the geophysical survey results
indicated the presence of an unequally aisled building and path which may be the remains of an early church.
At Great Tey, excavations in the 1960's revealed the presence of a Roman Villa to the south of the village. Unfortunately there was no precise record made of its exact location. Surveys to date have revealed what may be an 8m road running north-south across the approximate position of the villa, and a series of field boundary ditches, but no evidence of the villa itself.
Other investigations have lead to the discovery of a 17 th Century dovecote on a small mound at Thorndon Country Park, and the rediscovery of the site of a lost hall at East Harling. Most spectacularly, a magnetometer survey of the temple area at Gosbecks, previously resistivity surveyed in 1993, has not only confirmed previous findings, but has also revealed a number of new features previously unsuspected.
The Head of Longinus - James Fawn
In 1928, at a site on Beverley Road, Colchester, whilst lowering ground level prior to the building of a number of garages, workmen uncovered a fallen tombstone. They also cut through the surface of a Roman Road. Prior to laying concrete, the finds were examined by A G Hull of The Castle Museum. The tombstone, broken into several pieces and somewhat damaged, was found to be that of Longinus, a Roman cavalry officer who had died in Colchester during the early years of the Roman occupation. It was removed to the museum, where it is now on display. The road was measured and drawn, and has been shown by a later excavation at the Grammar School, and others near Sussex Road and West Lodge Road, to be part of a three track road leading from Colchester towards London. Unfortunately the records made at the time did not accurately record the positions of either the road or the tombstone, and when the opportunity arose to remove the concrete covering the site and reinvestigate the underlying archaeology. Colchester Archaeological Trust asked the Group if they could carry out a re-excavation on their behalf. Work began in Spring 1996.
Initial excavation rapidly revealed the presence of two overlapping but distinct holes in approximately the position of the tombstone as recorded by A G Hull. Both were full of a mixture of modern and Roman artefacts. The first was shallow, and of the right dimensions to delineate where the tombstone lay. The second was much deeper, and is now interpreted with some confidence as the hole dug by the builders to remove the base of the tombstone, which was probably still upright in the ground.
Throughout the excavation of these features large quantities of flakes of very friable limestone were recovered. Not much attention was paid to them, since they were considered to be much too fragile to be connected with the tombstone, but this view was radically altered when one of the larger fragments removed was found to be the face of Longinus, missing from the tombstone, and lying almost exactly where it should have been had it detached from the monument after it had fallen. Subsequently a number of other identifiable missing fragments of the tombstone were recovered.
Further work has identified the probable south edge of the road, bounded by a discontinuous ditch from which sand had been removed to build up the road. Its position and alignment fit in well with the findings at the Grammar School. Work continues. | <urn:uuid:380ad85c-258a-40a9-8c90-f10b603649a1> | CC-MAIN-2025-08 | https://caguk.net/wp-content/uploads/2013/01/Bulletin-39.pdf | 2025-02-18T06:34:08+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00387.warc.gz | 129,483,491 | 31,107 | eng_Latn | eng_Latn | 0.996554 | eng_Latn | 0.998833 | [
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Customer Voice Research Sex and Relationships Education
Sherbert Research
Research Report No
DCSF-RR175
Customer Voice Research Sex and Relationships Education
Sherbert Research
The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Children, Schools and Families.
© Sherbert Research 2009
ISBN 978 1 84775 564 3
November 2009
Research objectives
Overall
To understand parents' views on sex and relationships education (SRE); including whether parents should have the option to withdraw their children from SRE and, if so, at what age parents feel it would be appropriate to remove the option for parents to withdraw children and young people from SRE.
More specifically the research sought to:
Understand what parents see as their role in providing sex and relationship information and advice to their children and explore how they have (or have not) approached the issue.
Explore where parents think their children are currently getting information on sex and relationship issues and what they think their children know.
Establish what parents currently know about the role of schools in teaching SRE to children and young people including:
– What is taught, when / frequency and by whom;
– The difference between what is taught within the curriculum in Science and SRE in Personal, Social, Health and Economic (PSHE) education;
– Where and how parents find their information regarding SRE in schools and what their children are learning in sex and relationship lessons;
– Understanding whether SRE in schools is something which they have thought about.
Explore parents' knowledge and experiences (if any) about the parental right to withdraw children from SRE.
Establish parents' views on the parental right to withdraw their child from sex and relationship lessons in school including:
If and at what age parents feel it is appropriate for children to participate in sex and relationship lessons without the parental right to withdraw;
* 11 (Year 7), 14 (Year 9), 16 (Year 11), 19 - current situation (post 6 th form) OR Parents should never have the option to withdraw their child from sex and relationship lessons.
* Exploring in depth the reasons for and against the different ages (motivations and barriers / fears).
Explore any differences between how parents feel about SRE from a personal point of view (concerning their own child) compared with their point of view regarding the parental right to withdraw in general.
E.g. testing the position, 'I am happy for my child to participate in SRE but I understand if other parents don't want their kids to participate in SRE lessons'.
Explore parents views on the proposal to make sex and relationship lessons part of the National Curriculum from September 2011.
Research methodology
Eight one and a half hour discussion groups with parents of children and young people aged five to nineteen:
* Four with mums; and
* Four with dads
47 parents in total, from a range of socio-economic backgrounds (AB, C1C2 and DE).
Research took place across England (rural, suburban and inner city locations) during October 2009
Key findings
Overall
Parents regarded sex and relationship education as hugely important in a child's overall development. The two key educators were parents and schools. Parents said that they rely on schools to educate their children not just in the mechanics of sex, but in broader, interpersonal and life skills.
Initially, parents conceded to having limited knowledge of the content of SRE and typically some felt uncomfortable that their children may not be ready to learn about sex and relationships. They therefore took comfort in their right to withdraw their children. However, it is interesting to note that once they were informed about the content of the curriculum the majority of parents in this sample did not believe any parent should have the right to withdraw their child from SRE. They felt that to do so would potentially disadvantage the child for life and rob them of fundamental life skills. Some also felt that their children would be stigmatised if withdrawn from lessons.
Most did not feel there should be any parental right to withdraw children and young people from SRE at all - but if an age for compulsory SRE was set, the beginning of Key Stage 3 (first year of secondary school, pupils aged 11-12) seemed appropriate to most.
Parents felt that schools should be proactive, using creative and inclusive means to inform parents about SRE content and help to reassure them that the material is appropriate so they will be happy for their children to participate.
Parenting in general
As we've seen consistently in previous waves of Customer Voice research, parents tend to describe their experience as mums and dads as a mixture of joy, pride, fear and frustration.
Parents with younger children (Key Stage 1) said that parenting was still new, full of discoveries and learning on both sides. Watching children grow, develop and blossom was also reported to be hugely rewarding. These parents revelled in their children's innocence and unquestioning love and felt incredibly protective.
By Key Stage 2, parents see that their children have gained more independence, especially those children who are making the transition to secondary school. Parents described how they felt, a sense of pride mixing with a fear over a 'loss of control' of their children - not from an anti-social perspective, but simply as a result of each child's broadening horizons meaning they were sometimes more interested in friends and technology than in their parents. Many parents reported that they began to experience a sense of swelling anxiety at this stage: their children are growing up - what comes next?
Key Stage 3 marks a real turning point. It's when parents described their children as truly developing into their own selves, striving to assert their own identity. Their children started to want to have a greater sense of freedom, wanted to be by themselves, or go to school or clubs alone. Some parents felt that at this age their children are becoming 'headstrong' or 'secretive', with laptops snapped shut as they enter the room, or disappearing in their own worlds of MSN, Facebook, Beebo, etc. The parents that we spoke with described their emotions as 'confused,' 'worried,' or 'preparing for the unexpected…'
For those we spoke with, things sometimes began to steady out a little by Key Stage 4: a rhythm is reached, personalities became more established, and rules were more in place. Parents worry about their children, of course: Who are they seeing? What are they up to? When will they be home? But parents interviewed had 'good kids' they trusted. 'It all starts and ends at the home.' For these parents, a lot of the hard work in guidance, discipline and 'making the right decisions' had been set in place, meaning they could start to enjoy a newfound sense of freedom - able to go out themselves sometimes and not constantly fret over their kids.
In addition to parental differences in perspectives according to their children's Key Stage, mums and dads differed markedly in their experiences of, and attitudes towards, parenting, which seemed to reflect their response to SRE, where mums initially took a more emotional line and dads seemed more pragmatic.
For the parents we spoke with mums tended to be at the family frontline, dealing with the reality of daily life and the constant challenges that brings. They were the primary cleaners, cooks, chauffeurs and confidantes in their families, providing the bulk of the emotional support. They felt that they were always in demand and were expected to be there when it matters.
Respondent dads, by their own admission, felt that parenting was more of a 'weekend job' where daily detail is less important. They often described themselves as anchors or authority figures in the family, there to earn the money, provide the final answer, or step in with practical support when things become 'too emotional.' Few of the fathers we spoke to waivered much from this line.
Parental sex and relationship advice
When it came to the role of parents in sex and relationship education, it seems the talk about the birds and the bees may have passed - just a few of them said they had sat their children down for 'that chat.'
A minority of parents expressed that while they provide life advice for their children, they actively avoided talking to their children about sex as they felt embarrassed.
For all the others, talking about sex was a case of 'when they're old enough to ask, they're old enough to know,' as one put it. That is to say, this sample of parents' approach to sex education was reactive rather than proactive - they waited for questions to be raised (and answered) rather than plot out the right time and place. They saw themselves as there to fill in the information gaps. This is the result of a greater appreciation of different stages of development, curiosity and 'need-to-know' in children than in previous generations. Parents now, it seems, like to be more intuitive than prescriptive. They like to 'be fluid and go with flow' and understand that emotional intelligence is probably more important than biological age when it comes to sensitive and potentially awkward discussions. Some also said that they were afraid of saying too much too soon and maybe their children would not be ready so they would wait until their children approached them. Although for the majority, they said that they try and make themselves accessible to their children.
"I just answer any of their questions and talk to them if they have concerns (Mum, North of England)
"I just want to pass on good values" (Mum, North of England)
"If they ask I'll answer but I won't just give it" (Dad, North of England)
"I talk about everything with my kids - no holds barred." (Dad, London)
Parents in this sample clearly understood the difference between detailing mechanics of sex to creating a fuller picture of relationships, love, intimacy and self respect. Most parents agreed that the biology of sex could be taught in an afternoon. What was far more important to them was the need to instil in their children their values around sex and relationships and highlight the importance of sex as part of a relationship. In an age of perceived promiscuity, parents we talked to were adamant that their role, more than anything else, was to give sex education in context, discussing notions of respect, love, kindness, meaning and safety, rather than simple anatomy.
There were some parents who were overwhelmingly more conservative and protective of their children in sex and relationship education. None reported having any real experience of SRE with their children, and with fathers of daughters in particular, the sense was that they simply wished the subject would never come up. Despite the emotional support that mums provided, some expressed that they found it a difficult conversation to have and avoided it altogether. This was because they admitted finding their own childhood experiences embarrassing so lacked the language and confidence to share information.
"My daughter came home and said they'd talked about babies, I felt uncomfortable she was 10. You don't want them to know" (Mum, London)
Across all groups, the dominant attitudes towards a parent's role in sex and relationship support included:
Openness;
Honesty;
Truthful answers when the questions arise;
Correct terminology and facts;
No more 'storks,' myths or euphemisms;
An open mind and a willingness to be there, whenever needed;
A gentle approach, when they are ready;
An encouragement to talk, even if it's embarrassing;
Pragmatism (use condoms, other forms of contraception, be careful, be aware of, and understand, sexually transmitted infections);
The need to impress upon a child that they should not be pressured, do anything too soon, or do anything they do not want to;
Most of all, to understand trust and respect in relationships. That this is not just 'sex';
Girls appreciating their bodies; and
Understanding puberty.
Most expressed being cautious, giving information only when asked for so as not to encourage their children to be sexually experimental and be willing to wait until they are ready.
"Sex should be special. Precious. Not some throw-away thing" (Mum, Midlands)
Sex and relationship information sources
All of the groups consistently listed the same dominant sources of sex and relationship education for their children:
Parents Schools Internet Older siblings / cousins Playground / peers TV / Media Teen magazines
Of this list, only parents and schools were seen as wholly accurate information sources. Parents naturally assumed they would give their children correct information, and had most faith in schools to deliver a holistic level of sex and relationship education that went beyond their own understanding. However a minority of parents expressed some concern that teachers' values when teaching SRE may be at odds with their own, which they feared could give their children conflicting information.
Parents were far less trusting of other potential information sources on sex and relationships. The internet, particularly in sexual matters was generally seen as 'terrifying.' Playground gossip was described as a hotbed of misinformation, ignorance and possible bullying. TV, magazines and wider media were criticised as overtly sexualising teen aspirations and distorting children's views on what a 'healthy relationship' could be. The only exception here was the perceived positive value of factual programmes around sex and relationships occasionally broadcast and, for a handful of parents, the usefulness of 'Dear Deidre' type columns in girls' magazines.
"You can't block it from them - it's on TV and everything, they discuss it amongst themselves" (Mum, London)
The role of schools in sex and relationships education
All parents described school as fundamental in their child's sex and relationship education, going hand-in-hand with their own role as positive influencers.
Levels of understanding and involvement with what is taught at school, at what age, etc. varied greatly among parents. The majority had very little idea of what was taught or when. Instead, they were mostly happy to rely on the schools to do a good job as 'they know more than we do' and are trained to teach children and young people. A minority of mums took an active role in studying the course material and even pre-watching educational DVDs that the school used with their children to ensure they would feel comfortable in the class environment.
The importance of a 'rounded' SRE programme was stressed by a large majority of parents; that is, the need for children to be educated in issues beyond sex itself. Parents were supportive of schools' roles in teaching their children morality, respect for others and broader sexual health. They were keen that the voice used is impartial and the values do not contradict their own.
For some mothers, schools were criticised for not doing enough in SRE. Many felt schools could go further or start education earlier. A number of parents linked the UK's high teenage pregnancy rate and sexually transmitted infections (STIs) with a failing of SRE. For them, SRE needed to be a much bigger part of education overall to begin to tackle many teenagers' sexual health ignorance. They saw it as an essential part of their learning and development.
By far the biggest criticism of SRE in schools was its perceived lack of standardisation. Some schools were seen as excellent - communicative, involving and active, whilst others were seen as more vague in their approach.
Parents said they relied on their children to share with them what they have been taught. They wanted greater levels of understanding of SRE structure and would welcome a more generalised approach where every pupil, regardless of school, is educated in the same areas at the same time. When they had the opportunity to explore the content in the research sessions they were surprised and reassured at how age appropriate it seemed and its soft approach. They would therefore like schools to share with them what they are doing so that they can feel reassured and informed and if they choose, reinforce the messages at home.
"I think schools need to let parents know more details about what's being taught. If there was a newsletter sent out each term which explains what your child is going to be learning, if I'd have known what they were teaching in sex education, I could have reinforced what they were learning". (Dad, London)
SRE and right to withdraw: Spontaneous response
Many parents were surprised to learn of a parent's right to withdraw their child from SRE. All were surprised to learn that right extended to the age of 19. They questioned this age in light of young people being allowed to marry (with written parental consent) and have sex at 16 and vote at 18. Some struggled to grasp the reasons behind this age and all thought it was appropriate to reduce the age of parents' right to withdraw.
In simple terms, the overall response to this can be summed up by one mum: "Rubbish. Absolute Rubbish." (Mum, South East England)
"I'm surprised it's up to 19 - if the child's not getting it (SRE) at school and the family aren't either, you are going to get problems" (Dad, London)
None had exercised their right to withdraw their child from SRE, nor knew anybody who had. One mum had thought about withdrawing her child in primary school but went to speak to the teacher and she explained what would be taught and the Mum felt reassured so chose to keep her daughter in the lesson. Only six in the entire sample of 48 people appeared to genuinely want to retain their right. For others, it appeared as largely irrelevant but they could understand it from the point of view of other parents.
Some could understand that a parent could object to SRE on religious or moral grounds, but the overwhelming sentiment among parents was that all children, regardless of background, had a fundamental right to SRE. To deny it would be to disadvantage them for life. Most felt it is as essential as literacy and numeracy.
"There's a huge stigma for withdrawal, they'd be ridiculed and bullied by their peers, not knowing about the same stuff as them" (Dad, London)
"I think everyone should have a degree of education (SRE). If removed, what message does that give to other children? It opens up a door to bullying and sets the child back." (Dad, Midlands)
"I can't see any benefit in taking them out at any stage. It's all learning. What's the difference between them doing this or maths?" (Mum, North of England)
"It depends how it's portrayed - if it gets a headline, people get the wrong end of the stick - don't get that it's about relationship but as the act of sex is such a small part of the subject." (Mum, North of England)
Or, as one dad put it, SRE is
'one thing from school you take with you forever.' (Dad, Midlands)
Some parents felt very strongly that SRE was a way to arm children with the tools to understand inappropriate sexual behaviour and understand and therefore report abuse. They felt strongly that withdrawing them could indicate that they are more vulnerable.
SRE by key stage
When presented with a summary of SRE by key stage parents were overwhelmingly supportive of the programme laid out. Few had any amends or criticisms at all. Comments tended to be very positive, rather than questioning, with many notes of 'very good!' written in the margins. Salient points:
Key Stage 1
Praised for its focus on interpersonal relationships, safety, and how to deal with bullying.
In science, right to name body parts correctly and begin the conversation around reproduction.
A few mums in London felt the link to animals was strange, but did not want it removed.
Key Stage 2
Overall, the vast majority felt the topics in PSHE and Science were exactly right. Relationship skills, caring, empathy and diversity in particular were praised. They want and expect this to be taught and reinforced.
The only common criticism was that the age band is simply too broad - they felt that what's appropriate for an 11 year-old is very different to what is appropriate for a 7 year-old. So parents wanted the key stage broken down further, to understand what will be introduced to their child at what age and how it will be taught
Key Stage 3
'All good' as one parent said. Again, this stage was praised for its focus on inter-personal relationship as much as more practical reproductive learning. The inclusion of cultural and racial diversity, as well the importance of stable relationships was welcomed.
Only the inclusion of bereavement caused some concern. For many, this appeared as too personal an issue to be taught to a wider class. Instead, it should perhaps be explored oneon-one, when relevant.
Key Stage 4
As with previous stages, all parents were in broad agreement with the content laid out. The focus on media, in particular, was singled out for praise. Many parents felt it right to remind children that they are 'mostly good kids' and can often be negatively portrayed. For a number, this component could and should be included at Key Stage 3.
Overall, "It covers everything. Bang on." (Dad, Midlands)
Parents seemed more comfortable generally looking at KS3 and KS4 SRE because their children are older and more mature, and so they felt less protective about them knowing about sex.
"I don't see that there is anything contentious on the curriculum therefore parents don't ever need to withdraw their kids from it" (Dad, North of England)
"It is a kids right to be taught it. They need to be educated on what is right and wrong. It protects them". (Dad, North of England)
Parental right to withdraw their child from SRE
Once they understood the content of SRE, the majority in this sample said parents should not have the right to withdraw their children. However, if there is a parental withdrawal right at all, parents felt SRE should be compulsory for all children from age 11 (Year 7).
SRE as part of the National Curriculum
As the private vote would suggest, the majority of parents welcomed the move to integrate SRE into the National Curriculum. Few understood why it should remain outside it. As many parents noted, for some children, SRE could be one of the most important things they take from school. They felt that SRE in this sense is a life skill with huge implications for every child's future. As such, respondent parents saw it as something which must be taught to all.
Name of subject
The preferred name was Relationship and Sexual Health Education, as relationships felt more important overall and including health in the title covers the essence of the subject.
"Relationships & Sexual Health - it focuses on relationships and then the sexual health follows that" (Dad, London)
"It will still be called sex education by the kids, won't it?" (Mum, London)
In Summary
Parents viewed SRE as a fundamental part of their children's education that will stay with them for life. Overwhelmingly, parents felt that it is every child's right to receive SRE, just as they would any other subject. It should therefore be part of the National Curriculum and integrated into every child's rounded, balanced education. To maintain it as an 'optional subject' is to continue, for many parents, to stigmatise the subject.
Ref: DCSF-RR175
ISBN: 978 1 84775 564 3 © Sherbert Research 2009
www.dcsf.gov.uk/research
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Syllabus for the post of PGT - History
Subject specific syllabus includes the concepts of NCERT/CBSE syllabus and Text Books (Classes XI & XII), however, the questions will be testing the depth of understanding and application of these concepts at the level of Post- Graduation.
Writing and City Life
Iraq, 3rd millennium BCE
* Growth of towns
* Nature of early urban societies
* Historians' Debate onuses of writing
An Empire across Three Continents
Roman Empire, 27BCEto600 CE
* Political evolution
* Economic Expansion
* Religion-culture foundation
* Late Antiquity
* Historians' view on the Institution of Slavery
NOMADIC EMPIRES
The Mongol, 13th to 14th century
* The nature of nomadism
* Formation of empires
* Conquests and relations with other states
* Historians' views on nomadic societies and state formation
The Three Orders.
Western Europe 13th - 16th century
* Feudal society and economy
* Formation of state
* Church and society
* Historians' views on decline of feudalism
Changing Cultural Traditions
Europe 14th -17th century
* New ideas and new trends in literature and arts
* Relationship with earlier ideas
* The contribution of West Asia
* Historians' viewpoint on the validity of the notion 'European Renaissance
Displacing Indigenous People
North America and Australia, 18th to 20th century
* European colonists in North America and Australia
* Formation of White Settler societies
* Displacement and repression of local people
* Historians' viewpoint on the impact of European settlement on indigenous population
Paths to Modernization
East Asia, late 19th to 20th century
* Militarization and economic growth in Japan
* China and the communist alternative
* Historians' Debate on the meaning of modernization
33
BRICKS, BEADS AND BONES
The Harappan Civilization
* Broad overview: Early urban centers
* Story of discovery: Harappan civilization
* Excerpt: Archaeological report on a major site:
KINGS, FARMERS AND TOWNS
*
Early States and Economies (c. 600 BCE-600 CE)
* Broad overview: Political and economic History from the Mauryan to the Gupta period
* Story of discovery: Inscriptions and the Decipherment of the script. Shifts in the Understanding of political and economic history.
* Excerpt: Ashokan inscription and Gupta period land grant
KINSHIP, CASTE AND CLASS
Early Society Societies (C. 600 BCE-600 CE)
* Broad overview: Social Histories: Using the Mahabharata
* Issues in social history, including caste, class, kinship an d gender
* Story of discovery: Transmission and publications of the Mahabharat
* Excerpt: from the Mahabharata, illustrating how it has been used by historians.
THINKERS, BELIEFS AND BUILDINGS
Cultural Developments (c. 600 BCE - 600 CE)
* Broad overview: A History of Buddhism: Sanchi Stupa a) A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Shaivism (Puranic Hinduism) b) Focus on Buddhism.
* Story of discovery: Sanchi stupa. Excerpt: Reproduction of sculptures from Sanchi.
THROUGH THE EYES OF TRAVELLERS
Perceptions of Society (tenth to seventeenth century)
* Broad Overview: outlines of social and cultural life as they appear in traveller's account.
* Story of their writings: A discussion of where they travelled, what they wrote and for whom they wrote.
* Excerpts: from Al Biruni, Ibn Battuta, Francois Bernier.
BHAKTI –SUFI TRADITIONS:
Changes in Religious Beliefs and Devotional Texts (eighth to eighteenth centuries)
* Broad overview: a. Outline of religious developments during this period saints. b. Ideas and practices of the Bhakti-Sufi
* Story of Transmission: How Bhakti-Sufi compositions have been preserved.
*
Excerpt: Extracts from selected Bhakti-Sufi works
AN IMPERIAL CAPITAL: VIJAYANAGARA(fourteenth to sixteenth centuries)
* Broad Over View: New Architecture: Hampi a. Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities. b. Relationship between architecture and the political system
* Story of Discovery: Account of how Hampi was found.
* Excerpt: Visuals of buildings at Hampi
34
PEASANTS, ZAMINDARS AND THE STATE:
Agrarian Society and the Mughal Empire (c. sixteenth-seventeenth centuries)
* Broad overview: The Aini-Akbari a. Structure of agrarian relations in the 16th and 17th centuries. b. Patterns of change over the period.
* Story of Discovery: Account of the compilation and translation of Ain I Akbari
* Excerpt: from the Ain-i-Akbari.
COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives
* Broad overview: Colonialism and Rural Society: Evidence from Official Reports a) Life of zamindars, peasants and artisans in the late18thcentury b). Permanent Settlement, Santhals and Paharias
* Story of official records: An account of why official Investigations in to rural societies were undertaken and the types of records and reports produced.
* Excerpts: From Fifth Report
REBELS AND THE RAJ: 1857 Revolt and its Representations
* Broad overview: a. The eventsof1857-58. b. Vision of Unity c. How these events were recorded and narrated. Focus: Lucknow
* Excerpts: Pictures of 1857.
* Extracts from contemporary accounts.
MAHATMA GANDHI AND THE NATIONALIST MOVEMENT:
* Civil Disobedience and Beyond Broad overview: a. The Nationalist Movement 1918 48. b. The nature of Gandhian politics and leadership.
* Focus: Mahatma Gandhi and the three movements and his last days as "finest hours"
* Excerpts: Reports from English and Indian language newspapers and other contemporary writings.
FRAMING THE CONSTITUTION:
* The Beginning of a New Era Broad overview: The Making of the Constitution an overview: a. Independence and then new nation state. b. The making of the Constitution
* Focus: The Constituent Assembly Debates
* Excerpts: from the debates
35 | <urn:uuid:be7bd28a-91ce-4109-bc89-47685d8acdf3> | CC-MAIN-2025-08 | https://www.adda247.com/jobs/wp-content/uploads/sites/13/2024/09/14124720/AWES-PGT-History-Syllabus-2024.pdf | 2025-02-18T05:59:28+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00391.warc.gz | 575,036,546 | 1,411 | eng_Latn | eng_Latn | 0.967919 | eng_Latn | 0.970165 | [
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March Vegetable Gardening By Earl Hockin, Master Gardener
March is definitely when we can begin our gardening season. Cool season vegetables can be sown or transplanted in March. In the first two weeks of March, arugula, kale, collards, kohlrabi, lettuce, mustard, parsnip, spinach, peas, cilantro, radish, and calendula can be direct-sown. Early March is also the time to plant onion bulbs. Cover your plantings with row cover or build a loop hoop structure with row cover to protect them from unusual cold weather and insects and to warm the soil. Row cover enables one to begin planting two weeks earlier than the average last frost date for our zone.
Early March is also the time to start the seeds of warm season plants that you want to transplant between midApril and the beginning of May. Mid to late March is when you should plant Irish potatoes. It is best to plant day-neutral onions, also called intermediate onions, which include varieties such as Candy, Sierra Blanca, Red Candy, Early Yellow Globe, White Portugal, Italian Red Tokyo, and Long White. During the last two weeks of March, you can also direct sow beets, chard, turnips, carrots, dill, and parsley.
If you are wondering about dates for planting at your precise location, use the 2023 updated federal plant hardiness zone map at https://planthardiness.ars.usda.gov/. When you are at the site you will see the map that shows the entire country. On the left-hand side you will see 4 symbols. If you select the circular symbol, the map will change to your exact location with the color of your plant hardiness zone. You can also enter your zip code to find your zone.
When sowing seeds and transplanting seedlings it is important to have suitable soil temperature. To measure soil temperature, use a thermometer and sink it to a depth of four inches or so and leave it there for three minutes. Most seed packages will describe what temperatures are advised for sowing seeds and transplanting seedlings.
* At a soil temperature of 40°F, plant arugula, kale, lettuces, parsnips, peas, radicchio, radishes, and spinach. You can transplant cool season vegetables like broccoli and cabbage.
* At a soil temperature of 50°F, direct seed Chinese cabbage, leeks, onions, Swiss chard, and turnips.
* At a soil temperature of 60°F, direct seed beets, broccoli, Brussels sprouts, cabbage, carrots, and cauliflower.
Another consideration is frost dates. To find your first or last frost dates go to: https://scacis.rcc-acis.org/. To help you navigate the site, instructions are provided below.
Under Product Selection, click on Single-Station Products
* Select First/Last Dates
* For year range enter that you like. I choose to enter 2000 to 2022
* Under Criteria select Min temp and for <= enter 32
* For Period beginning select AUG 1
* Under Pair results by: Select Calendar year
* For Additional options check mark
* Set maximum missing values
* Allowable missing days enter the number 5
* Include value
* Under Station/Area selection in the search bar Type in Bristol TN
* Then click on the magnifying glass "search symbol" A map will appear and you will see various Blue Pins on the map of the area
If you click on the down arrow in the "Station Bar" you can select a number of local stations including Kingsport, Elizabethton, Mountain City. Choose one, then click on the word GO, this causes the map to disappear, but will show a table at the bottom of the page. Scroll to the bottom and to view the last and first day of frost for the range that you entered in step 4.
University of Virginia and University of Tennessee have more resources for estimated planting dates.
University of Virgina gardening calendar: https://www.pubs.ext.vt.edu/426/426-331/426-331.html
University of Tennessee 2024 gardening calendar: https://utia.tennessee.edu/publications/wp- content/uploads/sites/269/2024/02/W436.pdf
How do I ask a question?
If you have a question for the Master Gardeners, submit them to us on our website at www.netmga.net. Click the link at the top of the page, "ASK A MASTER GARDENER" to send in your question. Questions that are not answered in this column will receive a response from a Master Gardener to the contact information you provide.
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Student Code of Conduct
Table of Contents
District Vision, Mission, Core Values
District Vision
KCSD is an inclusive community that nurtures, prepares and empowers ALL, showing everyone they matter in their journey to succeed in the world.
District Mission
To inspire innovative thinkers by fostering inclusive, supportive relationships, and developing resiliency through rigorous, relevant, educational experiences.
Core Values
Integrity
Resilience
Student-Centered
Accountability
Collaboration
Purpose Statement for the Kennett Consolidated School District's Student Code of Conduct
The purpose of the Kennett Consolidated School District's Student Code of Conduct is to ensure that all students have access to learning environments that are safe, inclusive, supportive, and just. This framework details the rights and responsibilities of all members of the school community, including students, parents/guardians, and staff. It covers preventative measures and interventions available to all students and provides clear guidelines for effectively addressing student behavior. By implementing consistently applied, evidence-based disciplinary approaches, we aim to foster a school community that protects and supports everyone while promoting equity and inclusivity.
The Student Code of Conduct applies to school community members while they are in school and at any school-sponsored activities, such as field trips or sporting events. It also extends to all students traveling to and from school by any means of transportation, including walking, school buses, and other methods. Furthermore, the Student Code of Conduct is applicable to behavior that occurs off-campus, online (including personal social media accounts), and/or outside of school hours (including weekends), if such behavior causes a substantial disruption of the educational environment.
The Student Code of Conduct was established in accordance with Section 12.3 of the Pennsylvania Code, which grants school entities the authority to adopt and enforce reasonable rules and regulations governing student conduct. This statutory authority ensures that the district can provide a safe and orderly learning environment while respecting the legal rights of students.
Distribution and Feedback
At the conclusion of each school year, the District will initiate a 30-day public comment period inviting feedback from staff, students, parents, guardians, caregivers, and community members on the Student Code of Conduct. This crucial period allows us to gather diverse perspectives and insights to enhance our approach. Prior to school board approval, a public hearing is conducted to ensure transparency and community engagement in the process.
At the beginning of each school year, the updated Student Code of Conduct is distributed to all members of our school community and prominently displayed on the district website. A dedicated committee of stakeholders convenes to meticulously review relevant data, discuss emerging needs, and propose necessary revisions to the framework. This annual review process ensures that our framework remains responsive and effective in promoting a positive school culture and supporting the needs of our students, while also ensuring its relevance, compliance with current regulations, inclusion of community input, and adaptability to emerging issues.
Shared Beliefs & Commitments
In the Kennett Consolidated School District, WE believe:
* We can promote equity through implementation of effective policies and practices.
* Fair process is essential in fostering trust within our school community.
* All students can achieve their academic and personal goals when the right support and resources are provided.
* Trauma-informed practices are essential for creating a safe and supportive environment that prioritizes students' emotional and psychological well-being.
* Students are more likely to make positive decisions when:
o They understand the positive behaviors expected of them.
o They feel that staff members care about them and are committed to helping them learn and grow.
o They feel respected.
o All staff consistently use best practices.
o
All staff provide positive feedback for appropriate behavior and effort.
In the Kennett Consolidated School District, WE are committed to:
* Fostering a positive school community where all members of our community feel safe, valued, and respected.
* Ensuring that all members of our school community understand what is expected of them.
* Providing a continuum of academic, social, emotional, and behavioral supports to meet the needs of ALL students.
* Engaging individuals by listening to their perspectives, providing clear explanations for decisions, and ensuring that everyone understands what is expected of them.
* Adopting and implementing practices that enable educators to address disciplinary matters as opportunities for learning, using alternatives to exclusionary discipline whenever possible.
* Collecting and effectively utilizing data—including discipline and academic performance records, truancy data, student and stakeholder surveys, and relevant measurements— for on-going formative evaluation of disciplinary processes and their effectiveness.
Effective School Discipline
The goal of student discipline is to guide students in developing behaviors that support academic achievement and school success, while also preparing them to be responsible and active members of a democratic society. Positive and effective school discipline is both a culture and a way of operating. It requires a school-wide, multi-tiered approach to teaching and reinforcing positive behaviors. Key components of effective discipline include:
* Clearly defined behavioral expectations that are taught and consistently reinforced.
* Clearly understood and equitably enforced consequences that are instructional rather than punitive.
* A tiered system of behavioral supports to meet the needs of each student, including universal prevention, skill-building, early identification, and intervention services.
* Data-based decision-making within a multidisciplinary problem-solving team (school and individual student level).
* Modeling of expected behaviors by ALL staff.
* Culturally responsive positive discipline approaches that help mitigate bias.
* Ongoing, professional development to increase school staff capacity to implement effective, positive, and equitable discipline practices.
Approaching Discipline Through a Multi-Tiered System of Support (MTSS)
MTSS is an evidence-based framework designed to address each student's educational, social, emotional, and behavioral needs through a continuum of practices. It includes universal screening to identify support needs, tiered interventions tailored to evidence and diversity, ongoing progress monitoring for effective adjustments, and data-driven decision-making for resource allocation and professional development. This approach ensures all students receive the necessary support to succeed academically, socially, and emotionally.
* Universal Supports (Tier 1): These foundational supports aim to establish a proactive, positive, and supportive school community where all students feel connected.
* Targeted Supports (Tiers 2 and 3): These levels offer additional instruction and individualized interventions to enhance student success.
KCSD has developed a multi-year action plan, which outlines the steps that will be taken over the next three school years to expand the district's MTSS framework to include instruction and intervention related to the development of social, emotional, and behavioral skills. The plan emphasizes four priority areas: positive behavior supports, social and emotional learning, trauma-informed restorative practices, and mental health supports and services.
KCSD has chosen to integrate the Student Assistance Program (SAP) into the district's MTSS framework. SAP is designed to support students who are experiencing difficulties that impact their academic performance and overall well-being. SAP teams, consisting of trained school staff, work collaboratively to identify and address various issues, including mental health concerns, substance abuse, and behavioral problems.
KCSD's Integrated Tiered Framework
Tier 2
Tier 3
* Usually needed for about 15% of students
* Aligned with student needs
* Evidence-based intervention or evidencebased practices implemented with fidelity
* Supplemental (provided in addition to Tier 1)
* Family engagement
* Regular progress monitoring
* Usually needed for about 5% of students
* Individualized and adapted evidence-based intervention or evidencebased practices implemented with fidelity
* More intensive than Tier 2
* Aligned with Tier 1 on a case by case basis
* Family engagement
* More frequent progress monitoring
Note: The district has adopted a 2-tier framework for MTSS at the secondary level, integrating Tier 2 practices into Tier 1 to ensure that students receive the most intensive level of support as soon as possible. Recognizing the urgency when a student struggles at the secondary level, this approach is critical to keeping students on track for graduation.
Restorative Practices at the Core
The Kennett Consolidated School District is committed to implementing a continuum of Restorative Practices, aiming for full integration by the end of the 2026-2027 school year.
Schools implement restorative practices to foster a sense of belonging and strong relationships within the learning community as well as to address behavior or wrongdoing effectively when it occurs. Evidence-based studies indicate that these practices improve school climate and human connections, promote student health and wellbeing, lower discipline rates, and reduce racial disparities in school discipline. They recognize the value of each individual's experiences, view conflicts as opportunities for growth, and help develop accountability, cooperation, and problem-solving skills.
* Low intensity classroom-based supports (e.g., observation & feedback, Checkin/Check-Out (CICO), daily report card, etc.)
* Brief individualized interventions
* Small group, skill-based interventions and group counseling provided by the school counselor
* Restorative Practices
o Restorative inquiry
o Restorative chat
o Peer mediation/ mentor
* Individual behavior and crisis plan
* Individual counseling provided by the school counselor, school social worker, or other certified mental health professional
* Referral to community-based services
* Re-entry plans
* Restorative practices
o Restorative circles
o Restorative conference
There is a continuum of restorative practices that range from informal (e.g., affective statements) to formal (e.g., mediation) is included below.
Rights & Responsibilities
In the Kennett Consolidated School District, every member of our school community plays a vital role in fostering an environment that supports both academic achievement and social development. Each individual has rights that are essential to their educational experience, but these rights come with corresponding responsibilities. By upholding these responsibilities, we ensure that all students, staff, and families can contribute to a respectful and productive learning environment. It is our collective commitment to these principles that helps build a strong, supportive school community.
Students
Kennett Consolidated School District (KCSD) students are expected to follow the guidelines outlined in Pennsylvania Code Section 12.1 and Section 12.2, which outline their rights to a free and appropriate education and provide rules for maintaining a safe and conducive learning environment. Section 12.1 ensures students receive an education that is free, thorough, and efficient, while Section 12.2 sets expectations for student behavior and fosters a respectful atmosphere.
For further details, please refer to Section 12.1 and Section 12.2 of the Pennsylvania Code.
Students have a right to:
* Receive a sound, quality education in a safe, orderly environment that promotes learning.
* Be treated with respect, fairness, and dignity by peers and school staff.
* Participate in and organize student activities and clubs, with approval from the school principal.
* Dress in a manner that expresses personality, provided it does not disrupt the learning environment.
* Serve on school-wide committees that influence the educational process, as designated by school personnel.
* Contribute to school publications and express opinions through newspapers, social media, and newsletters under faculty advisor oversight.
* Exercise freedom of inquiry and expression, within legal limits and without diminishing the rights of others.
* Be protected from intimidation, harassment, or discrimination based on race, color, weight, national origin, ethnic group, religion, sex, gender identity, sexual orientation, or disability, by both school employees and students on school property or at schoolsponsored activities.
Students have the responsibility of:
* Taking ownership of and actively participating in their learning.
* Attending school daily, arriving on time, and coming prepared for learning.
* Being truthful and accountable for their words and actions.
* Respecting themselves and others in class, on school grounds, on buses, and at any school-related activity.
* Respecting the rights and feelings of fellow students, parents, guardians, caregivers, school staff, visitors, and guests.
* Knowing and complying with school district rules, expectations, and policies.
* Working to correct and improve behavior through restorative interventions.
* Expressing thoughts and opinions in a polite, respectful, and courteous manner.
* Respecting others' personal space.
* Participating in learning communities, helping formulate school rules and procedures, engaging in school-related activities, and fostering a culture of respect for learning and others.
* Seeking help and assistance when needed.
* Taking care of property belonging to others or the school.
* Contributing to making the school community free from violence, intimidation, bullying, harassment, and discrimination.
Parents/Guardians/Caregivers
Parents/Guardians/Caregivers have a right to:
* Actively participate in their children's education.
* Expect courteous, fair, and respectful treatment from all school staff.
* Receive timely information about policies and procedures concerning their children.
* Receive interim reports from school staff on academic progress and behavior.
* Be notified of inappropriate or disruptive behaviors by their children and any resulting disciplinary actions.
* Be informed about due process procedures for disciplinary matters concerning their children.
* Receive information on ways to improve their child's progress, including counseling, tutoring, after-school programs, academic programs, and mental health services.
* Receive information about services for Students with Disabilities and Multilingual Learners (MLL).
* Be contacted if their child is believed to have committed a crime or if police are called.
* Receive communication in their preferred language.
Parents/Guardians/Caregivers have the responsibility of:
* Providing updated contact information to the Registration Office and their child's school.
* Ensuring that their child attends school regularly and on time.
* Notifying the school promptly about absences and reasons. (For additional information on the attendance, click here.)
* Informing school officials about any concerns or complaints.
* Supporting children by creating a conducive environment for homework and fostering good study habits.
* Collaborating with school staff to address any academic or behavioral challenges their children may face.
* Engaging in conversations with their children about expectations and behavior.
* Teaching and modeling respect.
* Advocating for their children and actively participating in the school community.
* Attending meetings and monitoring their child's grades and progress.
* Maintaining respectful and courteous behavior towards staff, other parents, guardians, caregivers, and students while on school premises.
* Educating children that all students have the right to attend school and be treated with respect and dignity, regardless of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender/gender identity, or sex.
It is important to note that all parents have access to the Skyward Parent Portal. The Skyward Parent Portal contains helpful information for parents and guardians to support and guide their children through the educational process. Parents and guardians can access the portal to view their child's classwork, attendance, and discipline records. Parents who are unable to access the Skyward Parent Portal should contact their child's principal for additional support.
Educators & Staff
Educators and Staff (including Administrators) have the right to:
* Work in a safe and orderly environment.
* Be treated courteously, fairly, and respectfully by students, parents, guardians, caregivers, and other school staff.
* Communicate concerns, suggestions, and complaints.
* Receive supportive professional development and training.
* Receive necessary resources.
Educators and Staff have the responsibility of:
* Supporting and nurturing students' academic and social growth.
* Ensuring disciplinary measures are age-appropriate and understanding-based.
* Demonstrating respect and courtesy towards students, parents, guardians, and caregivers.
* Acting as positive role models for students.
* Collaborating and scheduling meetings with students, parents, guardians, caregivers, and others to address academic and behavioral concerns.
* Making accommodations for families limited by work schedules, transportation, or distance from school.
* Providing regular updates to families on students' progress, challenges, efforts, and accomplishments.
* Encouraging student participation in classroom, extracurricular, and other school activities.
* Consistently and fairly enforcing school rules, policies, and procedures.
* Addressing incidents of discrimination and harassment that threaten the well-being of students, employees, or others on school grounds, and promptly reporting such incidents to appropriate school staff or the Dignity Act coordinator.
* Striving to meet students' individual needs with equitable support.
Building & District Level Administrators
Administrators have the responsibility of:
* Promoting a safe, supportive, and orderly school environment for all school community members, regardless of (actual or perceived) race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex.
* Reviewing procedures for reporting behavior offenses with all staff at the beginning of the school year.
* Maintaining confidentiality and respecting students' and parents' rights to privacy.
* Developing the capacity of staff, students, and families to intervene regarding behavioral concerns.
* Ensuring equity and that all students are treated fairly.
* Partnering with parents, guardians, and caregivers through the facilitation of the multidisciplinary team process.
* Treating students, staff, and families courteously, fairly, and respectfully.
Board of School Directors
The Board of School Directors have the responsibility of:
* Promoting a safe, supportive, and orderly school environment for all school community members, regardless of (actual or perceived) race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex.
* Annually approving the Kennett Consolidated School District's Student Code of Conduct.
* Collaborating with the Superintendent to address issues of discrimination, harassment, or any situation that threatens the emotional or physical health or safety of any student, school employee, or person lawfully on school property.
* Ensuring that district policies promote and ensure equity.
* Working to eliminate disparities based on race, ethnicity, economics, and disability in student achievement.
* Treating students, staff, and families courteously, fairly, and respectfully.
The Role of School Resource Officers
In the Kennett Consolidated School District, we acknowledge the vital role that school resource officers (SROs) play in enhancing school safety and fostering positive relationships with students. Our SROs are trained according to the standards set by the National Association of School Resource Officers, which equips them to effectively support our school safety teams. However, it is important to emphasize that SROs will not be involved in school discipline matters.
To formalize this distinction, we will be developing a memorandum of understanding (MOU) that will clearly define the roles and responsibilities of SROs and other school-based law enforcement officials. This MOU will specify that SROs are not involved in student discipline; such matters remain under the jurisdiction of our school administrators. SROs and law enforcement personnel will only engage in situations where there is a legal violation or a need to protect students and staff, such as cases involving weapons on campus. These instances will be treated as legal actions rather than disciplinary ones.
By establishing this MOU, we aim to ensure that the responsibilities of our SROs are clearly defined and that our approach to discipline remains fair, consistent, and aligned with our educational objectives.
Equal Opportunity and Anti-Discrimination Statement
Kennett Consolidated School District (KCSD) is dedicated to ensuring an educational environment free from discrimination. We protect all students from unfair treatment based on race, color, national origin, ancestry, sex, religion, age, or disability, as required by state and federal laws. This protection includes safeguarding students from retaliation for filing complaints or participating in investigations.
KCSD does not allow discrimination through practices like segregating students, applying different rules based on protected classes, or creating a hostile environment. We promptly address any issues of harassment and ensure students with disabilities have equal access to all facilities, programs, and activities. For more information, refer to Section 12.4 of Pennsylvania Code, the Pennsylvania Human Relations Act, Title VI of the Civil Rights Act, Title II of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and Title IX of the Education Amendments.
Key School Board Policies for Students and Families
Non-Discrimination Based on Sex (School Board Policy 103.2)
The district adheres to Title IX of the Education Amendments of 1972, which prohibits discrimination based on sex in any education program or activity receiving federal financial assistance. As outlined in School Board Policy 103.2, the district ensures that all members of the school community have equal access to educational opportunities and services. The policy details the procedures for handling complaints of sexual harassment, specifying the roles of the Title IX Coordinator, investigators, and decision-makers. Complaints can be addressed through formal investigations or informal resolutions, including mediation or restorative justice, with an emphasis on fairness, impartiality, and confidentiality. The district also prohibits retaliation and provides resources to support those affected.
Confidential Communications (School Board Policy 207)
Confidentiality in written and oral communications between students and school personnel is crucial and protected by federal and state laws, regulations, and policy. Such communications are kept confidential unless the health, welfare, or safety of a student is at risk, in which case information may be disclosed to parents, guardians, building principals, or appropriate authorities to ensure their protection and well-being.
General Disciplinary Requirements & Procedures (School Board Policy 218)
The Kennett Consolidated School District's Student Code of Conduct outlines essential guidelines to ensure a safe, respectful, and conducive learning environment. This policy adheres to Chapter 12, Section 12.3(c) of the State Board of Education Rules, detailing students' rights and responsibilities alongside disciplinary procedures. It emphasizes students' entitlement to a free education, mandatory attendance, and protection against discrimination. Moreover, it delineates appropriate responses to various offenses, ensuring that discipline is fair and consistent.
Weapons Policy (School Board Policy 218.1)
To ensure the safety of students and staff, the possession of weapons on school property and at school-sponsored activities is strictly prohibited. Weapons include knives, firearms, and any other items capable of causing serious harm. Students found with a weapon will face a minimum one-year expulsion, with modifications considered on a case-by-case basis. This policy adheres to all relevant state and federal laws, ensuring a secure educational environment.
Student Expression Policy (School Board Policy 220)
Students have the right to express themselves through words or symbols and distribute materials, but this right must be balanced with maintaining an orderly school environment and protecting the rights of all community members. Prohibited expressions include those that libel individuals, promote religious supremacy, advocate dangerous substances, are obscene, incite violence, or solicit funds without approval. Procedures are in place to review and regulate material distribution to prevent interference with school operations.
Dress and Grooming Policy (School Board Policy 221)
The Board acknowledges the importance of allowing students and their families to decide on appearance but reserves the right to impose limitations if choices disrupt the educational program or pose health or safety risks. Specific attire may be required for certain activities to ensure safety. The building principal is responsible for enforcing the dress code, with input from staff, students, and parents considered in shaping the guidelines.
Tobacco and Vaping Products Policy (School Board Policy 222)
In recognition of the health hazards posed by tobacco and vaping products, including Juuls and other electronic cigarettes, their possession, use, purchase, and sale are prohibited on school property, school buses, and at school-sponsored activities. Tobacco products are defined broadly to include nicotine-containing or tobacco-derived products and electronic nicotine delivery systems. Violations will result in disciplinary actions, with adherence to state and federal laws, including provisions for students with disabilities.
Searches (School Board Policy 226)
The policy on student searches emphasizes the importance of student safety while respecting privacy. All lockers are the property of the district, and students are encouraged to keep them secure. Lockers may not be used to store illegal or dangerous items. School authorities have the right to search lockers if they suspect misuse, with students generally notified and present during searches. However, in cases of reasonable suspicion where the locker contents may pose a threat to health, safety, or welfare, searches can be conducted without prior warning. Any prohibited materials found may be used as evidence in disciplinary proceedings. The superintendent is responsible for establishing procedures to ensure the proper conduct and documentation of these searches.
Drugs and Alcohol Policy (School Board Policy 227)
The Board is committed to protecting the school community from the dangers of drugs, alcohol, and other substances through education, prevention, and intervention. The Board and administration address these issues through curriculum, the Student Assistance Program (SAP), classroom activities, community support, and disciplinary procedures. The use, possession, or distribution of controlled substances, including illegal drugs and alcohol, is prohibited on school grounds, during school activities, or under school jurisdiction, with violations potentially leading to suspension, expulsion, and referral for prosecution.
Anti-Bullying Policy (School Board Policy 249)
The Board is dedicated to providing a safe, positive learning environment and prohibits bullying, including severe, persistent, or pervasive acts in school settings, such as cyberbullying. Students are encouraged to report bullying incidents to the building principal or designee, with complaints investigated promptly and objectively. Reports may also be reviewed for potential violations of other Board policies. If a student's behavior poses a safety threat, staff must report it to the threat assessment team, and allegations involving discrimination will be investigated under both bullying and discrimination policies with the Compliance Officer and Title IX Coordinator involved.
Acceptable Use of Internet, Computers, and Network Resources (School Board Policy 815)
Technology is a crucial tool for education and daily operations. The use of District computers, Internet access, and network resources must align with educational objectives and is intended for school-related purposes. This policy covers all users of District technology, including personal devices on our network. Responsible use is required, avoiding actions that could harm individuals, disrupt the educational environment, or involve illegal activities such as cyberbullying. The District reserves the right to monitor technology use, and violations may lead to disciplinary actions and loss of technology privileges.
School Visits Policy (School Board Policy 907)
The Board values parental involvement and the community's interest in our educational programs. To ensure a stable and safe learning environment, the Board has set guidelines for school visits. Parents/guardians and designated experts may visit classrooms or program sites under specific conditions, such as when their child is enrolled in that program. All visits must be scheduled in advance and approved by the building principal and/or Director of Pupil Services & Supports. Visitors are required to follow all safety protocols, including registering at the office and adhering to set guidelines. Disruptive behavior or non-compliance with these rules may result in restricted access to school facilities.
Academic Integrity
In the Kennett Consolidated School District, we value academic integrity as the foundation of our educational community. Academic integrity requires that students produce work that genuinely reflects their individual skills and abilities. This means all assignments, tests, and projects should be completed honestly and without unauthorized or inappropriate assistance. Upholding these standards ensures fairness and trust among all students and helps maintain the integrity of our academic programs. We are committed to fostering an environment where students can learn, grow, and achieve based on their own merits.
When students adhere to academic integrity, they:
* Demonstrate acquired knowledge or use teacher-approved resources on exams, tests, and quizzes.
* Produce work, including writing and images, that reflects their own individual thoughts unless approved otherwise. When utilizing external sources, they must accurately and appropriately cite them.
* Responsibly contribute to the completion of collaborative work.
When students violate academic integrity, they:
* Dishonestly enhance the quality or accuracy of their work through the assistance of external sources (peers, electronic means, and copies of completed work).
* Plagiarize the ideas and work of others without appropriate and accurate citation.
* Use another student's work to copy or provide work to be copied for homework and/or other assignments.
Violating this practice or expectation is a violation of the Student Code of Conduct. In addition to the consequences noted under levels of response, individual buildings can impose other consequences as long as the expectation and potential consequences were clearly communicated.
Attendance
Every day counts! Attendance in school is required by law and is essential for student success. The Board requires that students attend school every day it is in session, except for valid reasons such as illness, family emergencies, or medical appointments. Regular attendance positively impacts student achievement—academically, socially, and emotionally.
When a student is absent, schools provide prompt notice to parents/guardians via email, text message, and phone call. Parents must provide written excuses for absences within three days. The first ten absences can be verified with a parent note. However, if a student exceeds ten absences, even if some or all of those absences are excused by a medical note, any additional absences will require documentation from a medical professional and cannot be excused by a parent note.
Excused/Lawful Absences
A student may be excused from school for the following reasons:
* Illness: Including being dismissed by school staff for health reasons.
* Professional Health Care: Visits to licensed practitioners for therapy or medical services.
* Family Emergency: Urgent family situations.
* Recovery from Accident: Healing from injuries sustained in an accident.
* Required Court Attendance: Necessary legal obligations.
* Death in the Family: Attending to family matters following a death.
* Participation in Specific Events:
o Projects sponsored by 4-H or FFA groups (with prior written request).
o Musical performances for national veterans' organizations (with a signed excuse).
* Religious Holidays: Observing holidays recognized by a bona fide religious group (with prior written request).
* Educational Tours or Trips: Non-school-sponsored tours or college visits (with prior documentation and approval).
* Other Urgent Reasons: Includes circumstances related to homelessness and foster care.
Note: The District may place limits on the number and duration of some absences.
Unexcused Absences
Any absence without a valid written excuse is considered unexcused. Examples include babysitting, waking up late, or vacations. Absences are deemed unexcused until a valid written excuse is provided within three days.
If a student accumulates three or more unexcused absences, the school will notify the family and may offer a School Attendance Improvement Conference to address and improve the student's attendance. Continued issues may lead to involvement of community programs or legal action. Truancy-related suspensions or transfers are not permitted.
Virtual/Flexible Instructional Days (FID)
A parent note is required when a student does not participate in a virtual/Flexible Instructional Day (FID), as these days are mandatory and fall under the attendance policy. Please ensure that written excuses are submitted to account for any missed participation within three days.
For further details, please refer to the full policy here.
Safe2Say Something Program
The Kennett Consolidated School District (KCSD) is committed to the safety and well-being of our students and staff. In January 2019, we adopted the Pennsylvania "Safe2Say Something" (S2SS) anonymous reporting system. This program, established by Act 44 of 2018, educates students, teachers, and administrators on recognizing warning signs and signals of individuals who may pose a threat to themselves or others. It encourages reporting these concerns to a trusted adult or through the anonymous S2SS system via a mobile app, website, or crisis hotline.
It teaches students what to look for in social media, texts, videos, and photos, helping them support their peers. By fostering a vigilant and proactive environment, KCSD aims to prevent school violence, reduce bullying, and address other safety concerns effectively. The program is age-appropriate, research-based, and available at no cost to our school.
Guidelines for Addressing Student Behavior
In accordance with School Board Policy 218, School officials must refer to this document when determining how to respond to problem behaviors including appropriate interventions and consequences. Practices that allow educators to address behavior concerns as opportunities for learning, instead of punishment, are far more successful in changing a student's behavior than imposing punitive measures.
In determining how to best address problem behaviors, it is necessary to evaluate all the circumstances surrounding the behavior. Factors to consider before determining consequences and interventions include:
* The student's age and health
* The student's disability
* The student's disciplinary record
* Appropriateness of the student's academic placement
* Disciplinary consequences and interventions applied in response to prior behavior violations
* Nature, severity, and scope of the behavior
* The circumstances in which the conduct occurred (including antecedents and/or setting events)
* The student's understanding of the impact of their behavior
* Seriousness of the behavior and the degree of harm caused
* Impact on the overall school community
* The student's Individualized Education Plan (IEP), Behavioral Intervention Plan (BIP), and 504 Accommodation Plan, when applicable
* The student's response to intervention
Kennett Consolidated School District recognizes the importance of pairing consequences with meaningful interventions when addressing student behavioral issues. In our approach, responses to student behavior will include both intervention and/or a consequence. A consequence must always be accompanied by meaningful intervention, which may involve corrective feedback, re-teaching, or restorative practices when harm has occurred. This balanced approach ensures that students not only face appropriate consequences but also receive the instruction and guidance needed to learn from their mistakes, supporting our goals of equity, minimizing disruptions, and maximizing instructional time.
Exclusions from School and In-School Suspensions
In the Kennett Consolidated School District, exclusion from school can be either suspension or expulsion, each with specific procedures to ensure fairness.
Suspension:
Suspension means a student is excluded from school for one (1) to ten (10) consecutive days. This decision can be made by the principal or school leader. Before a suspension, the student must be informed of the reasons and given a chance to respond. If immediate suspension is needed due to safety concerns, prior notice may not be given.
Parents/guardians and the Superintendent will be notified in writing right after the suspension. If the suspension lasts more than three (3) consecutive days, an informal hearing will be offered to discuss the situation. An informal hearing is a meeting held at your child's school, led by the Director of Pupil Services & Supports or the Assistant Superintendent, with the building principal or an assistant principal also present. During this meeting, restorative questions guide the discussion. The goal is to review the incident, allow the student and parents to share any additional relevant information, discuss necessary supports and interventions, and address any other concerns.
Suspensions cannot exceed ten (10) days and cannot be consecutive beyond this period. Students must make up missed work and exams according to Board guidelines.
Expulsion:
Expulsion means a student is excluded from school for more than ten (10) consecutive school days and could be permanently removed from the school rolls. Expulsions require a formal hearing. The formal hearing will occur during the period of suspension. If it is not possible to hold the formal hearing within that timeframe, the student may be excluded for a longer period, particularly when their presence in class would constitute a threat to the health, safety, and welfare of others. A student may not be excluded from school for longer than fifteen (15) school days without a formal hearing unless mutually agreed upon by both parties. Any student so excluded shall be provided with alternative education, which may include home study.
Students under eighteen (18) must still receive education, even if expelled. Their parents/guardians are initially responsible for finding alternative schooling or programs. They must provide proof of this within thirty (30) days of the Board's decision. If parents/guardians are unable to make the necessary arrangements, they must notify the district, which will then arrange education for the student within ten (10) days of receiving such notification. Students with disabilities will receive the required services as per federal law.
In-School Suspension:
In-school suspension (ISS) means the student stays at school but is temporarily removed from regular classes. ISS will be guided by a restorative approach, focusing on repairing harm and restoring relationships. Before the suspension starts, the student will be informed of the reasons and given an opportunity to respond, with a restorative conversation to explore the impact of their actions and discuss ways to make amends. Parents/guardians will be notified in writing. If the in-school suspension lasts more than ten (10) days, an informal hearing will be offered before the eleventh day. The school will continue to provide educational services during this period, while also engaging the student in restorative practices to support their reintegration into the school community.
Behaviors & Responses
The Kennett Consolidated School District Code of Conduct classifies problem behaviors as either minor or major offenses.
A minor offense is a low-level behavior that can be addressed through classroom-based interventions and responses. These behaviors do not pose a threat to the health, safety, or welfare of others. Repeated minor offenses, depending on their nature and frequency, may escalate and be reclassified as a major offense, warranting more significant consequences and interventions.
A major offense is a serious behavior that poses a threat to the health, safety, or welfare of others or significantly disrupts the learning environment. Major offenses often require immediate and more intensive interventions beyond classroom-based responses. More serious major offenses may also require referral to law enforcement.
In addition, the district has developed five levels of response to problem behavior as outlined below.
* LEVEL 1: Classroom-Based Interventions and Responses
* For minor, teacher-managed offenses, interventions and responses may include, but are not limited to: affective statements/questions, prompting/redirection (from least to most intrusive), reteaching expected behavior (in private), restorative chat/conversation, reflection sheet, parent contact, peer mediation, short-term loss of privileges, staff-imposed break, seat change, teacher-assigned lunch or after-school detention, parent conference, behavior contract, daily report card, and referral to the Kennett Intervention Team (KIT).
* LEVEL 2: Administrative Interventions and Responses
* For repeated minor offenses or initial lower-level major offenses, administrative interventions and responses build on Level 1 strategies and may include, but are not limited to: restorative chat/conversation, reflection sheet, parent contact, restorative conference/mediation, short-term loss of privileges (including loss of transportation and extracurricular activities for 1-4 school days), administrator-assigned lunch or before/after-school detention (restorative session), parent conference, behavior contract, daily report card, consultation with behavior specialist consultant and/or BCBA, referral to the Kennett Intervention Team (KIT), in-school suspension, teacher/schedule change, out-of-school suspension (1-3 days), and assignment of online/e-learning courses.
* LEVEL 3: Administrative Interventions and Responses
* For persistent minor offenses and more serious major offenses, interventions and responses may include, but are not limited to: out-of-school suspension (1-3 days), restitution or repair of property, campus or community service, referral to an outside agency, and assignment of online/e-learning courses.
* LEVEL 4: Intensive Administrative Interventions and Responses
* For severe or persistent major offenses, interventions and responses may include, but are not limited to: out-of-school suspension (4-10 days), informal hearing, restitution or repair of property, campus or community service, referral to an outside agency, diversion, and assignment of online/e-learning courses.
* LEVEL 5: Intensive District-Level Interventions and Responses
* For the most serious offenses, interventions and responses may include, but are not limited to: expulsion (10+ days), alternate placement, formal hearing, referral to local enforcement, restitution or repair of property, campus or community service, diversion, and referral to an outside agency.
In alignment with our progressive discipline approach, if a behavior falls under two or more levels, the lowest level of intervention and disciplinary response should be applied first. For example, if a student refuses to follow directions, intervention strategies and responses in Level 1 should be used before escalating to Level 2 response
In all cases, school personnel authorized to impose the consequence or response must inform the student of the alleged misconduct and investigate the facts surrounding it. All students will have an opportunity to present their version of the facts to the school personnel imposing the disciplinary consequence (Due Process). If students are given penalties other than a verbal warning, parents, guardians, and caregivers should be notified before the consequence is imposed.
Use of Exclusionary Discipline in Early Elementary Grades (K-2):
In Kennett Consolidated School District, we recognize that aggressive behavior in young children often stems from difficulty communicating their wants, needs, and/or feelings. For students in grades K-2, exclusionary discipline such as suspension will be limited and used only when necessary to ensure the safety of all students. If such action is required, it will be accompanied by an immediate intervention plan developed in collaboration with parents or guardians to address the underlying issues and support the child's development.
Returning to School After Suspension:
Re-entry meetings are required for students returning from suspension (4-10 days in length). These meetings will follow the restorative process, focusing on repairing harm, restoring relationships, and addressing the underlying causes of the behavior. A personalized plan will be developed to ensure that students receive the care, intervention, and support necessary for a successful reintegration into school.
Hearings & Due Process
In the Kennett Consolidated School District, education is a statutory right, and due process is essential for any disciplinary action that may result in a student's exclusion from school. When a possible expulsion is considered, the student is entitled to a formal hearing to ensure fairness and transparency.
Formal Hearings:
A formal hearing is required any time a student is being recommended for expulsion. A formal hearing may be conducted by the Board of School Directors, a Committee of the Board, or a qualified hearing examiner appointed by the Board. The hearing must adhere to the following due process requirements:
* Notification: Parents/guardians will receive a written notice of the charges by certified mail. This notice will include the time and place of the hearing, which will be scheduled with at least three (3) days' notice. The notice will also include a copy of the expulsion policy, information about the right to legal representation, and hearing procedures. If needed, the hearing can be rescheduled for good cause.
* Privacy: The hearing will be held in private unless the student or parent/guardian requests a public hearing.
* Representation: The student may be represented by legal counsel at the parents'/guardians' expense and may have a parent/guardian present during the hearing.
* Witnesses: The student has the right to be informed of the names of witnesses against them, and to receive copies of their statements and affidavits. The student can request that these witnesses appear in person to answer questions or be cross-examined.
* Testimony: The student has the right to testify and present their own witnesses.
* Record Keeping: A written or audio record of the hearing will be maintained. The student is entitled to a copy of this record at their own expense, though a free copy will be provided if the student is indigent.
* Timeliness: The hearing must occur within fifteen (15) school days of notification of charges, unless otherwise agreed upon or delayed for specific reasons, such as pending evaluations or legal proceedings. Notice of the right to appeal the hearing's outcome will be provided with the expulsion decision.
Informal Hearings:
An informal hearing provides the student an opportunity to present their side of the story and discuss the circumstances surrounding a potential suspension. It is intended to gather relevant information and explore ways to prevent future offenses. The informal hearing will:
* Notification: Parents/guardians and the student will receive written notice of the reasons for the suspension and sufficient notice of the time and place of the hearing.
* Rights: The student has the right to question witnesses, speak, and present their own witnesses.
* Scheduling: The informal hearing will be offered within the first five (5) days of the suspension.
These procedures are designed to ensure that all students are afforded fair and just consideration in disciplinary matters, maintaining the integrity of our educational environment.
Students with Disabilities
Students with disabilities are subject to the Student Code of Conduct but must also receive a Free and Appropriate Public Education (FAPE) as required by the Individuals with Disabilities Education Act (IDEA) and Chapter 14 of the PA Code.
Suspensions
* Intellectually Disabled Students: These students can only be suspended or removed from school with written consent from the parent/guardian or approval from the Bureau of Special Education of the Pennsylvania Department of Education (PDE).
* Other Special Education Students: The district may suspend these students for up to ten (10) consecutive school days or fifteen (15) cumulative school days in a year without providing special education services as per their IEP.
Manifestation Determination
A Manifestation Determination meeting must be conducted when there is a change in placement due to disciplinary action. For students identified as intellectually disabled, a oneday suspension is considered a change in placement. For all other students with disabilities, a suspension of ten consecutive days or fifteen cumulative days is considered a change in placement.
This meeting assesses whether the behavior was caused by or related to the student's disability or the school's failure to implement the IEP. If the behavior is linked to the disability, the proposed disciplinary action may be adjusted.
For certain serious infractions—such as possession of illegal drugs, carrying a weapon, or inflicting serious bodily injury—the school may request a 45-day placement in an alternative educational setting, even if the behavior is determined to be a manifestation of the student's disability. This placement allows time for reassessment and intervention, and cannot exceed 45 days.
KCSD Progressive Discipline Matrix
| Infraction/Offense (see pages 32-36 for definitions) | Major or Minor | Levels of Response | | | | | Mandatory Notification to Law Enforcement (Per Safe Schools) | Discretionary Notification to Law Enforcement (Per Safe Schools) | Notes: |
|---|---|---|---|---|---|---|---|---|---|
| | | 1 | 2 | 3 | 4 | 5 | | | |
| Arson | Major | | | | X | X | X | | |
| Assault Against Staff Member | Major | | | | X | X | X | | |
| Assault Against Student | Major | | | | X | X | X | X | Referral to law enforcement is required when the behavior constitutes aggravated assault consistent with the definition outlined in Section 2702 of the Crimes Code |
| Bomb Threat | Major | | | | X | X | | X | |
| Bullying/Cyber-bullying (to include harassment) | Major | | X | X | X | X | | X | Law enforcement may be notified when the behavior constitutes harassment consistent with the definition outlined in Section 2709 of the Crimes Code. |
| Bus Misconduct | Minor | X | X | X | | | | | |
| Cut Academic Commitment | Minor | X | X | X | | | | | Out of school suspension will not be utilized as response to cutting class. |
| Damaging School Property | Minor | X | X | X | | | | | |
| Infraction/Offense (see page X definitions) | Major or Minor | Levels of Response | | | | | Mandatory Notification to Law Enforcement (Per Safe Schools) | Discretionary Notification to Law Enforcement (Per Safe Schools) | Notes: |
|---|---|---|---|---|---|---|---|---|---|
| | | 1 | 2 | 3 | 4 | 5 | | | |
| Disorderly Behavior/Horseplay | Minor | X | X | X | | | | | |
| Disregard School/Class Rules | Minor | X | X | X | | | | | |
| Disruptive Behavior | Minor | X | X | X | | | | | |
| Dress Code Violation | Minor | X | X | | | | | | |
| Fighting | Major | | | X | X | X | | | |
| Forgery | | | X (K-5 only) | X | X | | | | |
| Gambling | | | X (K-5 only) | X | X | | | | |
| Hazing | | | | | X | X | | | |
| Improper/Negligent/Reckless Operation of a Motor Vehicle | | | X (9-12 only) | X (9-12 only) | X (9-12 only) | | | | |
| Insensitive/Discriminatory Language (not related to race/ethnicity) | Major | | | X | X | X | | | |
| Instigated Major Incident | Major | | | X | X | X | | | |
| Infraction/Offense (see page X definitions) | Major or Minor | Levels of Response | | | | | Mandatory Notification to Law Enforcement (Per Safe Schools) | Discretionary Notification to Law Enforcement (Per Safe Schools) | Notes: |
|---|---|---|---|---|---|---|---|---|---|
| | | 1 | 2 | 3 | 4 | 5 | | | |
| Insubordinate/Defiant Behavior | Minor | X | X | X | | | | | |
| Intimidating/Antagonizing | Minor | X | X | X | | | | | |
| Minor Physical Altercation | Minor | X | X | X | | | | | |
| Poor Language/Profanity | Minor | X | X | X | | | | | |
| Possession/Use of Weapon | Major | | | | X | X | X | | |
| Possession/Use of Alcohol | Major | | | X | X | | | X | Mandatory SAP referral. |
| Possession/Use of Illegal/Controlled Substances (including paraphernalia) | Major | | | | X | X | X | | Mandatory SAP referral. |
| Possession/Use of Tobacco Products | Major | | | X | X | | | X | Mandatory referral to smoking cessation program. |
| Public Display of Affection | Minor | X | X | X | | | | | |
| Pulled Fire Alarm | Major | | | X | X | | | | |
| Racial/Ethnic Intimidation/Discrimination | Major | | | X | X | X | | | |
| Sale/Distribution of Controlled Substance | Major | | | | X | X | X | | Mandatory SAP referral. |
| Sexual Assault | Major | | | | X | X | X | | |
| Infraction/Offense (see page X definitions) | Major or Minor | Levels of Response | | | | | Mandatory Notification to Law Enforcement (Per Safe Schools) | Discretionary Notification to Law Enforcement (Per Safe Schools) | Notes: |
|---|---|---|---|---|---|---|---|---|---|
| | | 1 | 2 | 3 | 4 | 5 | | | |
| Sexual Harassment | Major | | | X | X | X | | X | |
| Sexual Misconduct | Major | | | X | X | | | | Mandatory referral to school counselor. |
| Tardy to Class/School | Minor | X | X | X | | | | | |
| Terroristic Threat | Major | | | | X | X | | X | |
| Theft | Major | X (K-5 only) | X | X | X (6-12 only) | | | X | Referral to law enforcement is required when the behavior constitutes burlary consistent with the definition outlined in Section 3502 of the Crimes Code. |
| Threat to Staff/Students | Major | | X (K-5 only | X | X | X | | | |
| Trespassing on School Property | Major | | X | X | X | | X | X | Mandatory referral to law enforcement depends on which subsection of 18 PA. 3503 the conduct meets. |
| Vandalism | Major | | | X | X | X | X | | |
| Verbal Altercation | Minor | X | X | | | | | | |
*The school will immediately notify the parent/guardian of a victim or suspect directly involved in incidents subject to either mandatory or discretionary reporting to a law enforcement agency. The parent/guardian must be informed as to whether the police department has been, or may be, notified. Administrator should reference the following checklist.
The Complaint Process
Students and parents have the right to file a complaint if they believe there has been a violation of their due process rights.
Process for Making a Complaint:
1. Initial Discussion: Any student or parent/guardian with a concern about a disciplinerelated response should first discuss the issue with the individual who made the decision.
2. Principal Contact: If the concern is not resolved, a verbal or written complaint should be submitted to the school principal.
3. Executive Director Contact: If the issue remains unresolved, the student or parent should contact the Director of Pupil Services & Supports.
4. Assistant Superintendent Contact: If satisfaction is still not achieved, the next step is to contact the Assistant Superintendent.
5. Superintendent Contact: If the concern is still unresolved after following the above steps, the student or parent should contact the Superintendent.
School/District Contact Information
Terms/Definitions
Arson: The intentional and unlawful act of setting fire to or causing explosions with the intention to damage or destroy property.
Assault Against Staff: Intentionally causing physical harm or attempting to cause harm to a school staff member through actions such as hitting, slapping, or otherwise inflicting bodily injury.
Assault Against Student: Intentionally causing physical harm or attempting to cause harm to another student through actions such as hitting, slapping, or otherwise inflicting bodily injury.
Bomb Threat: A statement or communication made with the intent to deceive others into believing that an explosive device has been placed or will be placed in a specific location, creating a risk of harm or disruption.
Bus Misconduct: any inappropriate behavior that occurs on a school bus, including but not limited to disrupting the driver, disobeying safety rules, or causing harm to others.
Cut Academic Commitment: The deliberate act of not attending or participating in assigned academic activities or responsibilities without valid excuse or permission. This includes skipping classes or neglecting other educational duties as required by the school's policies.
Damaging School Property: Intentionally damaging school property through acts such as writing in school textbooks or library books, writing on desks or walls, carving into woodwork, desks, or tables, causing minor damage to district-issued technology, etc.
Disorderly Behavior/Horseplay: Physical or social actions that create an environment of chaos or disruption, such as roughhousing, excessive noise, or other behaviors that disturb the classroom or school atmosphere.
Disregard for School/Class Rules: The intentional or repeated failure to follow established guidelines and regulations set by the school or classroom, impacting the orderly operation and educational environment. This includes ignoring instructions, failing to adhere to behavioral expectations, or not complying with school policies.
Disruptive Behavior: Actions that specifically interfere with the educational process, including behaviors like constant talking, frequent interruptions, or other conduct that prevents effective teaching and learning from occurring.
Dress Code Violation: Non-compliance with the school's established dress and grooming standards, which are designed to ensure a safe and respectful learning environment. Such violations may include wearing inappropriate or unapproved clothing or accessories, as outlined in the school's dress code policy.
Fighting: Engaging in physical altercations or confrontations with one or more individuals, resulting in harm or the potential for harm. This includes any form of physical aggression, such as hitting, pushing, or kicking.
Forgery: the act of falsely making, altering, or imitating documents, signatures, or other writings with the intent to deceive or defraud. This includes falsifying school documents, such as permission slips, report cards, or identification cards.
Gambling: the act of wagering money or valuables on games of chance, sporting events, or other activities with the expectation of winning additional money or valuables. This behavior is prohibited on school property or during school-related activities.
Hazing: any act that endangers the mental or physical health or safety of a student, or that destroys or removes public or private property, for the purpose of initiation or admission into, affiliation with, or as a condition for continued membership in any organization operating under the sanction of the school.
Improper/Negligent/Reckless Operation of a Motor Vehicle: driving a vehicle in a manner that endangers the safety of others or property, including behaviors such as speeding, careless driving, or failing to adhere to traffic laws on school property or during school-related activities.
Insensitive/Discriminatory Language (Not Related to Race/Ethnicity): The use of words or expressions that belittle, offend, or discriminate against individuals based on attributes such as gender, religion, disability, sexual orientation, or socioeconomic status.
Instigated Major Incident: Deliberately initiating or provoking a significant conflict or disruptive event that affects the safety, order, or operation of the school environment. This includes actions that escalate a situation into a serious disturbance or altercation, impacting the overall school community.
Insubordinate/Defiant Behavior: Willfully refusing to comply with reasonable directives or instructions from school staff, or openly challenging their authority. This behavior disrupts the educational environment and undermines the school's ability to maintain order and discipline.
Intimidating/Antagonizing: Actions or behaviors intended to frighten, provoke, or harass others, creating a hostile or threatening environment. This includes verbal threats, aggressive body language, or any conduct aimed at causing fear or distress in others.
Minor Physical Altercation: A less severe physical conflict or confrontation, typically involving brief, limited physical contact such as pushing or shoving, without significant harm or injury. Unlike fighting, which involves more aggressive or prolonged physical aggression, minor physical altercations are usually shorter in duration and less severe in impact.
Poor Language/Profanity: The use of inappropriate, vulgar, or offensive words and expressions that are deemed unacceptable in the school environment.
Possession/Use of a Weapon: Having any object or device that is designed or used to cause harm or threaten others, including but not limited to any knife, cutting instrument, cutting tool, nunchaku, firearm, shotgun, rifle, replica of a weapon, and any other tool, instrument or implement capable of inflicting serious bodily injury.
Possession/Use of Alcohol: Having or consuming alcoholic beverages on school property or during school-related activities.
Possession/Use of an Illegal/Controlled Substance: Having, using, or being under the influence of drugs or substances that are prohibited by law, including both illegal drugs and controlled substances regulated by state or federal law. This encompasses any drug or substance that is not legally prescribed or authorized for use as well as drug lookalikes.
Possession/Use of Tobacco Products: Having or using any form of tobacco, including cigarettes, cigars, smokeless tobacco, or electronic cigarettes, on school property or during school-related activities.
Public Display of Affection: Engaging in physical contact or affectionate behavior, such as hugging or kissing, in a manner that is deemed inappropriate or disruptive within the school setting.
Pulled Fire Alarm: The intentional act of activating a fire alarm system without a legitimate emergency, causing an unnecessary evacuation or disruption.
Racial/Ethnic Intimidation/Discrimination: Actions or behaviors that demean, harass, or unfairly treat individuals based on their race or ethnicity. This includes verbal slurs, physical intimidation, or other forms of exclusion or prejudice.
Sale/Distribution of Controlled Substance: The illegal distribution or exchange of drugs, substances, or alcohol that are regulated by law, including prescription medications, illegal drugs, and alcohol sold unlawfully.
Sexual Assault: Any non-consensual sexual contact or behavior that is forced upon another person, including acts such as rape, attempted rape, or any other form of sexual violence.
Sexual Harassment: Unwelcome or inappropriate behavior of a sexual nature that creates a hostile or intimidating environment, including unwanted advances, comments, or conduct.
Sexual Misconduct: any unwelcome behavior of a sexual nature, including sexual intercourse or engaging in sexual acts on school property or during school-related activities.
Tardy to Class/School: Arriving late to a scheduled class or the school day without a valid excuse or permission.
Terroristic Threat: Making threats to commit violence or cause harm with the intent to intimidate or coerce others, creating fear or panic. This includes statements or actions that imply the use of force or violence against individuals, property, or the public.
Theft: Unlawful taking or attempted taking of property that belongs to another person or entity without permission, with the intent to permanently deprive the owner of its possession. This includes stealing personal items, school property, or any other assets.
Threat to Staff/Students: Any verbal or physical statement or action intended to intimidate, harm, or coerce school staff or students. This includes threats of violence, intimidation, or any conduct that causes fear for personal safety.
Trespassing on School Property: Entering or remaining on school grounds without proper authorization or permission, including unauthorized visitors or individuals who are explicitly prohibited from being on the premises.
Vandalism: The intentional destruction or defacement of property, including school buildings, equipment, or personal belongings, through acts such as graffiti, breaking windows, or damaging surfaces.
Verbal Altercation: A heated or hostile exchange of words between individuals, involving loud, aggressive, or confrontational language.
Violation of Academic Integrity Policy: Any act of dishonesty related to academic work, including cheating, plagiarism, or falsifying information.
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Corvedale Playgroup
Inspection report for early years provision
Unique Reference Number 224080
Inspection date
02 May 2006
Inspector
Janette Elizabeth Owen
Setting Address
The Old School House, Diddlebury, CRAVEN ARMS, Shropshire, SY7 9DH
Telephone number
01584 841295
E-mail
Registered person
Martine Lisa Carol Wynne
Type of inspection
Integrated
Type of care
Full day care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT SORT OF SETTING IS IT?
Corvedale Playgroup opened in 1974. It operates in the Old School House which is adjacent to the local primary school in Diddlebury, South Shropshire. There are three activity rooms available and the group have use of the school hall and computer suite. A maximum of 17 children may attend the setting at any one time. The setting is open each weekday between 09.00 and 15.00 during school term time. There is an enclosed garden area available for outdoor play. The setting serves the local and
outlying rural areas. There are strong links with the local parent and toddler group.
There are currently 19 children from 2 to 5 years on roll. Of these 9 children receive funding for nursery education. Children attend for a variety of sessions. The setting supports children with special educational needs and children with English as an additional language.
The setting employs four staff and one student on permanent placement. Three members of staff have recognised early years qualifications to National Vocational Qualification level three. The setting receives support from the local authority. The setting is a member of the Preschool Learning Alliance.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is satisfactory.
Children's health is adequately promoted because the staff take reasonable steps to promote children's good health, and encourage them to begin to take responsibility for their own health and hygiene as they learn to wash their own hands and use the toilets independently. However, arrangements for children to wash their hands before snacks and procedures for preparing food are not effective in minimising the risk of cross infection to children. Accident and medication procedures are satisfactorily maintained; ensuring children's health and welfare is protected.
Children are appropriately nourished and have good opportunities to learn about healthy eating because they are provided with regular drinks and food that are nutritious and complies with their dietary and religious needs. The staff help children to learn about healthy living through a very good range of activities that develop the children's understanding of what foods are good for them such as growing vegetables which are used in cooking activities and food tasting.
Children are encouraged to be active and are becoming increasingly independent, acquiring control over their bodies and developing new physical skills. Very good use is made of the outside area to enable the children to participate in a very wide range of activities. Children can use wheeled toys such as cars and tractors well, pedalling confidently. They are developing their dexterity and control over their movements as they participate in practical activities such as planting seeds and water experiments. Activities are planned into the curriculum to ensure children participate in a varied range of physical activities which help them develop all their muscles and develop control and co-ordination.
Protecting children from harm or neglect and helping them stay safe
The provision is satisfactory.
Children are generally safe and well cared for in premises that are suitable for their purpose because appropriate facilities are provided for children and they have
access to a good range of resources which meet their developmental needs. Children always use a wide range of equipment and participate in activities which are suitable and safe and used effectively to support the children's learning. Children able to access activities with ease, helping them to develop their independence and ability to make choices. The outside play and learning environment is particularly well organised and resourced, providing good opportunities for children's learning.
Children's safety is promoted because the registered person takes reasonable steps to promote safety within the setting and on outings. The supervision of children is good. Although risk assessments are carried out they have not been effective used to rectify potential risks to children particularly in relation to security of the provision. Children are learning to keep themselves safe because the setting encourages the children to begin to understand about safety issues both within the setting and outside. Staff explain simply to children the consequences of their actions and safe ways of doing things. Children's welfare is adequately protected because staff have a sound understanding of their role in child protection and are able to put appropriate procedures into practice
Helping children achieve well and enjoy what they do
The provision is good.
Children are well cared for and are provided with wide and varied learning experiences. There is a strong emphasis on children learning through play which enables the children to develop their confidence and independence well. Children respond well to the staff who demonstrate a good understanding of children's individual needs, the effective interaction with staff extends children's learning and social skills. Children are provided with exciting and interesting activities, many of which are very practical, these are used effectively to capture children's interest and promote their development and learning. Staff use 'Birth to three matters' and the Curriculum guidance for the foundation stage to provide suitable learning experiences for all the children.
Nursery Education.
The quality of the teaching and learning is good.
The staff have a sound knowledge of the Foundation Stage and a very good understanding of how children learn. They know the ability of the children well and build upon this knowledge to ensure all children are provided with appropriate learning experiences and sufficient challenges to enable them to make good progress. The curriculum is planned to include all areas of learning and specific areas of development are identified for individual children including those with special educational needs. Children are provided with sufficient challenges because staff encourage children to extend ideas and activities to meet their own needs. Staff are skilled at knowing when to intervene to enable the child to further develop an idea or concept. Teaching methods are good. There is a good relationship between children and staff. Children are confident in asking for help when needed, they receive a good level of praise and encouragement. Varied methods are used to enable the children to grasp new ideas; many practical activities are reinforced through more structured
activities to ensure children understand. Staff use questions effectively to explain ideas or to provide challenging questions for the children. The learning environment reflects both the community in which the children live, with good opportunities for the family to be involved in the children's learning and for children to learn about the wider world. Good use is made of visitors and visits to enable children to get a wider perspective of the world around them.
Children's behaviour is managed well because positive strategies are used to involve children effectively in the setting. They are able to participate by providing ideas for activities and in helping with daily tasks within the setting. Staff encourage good behaviour by being good role models. Resources are used effectively to support the children's learning. Staff interact well with the children providing good support to enable the children to make progress and toys and equipment are used effectively to support the teaching and children's learning. Assessments are carried out regularly to identify the progress children are making towards the early learning goals. An initial assessment enables staff to plan the curriculum to meet the children's needs and ongoing assessments ensure that progress is being made. Staff share information on the children's progress with parents and provide information for the school they transfer to. There are good links with the local school.
Children have very good opportunities to develop personally, socially and emotionally because they are well supported and given high levels of encouragement by staff. They are well motivated to learn because they are actively involved in the learning process. They are involved in the planning of activities and are able to make choices about how they use activities to meet their own learning needs. Children are able to extend activities as they explore and investigate for themselves. They are developing their self confidence and independence as they initiate their own play and begin to develop relationships with the staff and other children. The children are happy and helpful; they are beginning to learn that their actions have consequences because the staff talk to the children about good behaviour and being safe.
Children's language and communication skills are developing well because staff use effective strategies to support the children in listening and understanding. Good teaching methods are used to enable the children to begin to learn letter sounds and to enjoy books and stories but these methods must be used consistently to help children develop a clear understanding of phonics. Opportunities for children to develop their fine motor skills in preparation for writing are good. They participate in activities which help them to develop their co-ordination and dexterity such as making patterns in sand and foam and they have ample opportunities to use writing and painting materials.
Children's understanding of numbers and mathematical concepts has been improved, providing more opportunities for children to use mathematical language in activities. They are developing their understanding of numbers for counting and as labels as they count, match and compare numbers of object. They can recognise shapes in everyday situations and use scales to weigh and to measure. Positional language is introduced effectively to the children as they play with small world toys, take part in planting seeds and during sand and water play.
Children's knowledge and understanding of the world is fostered through many
practical activities such as experimenting with water and natural materials, through visitors to the setting who share their experiences with the children and by allowing children to be actively involved in deciding what they want to do. Children are encouraged to extend activities to meet their own exploratory needs and to use their natural curiosity to find out how things work. They learn how plants and animals live by observing living creatures and by planting seeds and vegetables which they use in cooking activities. Children's confidence and self-esteem is very well promoted through circle time and song sessions. Children confidently stand up to sing favourite songs and rhymes unaccompanied, they show pleasure in their achievements and receive praise for their efforts. Staff value children's contributions to the group and listen well to what children have to tell them, this enables children to be confident and self-assured.
Children are imaginative and creative. They make good use of the outside play area which is imaginatively set out and well resourced offering very good opportunities for children to be engaged in activities which stimulate their imagination as they play in the boat shaped play house and paint water pictures on the floor. The children have a good understanding of colour and how to mix colours together, they produce individual pieces of art work showing their creativity, imagination and ability to use paints and drawing materials well.
Helping children make a positive contribution
The provision is satisfactory.
Children are developing good relationships with staff and other children in a setting where staff work very well with parents and carers to meet individual children's needs and ensure they are fully included in the life of the setting. Children with special educational needs receive a good level of support because there are effective systems in place which enable staff to implement individual learning plans for the children and to work in partnership with parents and other professionals to ensure each child is able to make good developmental progress. Children are able to develop their sense of belonging as they work harmoniously with others and make choices and decisions. These all contribute to the children developing good self-esteem and respect for others. Children are developing a good awareness of the wider society because they have access to toys and resources which reflect positive images and opportunities to learn about the wider world through visitors to the setting and the celebration of festival. This positive approach fosters children's spiritual, moral, social and cultural development.
Children respond very well to the approach used by staff for managing behaviour. They are developing positive attitudes which are promoted through the very good interaction with staff who are very good role models, demonstrating respect and consideration for the children and each other. Children are beginning to develop their understanding of responsible behaviour because staff involve children in talking about good behaviour and how to be kind and considerate of others. This positive approach helps children to develop their self-esteem and confidence.
The partnership with parents and carers is good. Children benefit from the strong community focus of the group because the staff work very well with parents, making them welcome and inviting them to be part of the group. This helps children to settle well and be happy. Parents are able to make informed decisions about their child's care and education because they are provided with information on the provision and regular newsletters keep them informed of the learning focus each term. They have opportunities to discuss their child's needs with staff and a daily diary provides written information on their child's developmental progress. A questionnaire is regularly carried out with parents and any ideas and suggestions considered. However, children's welfare is not fully considered because procedures for managing written complaints are not made clear to parents.
Organisation
The organisation is satisfactory.
The organisation of the provision ensures that children are generally well cared for because there are well qualified and suitable staff to meet the needs of all the children for whom the setting cares for. Staff demonstrate a good knowledge of child development and training is regularly accessed to ensure staff are able to keep up to date with information and a quality assurance award is currently being undertaken. The staff work well together as a team and are flexible in their roles enabling children to receive a good level of individual care. Written policies and procedures are available to support staff but are not always used effectively to ensure the safety and well-being of the children.
The leadership and management is satisfactory. However, children's safety and welfare is not effectively protected because there are some omissions regarding regulatory requirements. There is no effective procedure for keeping Ofsted informed of significant changes to the organisation and management of the provision, for ensuring all checks on persons involved in the management of the provision are carried out efficiently and for registering the attendance of children and staff effectively. There is a strong committee made up of parents which supports the setting in practical ways. The manager has the main responsibility for the daily organisation and the provision of the early years education. The committee is aware of its roles and responsibilities and are beginning to develop these roles to further support the staff and assist in the effective management of the provision. Overall, the provision meets the needs of the range of the children for whom it provides.
Improvements since the last inspection
At the previous inspection several issues were raised relating to the care of the children and the provision of nursery education. Good progress has been made in addressing all the issues raised. In relation to the children's care, hygiene procedures have been improved because staff use gloves and aprons when changing nappies therefore reducing any risk of cross infection. Staff are now fully informed of children's individual details because religious information is also included on admission forms.
The provision for children's education has been improved because staff effectively extend activities in mathematics and communication, language and literacy in order to offer sufficient challenges for more able children. Specific learning objectives are identified and staff are able to tailor activities to meet these areas of learning. Children regularly use the concept of calculation in daily activities and are beginning to develop a sound understanding of more than and less than. Children are making good progress in their use of language and understanding of letter sounds. A system of phonics has been introduced and used regularly with the children. Staff interact well with the children to ensure they are listening and able to understand the letters used. There are good strategies used to enable the children to develop their independence, they help to set up and serve snack, and to make independent choices about what activities they participate in, even being involved in the planning of activities. Older children are given more independence in meeting their own self-care needs and are able to access the toilet facilities independently. Bright posters and labelled displays enable the children to see the written word, text and numbers, enabling them to further develop their understanding of words and numbers.
Complaints since the last inspection
There have been no complaints made to Ofsted since the last inspection. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* improve arrangements for children's hand washing and procedures for food preparation to ensure any risk of cross infection to children are minimised
* improve risk assessments to ensure potential risks are identified and addressed
* keep a record of complaints relating to the national standards and any action taken
* review and improve procedures for informing Ofsted of significant changes
* implement a system for registering children and staff attendance on a daily basis, showing hours of attendance.
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* ensure a consistent approach is used to introduce children to letter sounds.
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:b63eae0c-90aa-459f-bb4a-f0fb25eb4654> | CC-MAIN-2025-08 | https://files.ofsted.gov.uk/v1/file/1008369 | 2025-02-18T06:43:12+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00395.warc.gz | 213,815,721 | 3,863 | eng_Latn | eng_Latn | 0.959282 | eng_Latn | 0.997614 | [
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LORNA GIBSON:
The following content is provided under a Creative Commons license. Your support will help MIT OpenCourseWare continue to offer high-quality educational resources for free. To make a donation, or view additional materials from hundreds of MIT courses, visit MIT OpenCourseWare at ocw.mit.edu.
OK, so we should probably start. So last time we finished up talking about energy absorption in foamy cellular materials. And today I wanted to start a new topic. We're going to talk about sandwich panels. So sandwich panels have two stiff, strong skins that are separated by some sort of lightweight core. So the skins are typically, say, a metal like aluminum, or some sort of fiber composite. And the core is usually some sort of cellular material. Sometimes it's an engineering honeycomb. Sometimes it's a foam. Sometimes it's balsa wood.
And the idea is that what you're doing with the core is you're using a light material to separate the faces, and if you think about an I-beam-- so if you remember when we talk about bending and we talk about I-beams, the whole idea is that in bending, you want to increase the moment of inertia. So you want to make as much material as far away from the middle of the beam as possible to increase the moment of inertia.
So if you think about an I-beam, you put the flanges far apart with the web, and that increases the moment of inertia. And the sandwich panels and the sandwich beams essentially do the same thing, but they're using a lightweight core instead of a web. And so the idea is you use a lightweight core. It separates the faces. It increases the moment of inertia. But you don't add a whole lot of weight because you've got this lightweight core in the middle.
So I brought some examples that I'll pass around and we can play with. So these are some examples up on the screen, and some of those I have down here. So for instance, the top-turn my little gizmo on-- the top left here, this is a helicopter rotor blade, and that has a honeycomb core in it. This is an aircraft flooring panel that has a honeycomb core and has carbon fiber faces. So that's this thing here. I'll pass that around in a minute.
This is a downhill ski. This has aluminum faces and a polyurethane foam core. And that's the ski here. And it's quite common in skis now to have these sandwich panels. This is a little piece of a small sailing boat. It had, I think, glass fiber faces and a balsa wood core. And I don't know if any of you sail, but MIT has new sailing boats. Do you sail?
LORNA GIBSON:
I do not much these days.
OK, but those little tech dinghies that you see out in the river, those have sandwich panel holes to them. So those are little sandwich panels. This is an example from a building panel. This has a dry wall face and a plywood face and a foam core, and the idea with panels for buildings is that usually they use a foam core because the foam has some thermal insulation. So as well as sort of separating the faces and having a structural role, it has a role in thermally insulating the building.
The foams are a little less efficient than using a honeycomb core. So for the same weight, you get a stiffer structure with a honeycomb core than a foam core. But if you want thermal insulation as well as a structural requirement, then the foam cores are good.
And these are a couple examples of sandwiches in nature. This is the human skull. And your skull is a sandwich of two dense layers of the compact bone, and you can see there's a little thin layer of the trabecular bone in between. So your head is like a sandwich, your skull is like a sandwich. And I don't know if I'll get to it next time, but in the next couple of lectures, I'm going to talk a little bit about sandwich panels in nature, sandwich shells in nature. You see this all the time.
And this is a bird wing, here. And so you can see there's got the dense bone on the top and the bottom, and it's got this kind of almost trust-like structure in the middle. And obviously birds want to reduce their weight because they want to fly, so reducing the weight's very important. And so this is one of the ways that birds reduce their weight, is by having a sandwich kind of structure.
So I have a couple of things here. These are the two panels at the top there. This is the ski, and you can yank those around. I also have a few panels that people at MIT have made. And I have the pieces that they're made from. So you can see how effective the sandwich thing is. So this was made by a guy called Dirk Moore. He was a graduate student in ocean engineering. And it has aluminum faces and a little thin aluminum core.
So you can see, if you try and bend that with your fingers, you really can't bend it any noticeable amount. And this panel here is roughly the same thickness of the face on that. And you can see how easy it is for me to bend that-- very easy. And this is the same kind of thing as the core. It's thicker than that core, but you can see how easy it is for me to bend this, too.
So each of the pieces is not very stiff at all. But when you put them all together, it's very stiff.
So that's really the beauty of this. You can have lightweight components, and by putting them together in the right way, they're quite stiff. So here's another example here. This is a panel that one of my students, Kevin Chang made. And this has actually already been broken a little bit, so it's not quite as stiff as it used to be. And you can kind of hear, it squeaks. But you can feel that and see how stiff that is.
And this is the face panel here. And you can see, I can bend that quite easily with my hands. Doodle-doot. And then this is the core piece here. And again, this is very flexible. So it's really about putting all those pieces together. So you get this sandwich construction and you get that effect, OK? [? Oop-loo. ?]
All right, so what we're going to do is first of all look at the stiffness of these panels, calculate their deflection. We're going to look at the minimum weight design of them. So we're going to look at how for, say, given materials in a given span, how do we minimize the weight of the beam for a given stiffness? And then we're going to look at the stresses in the sandwich beams. So there's going to be one set of stresses in the faces, and a different kind of stress distribution in the core. So we'll look at the stress distribution.
And then we'll talk about failure modes, how these things can fail, and then how to figure out which failure mode is dominant, which one occurs at the lowest load. And then we'll look at optimizing the design, minimizing the design for a certain strength and stiffness. So we're not going to get all that way through everything today, but we'll kind of make a start on that.
OK. So let me start. So the idea here is we have two stiff, strong skins, or faces, separated by a lightweight core.
And the idea is that by separating the faces, you increase the moment of inertia with little increase in weight.
So these are particularly good if you want to resist bending, or if you want to resist buckling. Because both of those involve the moment of inertia.
And they work like an I-beam. So the faces of the sandwich are like the flanges of the I-beam, and the core is like the web.
And the faces are typically made of either fiber reinforced composites or metals. So typically, something like aluminum, usually you're trying to reduce the weight if you use these things, so
a lightweight metal like aluminum is sometimes used. And the cores are usually honeycombs, or foams, or balsa.
And when they use balsa wood, what they do is-- I brought a piece of balsa here-- what they do is they would take a block like this and chop it into pieces around here. And then they would
lay those pieces on a cloth mat. So typically the pieces are maybe two inches by two inches.
They lay them on a cloth mat, and because they're not one monolithic piece, they can then shape that mat to curved shapes. So it doesn't have to be just a flat panel. They can curve it
around a curved surface if they want.
So we'll say the honeycombs are lighter than the foams for a given stiffness or strength.
But the foams provide thermal insulation as well as a mechanical support.
And the overall mechanical properties of the honeycomb depend on the properties of each of the two parts, of the faces and the core, and also the geometry of the whole thing-- how thick's
the core, how thick's the face, how dense is the core? That kind of thing.
And typically, the panel has to have some required stiffness or strength. And often what you want to do is minimize the weight for that required stiffness or strength.
So often these panels are used in some sort of vehicle, like we talked about the sailboat, or like a helicopter, or like an airplane. They're also used in like refrigerated trucks-- they would
have a foam core because they'd want the thermal insulation. So if you were going to use it in some sort of a vehicle, you want to reduce the mass of the vehicle and you want to have the
lightest panel that you can. Yup?
So if you saw the base material and you'd have the [INAUDIBLE] sandwich panel, that piece
[INAUDIBLE] the sandwich panel with something [? solid ?] in the middle?
Well--
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
So, as we're getting [INAUDIBLE] aluminum piece that's was as thick as a sandwich panel.
Yeah.
[INAUDIBLE].
Oh, well, if you have the solid aluminum piece that was as thick as the sandwich, it's going to be stiffer, but it's going to be a lot, lot heavier. So the stiffness per unit weight would not be as
good. OK? So we're going to calculate the stiffness in just one minute. And then we're going to look at how we minimize the weight, OK? OK.
So what I'm going to do is set this up as kind of a general thing. We're just going to look at sandwich beams rather than plates, just because it's simpler. But the plates, everything we say
for the beams basically applies to the plates. The equation's just a little bit more complicated.
So we're going to start with analyzing beams.
And I'm just going to start with a beam, say, in three-point bending. So there's my faces there.
Boop. And I've made it kind of more stumpy than it would be in real life, just because it makes it easier to draw it. And then if I look at it the other way on, it would look something like that. So
say there's some load P here. Say the span of the beam is l. Say the load's in the middle, so each of the supports just sees a load of P/2.
And then let me just define some geometrical parameters here. I'm going to say the width of the beam is b. And I'm going to say the face thicknesses are each t. So the thickness of each
face is t. And the thickness of the core is c, OK? So that's just sort of definitions.
And I'm going to say the face has a set of properties, the core has a set of properties, and then the solid from which the core is made has another set of properties. So the face
properties that we're going to use are a density of the face. We'll call that row f. The modulus of the face, Ef, and some sort of strength of the face, let's imagine it's aluminum and it yields,
that would be sigma y of the face.
And then the core similarly is going to have a density, rho star c. It's going to have a modulus,
E star c. And it's going to have some strength, I'm going to call sigma star c. And then the solid from which the core is made is going to have a density row s, a modulus Es, and some
strength, sigma ys, OK?
So the core is going to be some kind of cellular material, a honeycomb, or a foam, or balsa. And typically, the modulus of the core is going to be a lot less than the modulus of the face. So I'm just going to say here that the E star c is typically much greater than Ef. And we're going to use that later on.
So we're going to derive some equations, for example, for an equivalent flexural rigidity for the section, an Ei equivalent. And that has several terms. But if we can say the core stiffness is much less than the face thickness, and also if we can say the core-- the stiffness is less and also the thickness of the core is much greater than the thickness of the face, a lot of the expressions we're going to use simplify. So we're going to make those assumptions. So let me just draw the shear diagram here.
So V is shear, so that's the shear diagram. We have some load P/2 at the support. There's no other load applied until we get to here. Than the shear diagram goes down by P, so we're at minus P/2. Then there's no load here, so this just stays constant, and then we go back up to 0. And then let me just draw bending moment diagram. The bending moment diagram for this is just going to look like a triangle.
Remember, if we integrate the shear diagram, we get the bending moment diagram. And that maximum moment there is going to Pl over 4. OK. So initially, I'm going to calculate the deflections. And I don't really need those diagrams for that, but then I'm going to calculate the stresses, and I'm going to need those diagrams for the stresses. So just kind of keep those in mind for now.
So to calculate the deflections, sandwich panels are a little bit different from homogeneous beams. In a sandwich panel, the core is not very stiff compared to the faces. And we've got some shear stresses acting on the thing. And the shear stresses are largely carried by the core. So the core is actually going to shear, and there's going to be a significant deflection of the core and shear as well as the overall bending of the whole panel. So you have to count for that.
So we're going to have a bending term and a shear term-- that's what those two terms are there. So we're going to say there's a bending deflection and a shear deflection. And that shearing deflection arises from the core being sheared and the fact that the core, say, Young's modulus or also the shear modulus, is quite a bit less than the face modulus.
So if you think of the core as being much more compliant than the face, then the core is going to have some deflection from that shear stress. OK, so we're going to start out with this term here, the bending term. And if I just had a homogeneous beam in three-point bending, the central deflections-- so these are all the central deflections I'm calculating here-- with Pl cubed over it turns out to be 48 is the number, and divided by EI.
And because we don't have a homogeneous beam here, I'm going to call that equivalent EI. And to make it a little bit more general, instead of putting 48, that number, I'm just going to put a constant B1. And that B1 constant is just going to depend on the loading geometry. So any time I have a concentrated load on a beam, the deflection's always Pl cubed over EI, and then the sum number in the denominator and that number just depends on the loading configuration.
So for three-point bending, it's 48. For the flexion of a cantilever, B1 would be 3. So think of that as just a number that you can work out for the particular loading configuration. So here we'll say B1 is just a constant that depends on the loading configuration.
And I'll say, for example, for three-point bending, B1 is 48. For a cantilever end deflection, then B1 would be 3. So it's just a number.
So the next thing we have to figure out is what's the EI equivalent. So if this was just a homogeneous beam, and it was rectangular, E would just be E of the material and I would be the width B times the height H cubed divided by 12. So here we don't quite have that because we have two different materials. So here we have to use something called the parallel axis theorem, which I'm hoping you may have seen somewhere in calculus, maybe? But, yeah, somebody is nodding yes.
OK, so what we do, what we want to do is get the equivalent EI-- I'm going to put it back up, don't panic-- of this thing here, right? So I want-- this is the neutral axis here, and I want the EI about that neutral axis there. So, OK, you happy? There.
OK, so I've got a term for the core. OK, the core, that is the middle of the core, right? So for the core, it's just going to be E of the core times bc cubed over 12. Remember, for a rectangular section, it's bh cubed over 12 is the moment of inertia. And here our height for the core is just c, OK? And then if I took the moment of inertia for, say, one face about its own centroidal axis, I would get E of the face now times bt cubed over 12. So that's taking the
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
AUDIENCE:
moment of inertia of one face about the middle of the face. And I have two of those, right?
Because I have two faces.
And the parallel axis theorem tells you what the moment of inertia is going to be if you move it, not to the-- you don't use the centroid of the area, but you use some other parallel axis. And
what that tells you to do is take the area that you're interested in-- so the area of the face is bt, and you multiply by the square of the distance between the two axes that you're interested in.
Oop, yeah.
Let me change my little brackets. Boop. So, oop-a-doop-a-doop. Maybe I'll stick this, make a little sketch over here again. OK, all right. So this term here, Ef bt cubed over 12, that would be
the moment of inertia of this piece here, about the axis that goes through the middle of that, right? Its own centroidal axis.
But what I want to do is I want to know what the moment of inertia of this piece is about this axis here. This is the neutral axis. So let's call this the centroidal axis. And the parallel axis
theorem tells me what I do is I take the area of this little thing here, so that's the b times t, and
I multiply by the square of the distance between those two axes. So the distance between those axes is just c plus t over 2, and I square it. And then I multiply that whole thing by 2
because I've got two faces. Are we good?
[INAUDIBLE].
Yeah?
The center [INAUDIBLE] and the [INAUDIBLE], are those Ed's or Ef's?
These are Ef's because this is the face now, right? So this term here is for the core. So here the core is E star c. And these two Ef's are for the face up there, OK? Because you have to
account for the modulus of the material of the bit that you're getting the moment of inertia for.
Are we good? OK.
So now I'm just going to simplify these guys a little bit. Doodle-doodle-doodle-do-doot. OK? So
I've just multiplied the twos, and maybe I'll just write down here this is the parallel axis theorem. Doot-doot-doot. Yes, sorry?
So for the term that comes from the parallel axis theorem, why do we only consider Ef and not
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
[INAUDIBLE].
Because I'm taking-- what I'm looking at-- so the very first term, this guy, here--
Yeah, [INAUDIBLE].
Accounts for this, right? And these two terms both account for the face.
Oh, OK, so the face acting--
Yeah, about this axis. So the parallel axis theorem says you take the moment of inertia of your area about its own centroidal axis, and then you add this term here. But it's really referring to that face, OK? Let me scoot that down and then scoot over here.
And this is where we get to say the modulus of the face is much greater than the modulus of the core. And also, typically c, the core thickness, is much greater than t, the face thickness.
So if that's true, then it turns out this term is small compared to that one. And also this term is small compared to this one. And also this term, instead of having c plus t squared, if c is big
compared to t, then I can just call it c squared, OK?
So you can see here, if Ec is small, then this is going to be small compared to these. If t is small, then this guy is going to be small. So even though it looks ugly, many times we can
make this simpler approximation.
OK, so we can just approximate it as Ef times btc squared over 2. So then this bending term here, we've got everything we need now to get that bit there. So the next bit we want to get is the shearing deflection. So what's the shearing deflection equal to? So say we just thought about the core, and all we're interested in here is what's the deflection of the core and shear?
And so say that's P/2, that's P/2, that's l/2. We'll say that's-- oops. That's our shearing deflection there. We can say the shear stress in the core is going to equal the shear modulus
times the shear strain, so we can say P over the area of the core is going to be proportional to the Young's modulus times delta s over l. And let's not worry about the constant just yet.
So delta s is going to be proportional to-- well, let me [? make it ?] proportional at this point. Delta s is going to equal Pl divided by some other constant that I'm going to call B2, and divided by the shear modulus of the core, and essentially the area of the core. And here B2 is another constant. So again, B2 just depends on the loading configuration.
Yeah, this is a little bit of an approximation here, but I'm just going to leave it at that. OK, so then we have these two terms and we just add them up to get the final thing. Start another board.
OK. So that would give us an equation for the deflection. And one thing to note here is that this shear modulus of the core, if the core is a foam, then we have an equation for that. We also could use an equation if it's a honeycomb. But I'm just going to write for foam cores. Whoops.
This is for-- that will be for open-cell foam cores. Oops, don't want to-- and get rid of that. We won't update just now, thank you.
OK, so the next thing I want to think about is how we would minimize the weight for a given stiffness. So say if we're given a stiffness, we're given P over delta, so I could take out the two P's here. If I divide it through by P, delta over P would be the compliance, P over delta would be the stiffness.
So imagine that you're given the face and core materials, and you're told how long the span has to be, you're told how wide the beam is going to be, and you're told the loading configuration. So you know if it's three-point bending, or four-point bending, or a cantilever-whatever it is. And you might be asked to find the core thickness, the face thickness, and the core density that would minimize the weight.
So I have a little schematic here. I don't know if you're going be able to read it. So I'm going to walk through it and then I'll write things on the board. Whoops, hit the wrong button. OK, so we start with the weight equation here. The weight's obviously the sum of the weight of the faces, the weight of the core, so those two terms there. So I'll write that down in a minute.
And then we have the stiffness constraint here. So this equation here is just this equation that I have down here on the board, OK? Then what you do is you solve that stiffness constraint for the density of the core. So this equation here just solves-- we're solving this equation here in terms of the density, and we get the density by substituting in this equation here for the shear modulus of the core.
So you substitute that there. It's kind of a messy thing, but you solve that in terms of the density. Then you put that version of the density here in terms of this weight equation up here. So then you've eliminated the density out of the weight equation, now you've just got it in terms of the other variables.
And then you take the partial derivative of the weight with respect to the core thickness c, set that equal to 0, and you take the partial derivative of the weight with respect to the face thickness, t, and you set that equal to 0. And that then gives you two equations and two unknowns. You've got the core thickness and the face thickness are the two unknowns. And you've got the two equations, so then you solve those. So the value you get for the core thickness is then the optimum, so it's going to be some function of the stiffness, the material properties you started with in the beam geometry.
And similarly, you get some equation for the optimum face thickness, t. And again, it's a function of the stiffness and the material properties in the beam geometry. Then you take those two values for c and t, those two optimum values, and plug it back into this equation here, and get the optimum value of the core density. And so what you end up are three equations for the optimal values of the core thickness, the face thickness, and the core density in terms of the required stiffness, the material properties, and then the loading geometry.
So I'm going to write down some more notes, because I'll put this on the Stellar site. But it's hard to read just here. So let me write it down and I'll also write out the equations so that you have the equations for calculating those optimum values. So before I do that, though, one of the interesting things though is if you figure out the optimal values of the core thickness and the face thickness and the core density, and you substitute it back into the weight, and you calculate this is the weight of the face relative to the weight of the core, no matter what the geometry is, and what the loading configuration is, the weight of the face is always a quarter of the weight of the core.
So the ratio of how much material is in the core and the face is constant, regardless of the core-- of the loading configuration. And this is the bending deflection relative to the total deflection. It's always 1/3. And the shearing deflection relative to the total deflection is always 2/3. So regardless of how you set things up, the ratio of what weight the face is relative to the core and the amount of shearing and bending deflections is always a constant at the optimum.
OK, so let's say we're given the face and the core materials. So that means we're given their
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
material property, too. And say we're given the beam length and width and the loading configuration. So that means we're given those constants, B1 and B2. If I told you it was three-
point bending, you would know what B1 and B2 are.
So then what you need to do is find the core thickness, c, the face thickness, t, and the core density, rho c, to minimize the weight of the beam. So there's two faces, so the weight of the
face is 2 rho f g times btl. And then the weight of the core is rho c g times bcl. So I'm going to write down the steps and then I'll write down the solution.
So you solve. So you put this equation for the shear modulus of the core into here, and then you rearrange this equation in terms of the density of the core here. So you have an equation
for the core density in terms of that stiffness, and then you solve the partial derivatives of the weight equation with respect to the core thickness, c, and put that equal to 0. And then the
partial of dw [? over ?] dt and set that to 0.
And if you do that, you can then solve for the optimal values of the face and core thicknesses.
Yes?
[INAUDIBLE] for weight, what is g?
Gravity.
OK.
Just density is mass, mass times gravity-- weight. That's all it is.
And then you've got a version of this that's in terms of the core density. You can substitute those values of the optimum face and core thicknesses into that equation and get the optimum
core density. And then in the final equations, you get, when you do all that, and I'm going to make them all dimensionless, so this is the core thickness normalized by the span of the beam
is equal to this thing, here.
So you can see each of these parameters here, the design parameters that we're calculating the optimum of. I've grouped the constants B1 and B2 together that describe the loading
configuration so you'd be given those. C2 is this constant-- oop, which I just rubbed off-- that
LORNA GIBSON:
relates the shear modulus of the foam core. So you'd be given that. These are the material properties of the-- you know, say, it's a polyurethane foam core, this would be the density of the polyurethane. Say it's aluminum faces, that would be the density of the aluminum. so you'd be given that.
You'd be given the stiffnesses of the two materials, the solid from which the core is made and the face material. And then this is the stiffness here that you're given, just divided by the width of the beam, B. So the stiffness, you'd be given the width B. So you're given all those things, then you could calculate what that optimum design would be.
So the next slide here just shows some experiments. And these were done on sandwiches with aluminum faces and a rigid polyurethane foam core. And here we knew what the relationship was for the shear modulus. We measured that. And what we did here was we designed the beams to all have the same stiffness, and they all had the same span in the width, B, then we kept one parameter at the optimum value and we varied the other ones.
So here, on this beam, this set of beams here, the density was at the optimum. And we varied the core thickness, and we varied the face thickness, and the solid line was our model or our sort of optimization. And the little X's were the experiments. So you can see there's pretty good agreement there. Then the second set here, we kept the face thickness at the optimum value and we varied the core thickness, we varied the core density. So the same thing, the solid line is the sort of theory and the X's are the experiments. And here we had the core thickness of the optimum value, and we varied the face thickness and the core density.
So you can kind of see how you can see this here. And over here, just because I forgot to say it, this is the stiffness per unit weight, over here, OK? So these are the optimum designs here, all right? So there was pretty good agreement between these calculations and what we measured on some beams. Do I need to write anything down? Do you think you've got that? Yeah?
I was just going to ask, for the optimum design column that you have there, do those numbers like fall out of these equations if you do the math?
They do, yeah. I mean, it's-- yeah, exactly. So if you remember the equation we had for the weight, so the weight is equal to 2 rho f gbtl plus the density of the core, bcl, so if you plug these things into there, then-- so this is the way to the face, that's the way to the core, then it drops out to be a quarter. So it's kind of magical. I mean, you have this big, long, complicated
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
AUDIENCE:
LORNA GIBSON:
gory thing, and then, poof, everything disappears except a factor of 1/4.
And the same for the bending deflection. So we had those two terms, so there was the bending and the shear. If you just calculate each of those terms and take the ratio of 1 over
the total, or the one over the other, everything drops out except that number. So that's why I
pointed it out, because it seemed kind of amazing that everything would drop out except for that one thing.
OK, so then the next thing-- so that's the stiffness in optimizing the stiffness. Are we happy- ish? Yeah? OK. So the next thing-- oh, well, let's see. I don't think I need to write any. I think if
you have that graph, I don't really need to write much down.
So the next thing then is the strength of the sandwich beams. So let me get rid of that.
You guys OK? Yeah?
Yeah.
Yeah, but you're shaking your head like this is very, very helpful for me.
[INAUDIBLE].
Oh OK, that's OK.
[INAUDIBLE].
That's OK, you can do that. I don't mind. But as long as you don't have questions for me. OK, and so the first step in trying to figure out about this strength is we need to figure out the
stresses in the beams.
So we need to find out about the stresses. And we're going to have normal stresses and we're going to have shear stresses. So I'm going to do the normal stresses first and then we'll do the
shear stresses.
So you do this in a way that's just analogous to how you figure out the stresses in a homogeneous beam. So we'll say the stresses in the face-- normally it would be My over I. M
is the moment, y is the distance from the neutral axis, I is the moment of inertia. So this time, instead of having a moment of inertia, we have this equivalent moment of inertia. And we
multiply by E of the face. So you can think of this as being the strain essentially. And then you multiply by E of the face to get the stress.
The maximum distance from the neutral axis, we can call c/2. So that's y. Then EI equivalent we had Ef btc squared over 2. And then I have a term of Ef here. c squared. So one of the c's goes, the 2's go, the Ef's go. Then you just get that the normal stress in the face is the moment at that section divided by the width, b, the face thickness, t, the core thickness, c.
And I can do the same kind of thing for the stress in the core, except now I multiply by the core modulus. So if I go through the same kind of thing, it's the same factor of M over btc, but now I multiply times E of core over E of the face. And since E of the core is a lot smaller than E of the face, typically these normal stresses in the core are much smaller than the normal stresses in the face.
So the faces carry almost all of the normal stresses. And if you look at an I-beam, the flanges of the I-beam carry almost the normal stresses.
So I want to do one more thing here. I want to relate the moment to some concentrated load. So let's say we have a beam with a concentrated load, P. So for example, something in threepoint bending, typically we're interested in the maximum stresses, so we want the maximum moment. So M max is going to be P times l over some number. And this B3 is another constant that depends on the loading configuration.
So if it was three-point bending, B3 would be 4. If it was a cantilever, B3 would be 1. So if I put those things together, the normal stress in the face is Pl B3 divided by btc.
OK, so that's the normal stresses. And then the next thing is the shear stresses, and the shear stresses are going to be carried largely by the core. And if you do all the exact calculations, they vary parabolically through the core. But if we make those same approximations that the face is stiff compared to the core, and that the face is thin compared to the core, then you can say that the shear stress is just constant through the core.
So we'll say the shear stresses vary parabolically through the core. But if the face is much stiffer than the core and the core is much thicker than the face, then you can say that the shear stress in the core is just equal to the sheer force over the area of the core, bc. So here,
V is the shear force of the cross-section you're interested in. And bc is just the area of the core.
And we could say the maximum shear force is just going to be V over-- actually, let's make it P, P over yet another constant. And B4 also depends on the loading configuration. So if I was giving you a problem, I would give you all these B1, B2, B3, B4's and everything.
So the maximum shear stress in the core is in just the applied load, P, divided by this B4 and divided by the area of the core.
OK, so this next figure up here just shows those stress distributions. So here's a piece of the cross-section here. So there's the face thickness and the core thickness. You can think of that as a piece along the length, if you want. This is the normal stress distribution, here. So this is all really from saying plane sections remain plane. These are the stresses, the normal stresses in the core. And you can see they're a lot smaller in this schematic than the ones in the face.
And then this is the parabolic stress in the core. And similarly, there'd be a different parabola in the face. And these are the approximations. Typically these approximations are made so the normal stress in the face is just taken as a constant. The normal stress in the core is often neglected. And here the shear stress in the core is just a constant here.
So the two things you need to worry about are the normal stress for the face and the shear stress for the core. Are we good? We're good? Yeah, good-ish.
OK, so if we want to talk about the strength of the beam, we now have to talk about different failure modes. And the next slide just shows some schematics of the failure modes. So there's different ways the beam can fail. Say it's in three-point bending just for the sake of convenience. One way it can fail is, say it had aluminum faces. This face here would be in tension, and the face could just yield. So you could just get yielding of the aluminum. That would be one way.
It could be a composite face and you could have some sort of composite failure mode. You can get more complicated failure modes for composites, but there could be some sort of failure mode. This face up here is in compression, and if you compress that face, you can get something called face wrinkling. You get sort of a local buckling mode. So imagine you have the face, that you're pressing on it, but the core is kind of acting like an elastic foundation underneath it. And you can get this kind of local buckling, and that's called wrinkling. That's another mode of failure.
You can also get the core failing in shear. So here's these two little cracks, denoting shear failure in the core. And there's a couple of other modes you can get, but we're going to not pay much attention to those. The whole thing can delaminate, and, as you might guess, if the whole thing delaminates, you're in deep doo-doo. Because, remember when I passed those samples around, how flexible the face was by itself and how flexible the core is by itself. If the whole thing delaminates, you lose that whole sandwich effect and the whole thing kind of falls apart. We're going to assume we have a perfect bond and that we don't have to worry about that.
The other sort of failure mode you can get is called indentation. So imagine that you apply this load here over a very small area. The load can just transfer straight through the face and just kind of indent the core underneath it. We're going to assume that you distribute this load over a big enough area here, that you don't indent the core. So we're going to worry about these three failure modes here-- the face yielding, the face wrinkling, and the core failing and shear, OK? So let me just write that down.
And then you also can have debonding or delamination, and we're going to assume perfect bond. And then you can have indentation, and we're going to assume the loads are applied over a large enough area that you don't get--
So you can have different modes of failure, and the question becomes which mode is going to be dominant? So whichever one occurs at the lowest load is going to be the dominant failure mode. So you'd like to know what that lowest failure mode is. So we want to write equations for each of these failure modes and then figure out which one occurs first.
So we'll look at the face yielding here. And face yielding is going to occur just when the normal stress in the face is equal to the yield stress of the face. So this is fairly straightforward. So this was our equation for the stress in the face. And when that's equal to the face yield strength, then you'll get failure.
And the face wrinkling occurs when the normal compressive stress in the face equals a local buckling stress.
And people have worked that out by looking at what's called buckling on an elastic foundation. So the core acts as elastic support. You can think that as the face is trying to buckle into the core, the core is pushing back on the face. And so the core is acting like a spring that pushes back, and that's called an elastic foundation. So people have calculated this local buckling stress, and they found that's equal to 0.57 times the modulus of the face to the 1/3 power times the modulus of the core to the 2/3 power.
And here, if we use our model for open cell foams, we can say the core modulus goes as the relative density squared times the solid modulus. And so you can plug that in there.
So then the wrinkling occurs when the stress in the face, the Pl over the B3 btc is equal to this thing here.
OK, so one more failure mode that's the core shear, and that's going to occur when the shear stress in the core is just equal to the sheer strength of the core. So the shear stress is P over B4 times bc, and the shear strength is some constant, I think it's C11, times the relative density of the core to the three halves power times the yield strength of the solid. And here, this constant is about equal to 0.15, something like that.
So now we have a set of equations for the different failure modes, and we could solve each of them, not in terms of a stress, but in terms of a load P. The load P is what's applied to the beam, right? So we could solve each of these in terms of the load, P. And then we can see which one occurs at the lowest load, P. And that's going to be the dominant failure mode.
So one way to do it would be to, for every time you wanted to do this, to work out all these three equations and figure out which one's the lowest load. But there's actually something called a failure mode map, which we're going to talk about. So let me just show you it and we'll start now. I don't know if we'll get finished this.
But there's a way that you can manipulate these equations and plot the results as this failure mode map. And you'll end up plotting the core density on this plot, on this axis here, and the face thickness to span ratio here, and so this will kind of tell you, for different configurations of the beam, different designs, for these ones here, the face is going to wrinkle, for those ones there, the face is going to yield, and for these ones here, the core is going to shear.
,
g g y ,
,
g g
So I'm going to work through these equations, but I don't think we're going to finish it today. So this is just kind of where we're headed is to getting this map. So we'll say the dominant failure mode is the one that occurs at the lowest load.
So the question we're going to answer is how does the failure mode depend on the beam design? And we're going to do this by looking at the transition from one failure mode to another.
So at the transition from one mode to another, the two modes occur at the same load.
So I'm going to take those equations I had for each of the failure modes, and instead of writing this in terms of, say, the stress in the face, I'm going to write it in terms of the load, P. So using that first one over there, the load for face yielding, I'm just rearranging that. It's B3 times bc times t/l times the yield strength of the face.
And similarly for face wrinkling, I can take this equation down here and solve it for this P here, OK?
And then I can take that equation at the top and solve that for P2 for the core shear, and that's equal to C11 times B4 times bc times sigma ys times-- oops, wrong thing-- times the relative density to the 2/3 power. OK?
And then the next step is to equate these guys. So you get a transition from one mode to the other when two of these guys are equal to each other, right? So there's going to be a transition from face yielding to face wrinkling when these guys are equal. And I'm not going to start that because we're going to run out of time.
But let me just say that I can pair these two up and say there's a transition between those two. And that transition is going to correspond to this line here, OK? So at this line here, that means you get face yielding and face wrinkling at the same load, OK? And then if I paired up-- let's see here. If I paired up face wrinkling and core shear, these two guys here, I'm going to get this equation here on that plot. And then if I paired up these two guys here, the face shielding and the core shear, I would get that line there, OK?
So once I have those lines, that tells me, you know, anything with a lower density core and a smaller face thickness is going to fail by face wrinkling. Anything with a bigger density is going to fail by face yielding. And anything with a larger face thickness and a larger density is going to fail by core shearing. And so you can start to see that it-- I'll work out the equations next time, but you can start to see that it kind physically makes sense.
Intuitively, this face wrinkling, it depends on the normal stress in the face, in compression. So obviously the thinner the face gets, the more likely that's going to be to happen. So it's going to happen at this end of the diagram. And it also depends on that elastic foundation, on how much spring support the foundation has, right? So the lower the core density, the more likely that is to happen.
Then if you, say you have small t, so the face is going to fail before the core, as you increase the core density, you're making that elastic foundation stiffer and stiffer, and you're making it harder for the buckling to occur. It can't buckle into the elastic foundation, so then you're going to push it up to the yielding. And then as you make the face thickness bigger, as t gets bigger, then the face isn't going to fail and the core is going to fail. So you can kind of see just looking at the relative position of those things, they all kind of make physical sense.
So I'm going to stop there for today and I'll finish the equations for that next time. And we'll also talk about how to optimize for strength next time. And we'll talk about a few other things on sandwich panels. | <urn:uuid:cd68f409-d9b9-48f7-9ade-d8b720462908> | CC-MAIN-2025-08 | https://ocw.mit.edu/courses/3-054-cellular-solids-structure-properties-and-applications-spring-2015/f6e2d069cbeff55c12152c92f92a5853_4zpQwirFsbk.pdf | 2025-02-18T07:21:24+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00395.warc.gz | 379,234,434 | 10,647 | eng_Latn | eng_Latn | 0.998331 | eng_Latn | 0.998615 | [
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Year 6 Family Learning
2
What are the SATs?
* SATs are the Standardised Assessment Tests that are given to children at the end of Key Stage 2.
* The SATs take place over four days, starting on Tuesday 9 th May ending on Friday 12 th May.
* The SATs papers consist of:
* Writing is assessed using evidence collected throughout Year 6. There is no Year 6 SATs writing test.
The key stage 2 tests will be taken on set dates unless your child is absent, in which case they may be able to take them up to 5 school days afterwards.
When and how the SATs are completed
* The tests take place during normal school hours, under exam conditions.
* Each morning, the children will have a soft start to the day where breakfast will be provided.
* Children are not allowed to talk to each other from the moment the assessments are handed out until they are collected at the end of the test.
* After the tests are completed, the papers are sent away to be marked externally.
* The results are then sent to the school in July.
* Each test lasts no longer than 60 minutes:
The results
Tests are marked externally. Once marked, the tests will be given the following scores:
* A raw score (total number of marks achieved for each paper);
* A scaled score (see below);
* A judgement on if the National Standard has been met.
After marking each test, the external marker will convert the raw score to a scaled score. Even though the tests are made to the same standard each year, the questions must be different. This means the difficulty of the tests may vary. Scaled scores ensures an accurate comparison of performance over time.
Scaled scores range from 80 to 120.
A scaled score of 100 or more shows the pupil is meeting the National Standard.
Spelling, Punctuation and Grammar: Tuesday 9 th May Spelling, Punctuation and Grammar consists of two papers.
* Paper 1 focuses on all three elements (spelling, punctuation and grammar). The paper lasts for 45 minutes.
* Paper 2 consists of a spelling test only. It should take approximately 15 minutes, although this is not a set amount of time (pupils should be given as much time as they need to complete the test).
Spelling, Punctuation and Grammar: Paper 1
This test focuses on:
* Grammatical terms/ word classes;
* Functions of sentences;
* Combining words, phrases and clauses;
* Verb forms, tenses and consistency;
* Punctuation;
* Vocabulary;
* Standard English and formality.
This test requires a range of answer types but does not require longer formal answers.
Reading: Wednesday 10 th May
There is one reading test that lasts for 60 minutes.
The test is designed to measure if the children's comprehension of age-appropriate reading material meets the national standard. There are three different set texts for children to read. These could be any combination of non-fiction, fiction and/ or poetry.
The test covers the following areas:
* Give/ explain the meaning of words in context;
* Retrieve and record information/ identify key details from fiction and non-fiction;
* Summarise main ideas from more than one paragraph;
* Make inferences from the text/ explain and justify inferences with evidence from the text;
* Predict what might happen from details stated and implied;
* Identify/ explain how information/ narrative content is related and contributes to meaning as a whole;
* Identify/ explain how meaning is enhanced through choice of words and phrases;
* Make comparisons within the text.
Reading
The reading SATs paper requires a range of answer styles.
Example questions:
Example questions:
Based on text 3: Music Box
Reading
10
Reading
Since the current testing formation for the SATs began in 2016, there has been a tendency for three types of questions to be the most popular.
In the 2019 Reading SATs paper,
* 12% of marks could be gained from answering questions involving giving and explaining the meaning of words in context;
* 42% of marks could be gained from answering questions involving retrieving and recording information or identifying key details from a text;
* 36% of marks could be gained from answering questions involving making inferences from a text and justifying inferences with text evidence.
When reading with your child at home try focusing on these types of questions.
11
Maths: Thursday 11 th May and Friday 12 th May
The maths assessments consist of three tests.
* Paper 1: Arithmetic (30 minutes) – Thursday 11 th May
* Paper 2: Reasoning (40 minutes) – Thursday 11 th May
* Paper 3: Reasoning (40 minutes) – Friday 12 th May
12
Maths Paper 1 (Arithmetic)
The maths arithmetic paper has a total of 40 marks.
The test covers the four operations (addition, subtraction, multiplication, division, including order of operations requiring BIDMAS), percentages of amounts and calculating with decimals and fractions.
Example question:
13
Maths Papers 2 and 3 (Reasoning)
Paper 2 will take place on Thursday 11 th May and paper 3 will take place on Friday 12 th May. These tests have a total of 35 marks each.
These papers require children to demonstrate their mathematical knowledge and skills, as well as their ability to solve problems and their mathematical reasoning. They cover a wide range of mathematical topics from key stage 2 including,
* Number and place value (including Roman numerals);
* The four operations;
* Geometry (properties of shape, position and direction);
* Statistics;
* Measurement (length, perimeter, mass, volume, time, money);
* Algebra;
* Ratio and proportion;
* Fractions, decimals and percentages.
14
15
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MANAGING ATTENTION DEFICIT HYPERACTIVITY BEHAVIORS IN CHILDREN WITH FRAGILE X SYNDROME
By Rebecca O'Connor, M.A. Fragile X Treatment and Research Clinic The Children's Hospital Denver, CO
Children with fragile X syndrome are often friendly, social, active children who are quick to learn by watching others. They have strong visual problem-solving abilities and are often very verbal and outgoing. Children with fragile X syndrome also present with a number of challenging characteristics. We know of cognitive deficits ranging from learning disabilities to severe mental retardation, communication difficulties, a hypersensitivity to visual, auditory, and tactile stimuli, and attention problems including hyperactivity and impulsivity.
Approximately 80% of children diagnosed with fragile X syndrome also carry a diagnosis of attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD). These diagnoses are characterized by symptoms of inattention, impulsivity, or hyperactivity. Symptoms of inattention may include difficulty sustaining attention in tasks or in play, difficulty organizing, seeming "not to listen" when spoken to directly, and often being easily distracted by events going on around them. Symptoms of hyperactivity may include excessive talking and moving, fidgeting, and difficulty remaining seated. Symptoms of impulsivity may include difficulty waiting, blurting out answers before questions have been completed, and interrupting others in conversation or play.
Improving ADD or ADHD behavior is often one of the greatest psycho-educational needs identified for children with fragile X syndrome. We do know of treatment and management strategies that can be helpful at home and in a classroom setting.
Medical management is beneficial to a great majority of children with fragile X syndrome. Medication is effective in managing the ADHD behaviors as well as the anxiety and obsessivecompulsive behaviors frequently seen. Counseling for the child and/or the family can also be supportive in monitoring growth and change of behaviors as well as in understanding and coping with some very difficult situations.
Occupational therapy with a therapist trained in sensory integrative techniques such as brushing, deep pressure and calming can be a great support in managing the ADHD behaviors, as well as the hypersensitivity's that often drive them.
Environmental accommodations and behavior management can be done at home and in the school environment. It is important that expectations be consistent and appropriate for the developmental level of the child. Some accommodations to promote attention, especially in a school environment, may include seating the child in a more quiet area of the classroom near a good role model. We know most children with fragile X are very good imitators. Keeping enough distance between desks to avoid distractions by others is also relatively easy to do. Keep in mind that windows, pencil sharpeners and doorways are very distracting so avoid seating the child near them. Use timers to help with task completion or shorten assignments to allow more time if needed. Try to involve the child in lesson presentation. Let him use manipulatives and materials of interest to pull him in. Try using a private visual signal to cue him to stay on task. This can be set up with the teacher, a peer, and parents. Always give clear concise instructions and use visual materials to outline expectations. A picture schedule of the day is an excellent way for children to understand what is expected and when. It is also helpful to model appropriate behaviors when too much is going on. Demonstrate to the child how to ask for help or quiet time. Also, allow the child to move some if he needs to. He does not need to be sitting quietly to be attending.
Impulsivity can be a great problem for many children with fragile X syndrome. Transitions can be a time of behavior outburst and impulsive reaction. Supervising the child closely during transitions and providing him with an object to carry or transitional song can be helpful. Using positive redirection of impulsive behavior is also effective. Telling the child what he can do as opposed to what he cannot or should not do is more positive and educational. Instead of telling the child not to grab the person in front of him tell him to use his words, wave or stamp his feet, etc. It is also effective to attend to and notice positive behaviors frequently. Acknowledging positive behaviors and responses of the child as well as others near by may encourage thinking before acting.
Many children with fragile X are very active and seem to "need to move" all the time. Allowing them the opportunity to move or stand while working is often helpful. Sometimes using a rocking chair, therapy ball, or beanbag chair for at least part of the day gives the child some variety in seating. Allow for seat breaks during the day. Being the messenger, running errands, and passing out materials all allow for appropriate movement. Give the child the opportunity for oral input such as gum to chew, hard candy to suck or tubing to chew on to meet some of their needs. Using occupational therapy techniques such as joint compression, deep pressure and brushing before requiring the child to sit for long periods of time can also promote internal organization.
All behavior management strategies need to be positive and redirective to be most effective. Teaching positive, meaningful responses is often necessary as many children have difficulty generalizing from one situation to another. Setting short-term goals with visual checklists and schedules can also encourage independence and promote self-esteem.
There are many modifications that can help promote more appropriate behaviors in children with fragile X syndrome. It takes careful thought and planning to individualize the supportive services and management techniques. Ongoing communication between parents, teachers, and therapists is essential for any plan to be most effective. | <urn:uuid:c97e83ea-652f-43d6-8c8e-6cbf792882a4> | CC-MAIN-2025-08 | https://dam.upmc.com/-/media/chp/departments-and-services/brain/documents/neurology-documents/fragile-x-center-documents/fragile-x-adhd.pdf?rev=8f9bc96e4d7f426e87cdc74f0748cc6e&hash=9F5DF5D0CF81674D63A0754818E2289F | 2025-02-18T06:33:36+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00394.warc.gz | 164,554,679 | 1,124 | eng_Latn | eng_Latn | 0.998301 | eng_Latn | 0.998331 | [
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For Ses #4 SP 713
Observing
Watch for the moon and sky whenever you can, thinking about yourself as an observer.
Viewing Activities
Write from what you did and noticed in the class investigations with frames, size and measure.
Comment on geometry and proportion as a means of seeing and calculation in the examples of your class activities with frames, Galileo's compass, and the lenses and curved mirrors.
Discuss some of your efforts to use Galileo's geometrical compass.
Describe your efforts and insights to see, work, and compute with geometry and proportion.
Galileo Story
For an overview:
Galileo's Telescope online Annotated illustrations of the instruments and texts, including spyglasses, Galileo's instruments, and his observations.
UnderGalileo Links:
Read Galileo's book of telescope discoveries, Sidereus Nuncius, 1610. You may read it from:
Sidereal Messenger of Galileo Albert van Helden's 1989 complete translation, from Latin. Or The Starry Messenger, Stillman Drake's 1957 translation in the paperback book Discoveries and Opinions of Galileo This translation is incomplete.
UnderGalileo Instruments:
You might look at these Links under Galileo Instruments:
Galileo Sidereus Nuncius and the Sidereus Nuncius Manuscript
Galileo crafted his later books as arguments to persuade and does not intend to reveal the personal process by which he developed. By contrast, in the Sidereus Nuncius, he shares with the reader some moments and passages from his improvisation, observing and discoveries. As you read, watch for the story he tells in what he tried, saw, wondered about, inferred. You might notice gaps (something he doesn't reveal) and parts that suggest confusion or incompleteness. How does the writing convey his amazing experience? Look for and note examples of Galileo's keen observation, both of these newly revealed marvels, and of more commonplace (but not commonly really observed) surroundings. Notice how he uses what he observes and improves to develop and challenge what he understands. Put yourself in Galileo's experience. What else might you wish to say or share – or hear from him? You might write him an imaginary letter.
MIT OpenCourseWare http://ocw.mit.edu
EC.050 Recreate Experiments from History: Inform the Future from the Past: Galileo January IAP 2010
For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. | <urn:uuid:7dba225f-d33e-4ee3-8554-207c27582ebb> | CC-MAIN-2025-08 | https://ocw.mit.edu/courses/ec-050-recreate-experiments-from-history-inform-the-future-from-the-past-galileo-january-iap-2010/0c68441b2a11c182d7de3772abe95821_MITEC_050IAP10_assn04.pdf | 2025-02-18T05:37:29+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00402.warc.gz | 390,177,295 | 521 | eng_Latn | eng_Latn | 0.974704 | eng_Latn | 0.996776 | [
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基隆市 112 學年度國中小英語領域採全英語教學教案設計
| 領域/科目 | | | | 設計者 | | | |
|---|---|---|---|---|---|---|---|
| | | Grade 6 | | | | The 3rd Period (4 Periods in total) | |
| 實施年級 | | | | 教學節次 | | | |
| 單元或主題名稱 | | Breakfasts Around the World | | | | | |
| 設計依據 | | | | | | | |
| | | | ◎5- Ⅱ -2 Able to recognize the words being read in the textbook. ◎5- Ⅱ -3 Able to read aloud sentences of simple structures with correct pronunciation at an appropriate speed. ◎5- Ⅱ -4 Able to read English words with acquired knowledge of phonics. ◎6- Ⅱ -2 Participates actively in various class activities. | | | | English: E-B1 Possess the basic language competencies (i.e. listening, speaking, reading, writing, and composition) and knowledge of using basic mathematical, scientific, body, and art symbols necessary in everyday life. Be empathetic for others during interpersonal communication. Health and Sports: E-A1 Possess favorable living habits, promote sound physical and mental development, identify one’s aptitudes, and develop potential talents. Culture: E-C2 Possess the ability to understand the feelings of others and show willingness to interact with others and cooperate with group members. |
| | 學習表現 | | | | | | |
| 學習 | | | ◎Ab-Ⅱ-4 Phonics of introduced letters, including reading the letters aloud and spelling out words upon hearing. ◎Ac- Ⅱ -1 Simple classroom instructions. ◎Ac-Ⅱ-3 Vocabulary of Stage II level. ◎B-Ⅱ-1 Everyday communication achievable with the vocabulary and sentence structures of Stage II. | | 核心 | | |
| 重點 | | | | | 素養 | | |
| | 學習內容 | | | | | | |
| 與其他領域/科目的連結 | | | Life Science – Healthy food habits in daily life. | | | | |
| 教材來源 | | | 翰林 Dino on the Go!版 10 冊 | | | | |
| 教學設備/資源 | | | A. Smart TV C. Presentation File E. AI Apps: Wordwall, Kahoot, B. Laptop D. Tablet / iPad Padlet | | | | |
學習目標
- Be able to understand the breakfast content of various countries and to understand the characteristics of different cultures.
- Can understand the meaning of sentences describing breakfast in different countries.
教學活動設計 (design)
Teaching progress and activity design
Content and Procedures
1.Warm-Up: Greetings & Review
Assessment Time
Good morning, everyone! Today Teacher
10 seconds to answer each question. Are you ready?
Y S: es, we are.
(Then teacher will present picture and they will identify the correct vocabularies)
3.Production: Activities on Wordwall Review western breakfasts – UK & USA
Review the breakfast items from the UK and the USA by Wordwall Maching game.
Review Asian breakfasts
– Japan & Taiwan
Review the breakfast items from Japan and Taiwan by Wordwall quiz.
Kahoot Quiz - Breakfasts around the world
The teacher asks students to choose the correct answers and identify the breakfast picture shown from which country.
4.Wrap Up: Assignment
Student Book P.68:
Ask students to complete the exercise – fill in the blanks on P.68 of the student book.
Extended learning: Padlet
Ask students to choose one country and introduce its traditional breakfast. Then, paste the country's breakfast picture on the padlet.
Padlet Link :
https://padlet.com/zellaurente7/homeworkgrade-6-breakfasts-in-the-worldqbgre8gwmz17q3m0
T: For double checking if you really understand the breakfast items that we introduced previously, we'll have the review activities for Western and Asian breakfasts. You need to match the breakfast pictures with their correct vocabulary words. Now, Are you ready?
Ss are able to complete the exercise on their own.
Y S: es, we are.
(then teacher will present picture and they will identify the correct vocabularies)
Next, I need you to listen to my instructions first. You need to scan the QR code for our Kahoot Activity. You have to choose the correct country name based on the breakfast items shown on each question. So please get your IPAD mini ready. We will start together. Do you understand what am I talking about?
S: Yes, Ms. Karen.
T: For your homework, first,I need you to complete the exercise on SB P68. Next, you need to choose one country and introduce its traditional breakfast. Then, paste the country's breakfast picture on the padlet. Here's the link for your padlet homework. I will be providing the details on your google classroom.
Ss can carefully listen to the teacher's explanation of homework and complete it after class.
5 mins
5 mins
7 mins
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Top Bear
Junior Journal 62
by Bill Nagelkerke
Level 2
Gold 1
The Learning Progression Frameworks describe significant signposts in reading and writing as students develop and apply their literacy knowledge and skills with increasing expertise from school entry to the end of year 10. This teacher support material describes the opportunities in "Top Bear" for students to develop the behaviours expected when reading at Gold.
Overview
This lighthearted, humorous story is set during the time of the March–April 2020 COVID-19 lockdown. It describes the antics of two bears who appear to be competing to become the most popular bear in Lockdown Street. The story is told in the form of a television news report and includes social media posts and many entertaining word plays. It ends with a series of questions that invite readers to speculate about what might be behind the bears' antics.
"Top Bear" requires students to "confidently use a range of processing and comprehension strategies to make meaning from and think critically about" text (The Literacy Learning Progressions, page 14).
There is a PDF of this text and an audio version as an MP3 file at www.juniorjournal.tki.org.nz
Related texts
Stories with odd or unexplained events: Scarlett's Scarf (RTR Purple); "The Desk" (JJ 38); "Taniwha Trouble" (JJ 40); "Missing" (JJ 42); "Marcus and the Wind" (JJ 47)
Texts involving the use of signs to influence people: "A School Comes Home", "Making a Sign" (in this journal); "Reading a Boat" (SJ L2 Sept 2014)
Stories about bears, for example: Winnie the Pooh by A. A. Milne, Paddington Bearby Michael Bond, We're Going on a Bear Hunt by Michael Rosen, Peace at Last by Jill Murphy, The Best-Loved Bear by Diana Noonan
Text characteristics
"Top Bear" includes the following characteristics that help students develop the reading behaviours expected at Gold and build their awareness of the features and purposes of different text forms.
A mix of text forms – a television news report and social media posts
A mix of explicit and implicit content, including mystery elements, that require students to make connections between information in the story and their prior knowledge to make predictions and inferences
Visual language features including enlarged pop-out illustrations of the screens the families are looking at (indicated by arrows) and conventions of social media posts (such as icons, upper-case letters, punctuation used for effect, and acronyms)
Vocabulary, including word plays, that may be unfamiliar (for example, "received", "sparked", "'bear-faced' rivalry", "social media", "rug-BEAR supporter", "Mountain-BEARing", "peak", "BEAR-O-PLANE", "ASTRO-BEAR", "new heights", "A-DORAble", "not to be outdone", "surrounded", "deny all knowledge", "antics", "remarkable"), requiring students to apply their reading processing systems
Language features that enable students to apply and extend their vocabulary knowledge:
* the contrasting language styles of the news report and the social media posts
* humorous word plays, drawing on word similarities, word associations, and double meanings
* indicators of time (for example, "lately", "first appeared", "in March", "A few days later", "Next")
* noun phrases (for example, "strange events", "'bear-faced' rivalry", "social media", "Rug-BEAR Supporter", "new heights")
Accessed from www.juniorjournal.tki.org.nz
1
Cross-curriculum links
English (Reading)
Level 2 – Processes and strategies: Selects and reads texts for enjoyment and personal fulfilment.
Level 2 – Structure: Show some understanding of text structures.
Level 2 – Ideas: Show some understanding of ideas within, across, and beyond texts.
Suggested reading purpose
The New Zealand Curriculum
Possible learning goals
What can the students expect to find out or think about as a result of reading this text?
* To find out who the bears are and how they are getting attention
* To think about what is really happening in this story
* To think about what makes this story fun to read
What opportunities does this text provide for students to learn more about how to "read, respond to, and think critically" about texts?
The goals listed below link to the descriptions of reading behaviours in The Literacy Learning Progressions and the Learning Progression Frameworks. Select from and adapt them according to your students' strengths, needs, and experiences – their culture, language, and identity (The Literacy Learning Progressions, page 7).
This text provides opportunities for students, over several readings, to:
* use information in the text and visual language features to track ideas and events (summarise)
* make connections between their prior knowledge and clues in the story to make predictions and inferences
* identify and discuss (analyse) some aspects that add humour and mystery to the story
* monitor their reading and, when something is unclear, take action to solve the problem, for example, by checking further sources of information, rereading, and/or reading on.
Sounds and Words
The Literacy Learning Progressions
* Draw attention to some key words that set up the idea of the bears competing ("top bear", "rivalry", "trying hard to get the most attention", "competition", "social media"). You could point out the use of inverted commas in the phrase "'bear-faced' rivalry". Explain that the reporters are making a joke and that "bare-faced" means bold, very confident, even a bit cheeky.
* Check that the students realise that the images showing the bears' posts are larger versions of what the families are looking at on their screens. Point out the use of arrows to show the links. Have the students look closely at the bears' posts to spot clues to this being a competition, for example, the number of likes and the positive comments. Prompt them to notice the play on words in Ted's "rug-BEAR" post and tell them that there are further jokes in this story. Reassure them that if they don't get the jokes at first, you will work them out together later on. This will be particularly important for English language learners, who may have difficulty with colloquial English.
* Together, set a reading purpose. Share the learning goal(s). Give the students sticky notes to mark new words or questions and ideas that arise as they read.
Accessed from www.juniorjournal.tki.org.nz
Introducing the story
Use your knowledge of your students to ensure that your introduction builds or activates their prior knowledge and provides appropriate support for a successful first reading. Several options are provided below for you to select from and adapt. A short video on the importance of introducing the text is available at https://vimeo.com/14244657
For English language learners, you could discuss the story before the whole-group session to build confidence with the text format. Viewing a video clip of a televised news report and discussing its features (such as reporters introducing the topic, showing examples, linking to a reporter at the scene) may be one way to do this. You can find further information about features of texts that may need support at ELLP.
* Begin with a discussion of the students' recollections of window displays during the COVID-19 lockdown(s). For students without this experience, you could show media clips of the window displays.
* Have the students use the title and illustrations on pages 10 and 11 to make predictions about who, what, where, and when, then read page 10 to review their predictions. Prompt them to notice that the story is in the form of a TV news report.
2
Reading the story
Observe the students as they read the story by themselves, intervening only if it's clear a student needs help. During the first reading, the focus is on students following and enjoying the story rather than on totally accurate word-solving. Much of the processing that they do at this level is "inside their heads" and may not be obvious until the discussion afterwards. There will be many opportunities to provide support with word-solving (including the word plays) and comprehension on subsequent readings.
Student behaviours
Examples of the sorts of behaviours (often overlapping and developed over several readings) that will help students achieve their learning goal(s).
The students use information in the text and visual language features to track ideas and events.
* They use the illustrations on pages 10 and 13, references in the text ("TV News", "our reporter", "Kia ora, everyone"), and their knowledge of television news reports to clarify that the TV news reporters are telling the story.
* On page 13, they infer from comments such as "deny all knowledge", "could not say", "as surprised as anyone" that there is some uncertainty about how the events are occurring.
* They make connections between the body text, the illustrations, and the text within the illustrations to track what is happening.
* They use clues such as the words in capital letters and the use of hyphens ("rug-BEAR", "mountain-BEARing", "A-DORA-ble") to locate the jokes within the bears' posts.
* They draw on their knowledge of social media features, for example, comments in note form, the use of dashes to join ideas, the acronym ("lol"), and icons to track the responses to the window displays.
They make connections between their prior knowledge and clues in the story to make predictions and inferences.
* They make connections between the illustrations (including the bears' signs), the social media comments, and their prior knowledge to infer the meaning of some of the jokes.
* They infer from the increases in the number of likes that the competition is escalating.
* They begin forming an opinion about what is really happening (whether there is some sort of magic involved or whether people are responsible for the bears' posts).
* They make predictions in response to Nellie Ready's questions.
They demonstrate self-monitoring and problem solving.
* They use a range of word-solving strategies, for example:
‒ they break longer words into chunks or syllables ("ri-val-ry", "atten-tion", "Sup-por-ter")
‒ they use print features such as the hyphens and words in capital letters to help identify key words within longer words
‒ they make connections to their knowledge of similar-sounding words to work out the humorous word plays ("rug-BEAR", "mountain-BEARing", "BEAR-O-PLANE")
‒ they use their knowledge of the suffix "able" to help solve "A-DORA-ble" and their knowledge of the various sounds that "y" can have to help solve "deny".
* They mark words or phrases they want to come back to.
Deliberate acts of teaching
* Remind the students of word-solving strategies they can use (for example, looking for the biggest known word chunk and applying their knowledge of letters, sounds, and word structure ) and for clarifying meaning (rereading or reading on, referring to the illustrations, and thinking about the overall meaning of the sentence). If necessary, provide specific support, for example, prompting the students to think about words that sound similar to help them work out the word plays.
Discussing and rereading the story
You can revisit this story several times, providing opportunities for the students to build comprehension, vocabulary, and fluency. Select from and adapt the following suggestions according to your students' needs and responses to the reading. Some of the suggestions overlap, and several can be explored further as after-reading activities. DIGITAL TOOLS For some suggestions, you may find it helpful to project the PDF of the article so that you can zoom in on relevant sections.
* Enjoy the students' responses to Nellie Ready's questions in the final paragraph.
* Support the students to think critically: What do you think is really going on in this story? Are the bears setting up their own window displays?
* Discuss what makes the story fun to read. For example:
‒ presenting it as a news report
‒ showing the social media posts
‒ the humour in the names "Lockdown Street", "Bubbletown", and "Nellie Ready"
‒ the word plays
‒ the mystery element (encouraging readers to use their imaginations)
‒ the humorous comments on social media
‒ the illustrations
‒ the silly things the bears do.
* Have the students reread the story, stopping to discuss points of interest, including those they have marked with sticky notes. Suggestions are listed below.
‒ Discuss who is telling the story. How do you know? You could model how to read as a reporter.
‒ Have the students summarise what the bears did (in sequence). You could help them to show this on a simple timeline.
‒ Explore the jokes in the word plays. You could start a chart such as the one below to identify the clues to the meanings of one or two examples and have the students complete it as an after-reading activity.
| Example | Sounds like | Word clues |
|---|---|---|
| “bear-faced” rivalry | bare-faced rivalry | – trying hard to get the most attention – become the street’s top bear – competition – Not to be outdone – trying to outdo each other |
| rug-BEAR supporter | rugby supporter | – with a rugby ball and wearing a striped scarf |
| mountain-BEARing | mountaineering | – climbing a rope – reached your peak – Edmund Hillary |
| BEAR-O-PLANE | aeroplane | – flying bear – taking off – that’s plane to see |
| ASTRO-BEAR | astronaut | – astro (means “to do with stars”) – new heights – Twinkle, twinkle – You are a star |
Note: In some cases, English language learners may need to hear the words pronounced by a native English speaker to appreciate the word plays.
‒ Discuss how the students worked out (or tried to work out) unfamiliar vocabulary. You could draw attention to such aspects as:
» the clues in the text and illustrations to the meanings of words and phrases such as "'bear-faced' rivalry", "ASTRO-bear", "reaches new heights", "Not to be outdone", "deny all knowledge", "antics", "outdo each other". Also, demonstrate how to use a dictionary to clarify word meanings.
» the importance of reading on to get the full meaning of a noun phrase. Explain that nouns are often combined with adjectives or other describing words (for example, "Top Bear", "strange events", "lockdown walks", "'bear-faced' rivalry", "social media", "rugby ball") to provide more information for the reader. Reread some of the sentences that include noun phrases with and without the descriptors to show the impact on meaning.
Provide support as required and note any aspects you might want to follow up on later, perhaps as a mini-lesson or as an after-reading activity.
After reading: Practice and reinforcement
After-reading tasks should arise from your monitoring of the students during the lesson and provide purposeful practice and reinforcement. Where possible, make links to other texts, including texts generated by the students, and to the wider literacy programme (for example, oral language, writing, handwriting, spelling) and other curriculum areas. Select from and adapt these suggestions according to the needs of your students.
For English language learners, SELLIPS and ELIP also have ideas for purposeful and relevant tasks.
* Provide many opportunities for the students to reread this story and other related texts, including picture books.
* The students can build their comprehension and fluency by rereading the text as they listen to the audio version.
* Print off and display copies of the bears' posts and have all the students in the class add likes and their own comments. Make it into a competition by counting up the likes from the class.
Audio versions are particularly supportive for English language learners because, as well as clarifying pronunciation, they provide good models of the prosodic features of English, such as intonation and phrasing.
* Use the text for a version of readers' theatre with students taking on the roles of the reporters and voicing the bears' signs and the social media comments. The students could also "interview" residents of Lockdown Street.
* The students could draw and write about their own experiences of window displays during the COVID-19 lockdown. Alternatively, they could set up their own bear displays, including signs. (The article "Making a Sign" in this journal has some handy tips.) Provide sticky notes for other students to add comments.
* Have the students work in pairs to complete the chart about clues to the jokes. They could illustrate their favourite examples, or they might like to make up and illustrate their own.
* Support the students to research some fun facts about the origins of teddy bears or about favourite bear characters in stories. The "Bear facts" could be displayed (and liked) around a bear image.
Accessed from www.juniorjournal.tki.org.nz
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RANIGANJ LIONS J.D.M.C. D.A.V PUBLIC SCHOOL, RANIGANJ.W.B.
HOLIDAY HOMEWORK SESSION 2024 - 25 CLASS : XII HUMANITIES
ENGLISH
PROJECT WORK
Project work is to be prepared as per the instructions listed below.
1. The entire project should be in a file format.
2. The project should be handwritten in blue/black pen (Highlighters can be used).
4. The project report should be developed in the following sequence–
* Cover page: School Name, logo, Title statement, Name of the Student and Year/session
* Index (list of contents)
* Acknowledgements and Preface
* Certificate
* Introduction statement (The purpose of the Project)
* Detailed Project
* Learning outcomes/experiences
-
The project should have illustrations/photos/sketches as per the need and suitability with respect to the pattern of the presentation
With reference to the chapter 'Lost Spring' express your views on ' Child labour – a scar on humanity that needs to be eradicated". (Refer to the global situation with respect to poverty and the measures implemented to substantiate your views.)
PHYSICAL EDUCATION
1. As our school prepares to host the DAV Zonal Sports (Athletics) event, we are looking to ensure effective coordination and execution. Could you plan the event and outline the roles and responsibilities of the various committees involved in the pre-event, during-event, and post-event phases? (3)
3. As you're tasked with preparing fixtures for the DAV Zonal Football tournament involving 7 teams, which type of tournament would you use to ensure that each team has equal opportunities to compete and showcase their skills? What are the disadvantages of that type of tournament? (2)
4. What does the term 'amenorrhea' refer to? (1)
A) Excessive menstrual bleeding
B) Absence of menstrual periods
C) Irregular menstrual cycles
D) Painful menstrual periods.
5. In sports tournaments, what does a "bye" signify? (1)
A) A temporary break during the game
B) A forfeit by one of the teams
C) An automatic advancement to the next round without competing
D) A tiebreaker match between two teams
Project Work:
IOA recognized Sport/Game: Volleyball or Football or Kho-Kho (any one)
1. Labeled diagram of Field
2. Equipments
3. Rules of Game
4. Terminologies
5. Skills
Note:
Use Inter leaf page to write your project.
Paste and Draw relevant picture (Use White sheet or page)
Project should be completely hand written.
Project should have the following:
1. Index
2. Acknowledgement
3. Introduction to the topic
3. Content of the project
4. Conclusion
6. Bibliography
Follow all the instructions given in class related to the project work.
PAINTING
Answer the following questions :
1. "A group of polo players, all mounted on horse - backs with polo-sticks in their hands."
* Identify the painting included in your course of study and write its title and medium.
* Mention the sub school of this painting, describe its compositional arrangement in your own words.
2. In the Basohli school, the coordination of ornamental form of nature and elements of folk art is seen together, which was filled with reverence and devotion by the painters of Basohli.
* From your course of study identify the painting of Basohli school and write its title and name of the painter.
* Describe the artistic features of the painting in your own words.
PROJECT WORK
```
1. Still Life:A) Pencil Shade -01 B) Water Colour - O1 2. Madhubani Painting -01 3. Mandala Art – 01 4. City Scape – 01 5. Composition : 01 A) Your Favourite Festival.
```
APPLIED MATHEMATICS
PROJECT WORK(use shoeless file)
1. Each day the newspaper tells us about the maximum temperature, minimum temperature and humidity. Collect the data for a period of 15 days and represent it graphically. Compare it with the data available for the same time period for the previous year. (To be given to the students)
2. Matrix multiplication and inverse of matrix using spreadsheet.
FORMAT TO BE FOLLOWED:-
a)1st Page-Name of the school, Investigatory Project, name, class, section,roll number, subject, Guide teachers' name
b)2nd Page-Certificate
c)3rd Page-Acknowledgement
d)4thPage-Index
ECONOMICS
Prepare a Project Report on any one topic from the following:
1. Any topic from Macroeconomics
2. Any topic from Indian Economy
3. Any current Economic issue can also be selected.
4. Following topics can also be selected:
Micro and Small Scale Industries
Food Supply Channel in India
Contemporary Employment situation in India Disinvestment policy of the government
Goods and Services Tax Act and its Impact on GDP
Health Expenditure (of any state)
Human Development Index
Inclusive Growth Strategy
Self-help group
Trends in Credit availability in India
Monetary Policy Committee and its functions Role of RBI in Control of Credit
Government Budget & its Components
Trends in budgetary condition of India
Exchange Rate determination – Methods and Techniques
Currency War – reasons and repercussions
Livestock – Backbone of Rural India
Waste Management in India – Need of the hour
Digital India- Step towards the future
Rain Water Harvesting
Make in India – The way ahead
Sri Lanka's Economic Crisis
Sustainable Development Goals (SDG's)
New Education Policy (NEP) 2020: A Promise for a New Education System
Cashless Economy
5. Any other newspaper article and its evaluation on basis of economic principles
Note:
Use Interleaf page to write your project .
Paste and Draw relevant picture (Use White sheet or page)
Project should be completely handwritten .
Project should have the following:
Index
1. Acknowledgement
2. Introduction to the topic
3. Content of the project
4. Research work.
5. Conclusion
6. Bibliography
Follow all the instructions given in class related to the project
HISTORY
PROJECT WORK
Project work is to be prepared as per the instructions listed below:
1. The entire project should be in a file format.
2. The project should be handwritten in blue/black pen (Highlighters can be used).
3. The project report should be developed in the following sequence–
* Cover page: School Name, logo, Title statement, Name of the Student and Year/session
* Index (list of contents)
* Acknowledgements and Preface
*Two Certificate format
* Introduction statement (The purpose of the Project)
* Detailed Project
* Learning outcomes/experiences
* Bibliography
-The project should have illustrations/photos/sketches as per the need and suitability with respect to the pattern of the presentation.
Practical Work.
Topic: Data:Its source and compilation.
1) Need of data.
2) Sources of data (Primary and Secondary)
3) Tabulation and classification of data.
4) Grouping of data.
Do it in the shoe lace practical copy.
Answer the following questions:
1) 'Equity is one of the most important pillars of Human Development. 'Explainany three human values that are required to give equal access to opportunities to everybody.
2) With a diagram Explain the Demographic Transition theory.
POLITICAL SCIENCE
PROJECT WORK
Project work is to be prepared as per the instructions listed below:
1. The entire project should be in a file format.
2. The project should be handwritten in blue / black pen (Highlighters can be used).
3. The project report should be developed in the following sequence–
* Cover page: School Name, logo, Title statement, Name of the Student and Year/Session
* Index (List of contents)
* Acknowledgements and Preface
* Certificate page
* Introduction
* The purpose of the Project (Need and Objectives of the Study)
* Detailed Project
* Conclusion (Learning outcomes/experiences)
* Bibliography
-The project should have illustrations/ photos/ sketches/ newspaper clippings as per the need and suitability with respect to the pattern of the presentation.
HOME SCIENCE
PRACTICAL
1. Modification of normal diet to soft diet for elderly person.
2.Development and preparation of supplementary foods for nutrition programme.
3. Planning a menu for a school canteen or mid-day meal in school for a week.
4. Design, prepare and evaluate a processed food product.
Qualitative test for food adulteration in: pure ghee, tea leaves, whole black pepper, turmeric powder, milk, asafoetida.
GEOGRAPHY
INFORMATICS PRACTICES
1. Write a Pandas program to create data series and then change
the index of the series objects in any random order.
2. Write a Pandas program to add, subtract, multiple and divide
two Pandas Series.
3. Write a Python Program to perform head() & tail () Functions on
dataframe.
4. Write a Python Program to create the dataframe and selecting rows/column using loc and iloc function.
5. Write a program that reads from a csv file (marks.csv stored in desired location) in a data frame then add a column Total storing total marks in three subjects and another column for storing average marks. Print the data frame after adding these columns.
6. SQL QUERIES BASED ON EMPL AND DEPT TABLE
Table : EMPL
a)Write a query to display EName and Sal of Employees whose salary is greater than or equal to 3000 from table EMPL.
b)Write a Query to display Employee Number, name, sal and sal*12 as Annual Salary whose commission is not NULL from table EMPL.
c)Write a Query to display name, job, salary, and HireDate of Employees who are hired between February 20, 1991, and May 1, 1991. Order the query in ascending order of HireDate.
d)Display distinct JOB of Employee from table EMPL.
e)Write a Query to display the name of Employee whose name contains 'M' as third alphabet.
f)Write a query to display the current system date.
g)Write a Query to display Employee number, name, salary, salary increase by 15%. Label the column as New Salary.
h)Write a query which displays the Employee name with the first letter capitalized and all other letters lower case and length of there name string.
i)Write a Query to Display the Sum, Average, Highest and Lowest salary of the Employees grouped by department number.
j)Write a query to display the difference of Highest and lowest salary of each department having maximum salary > 4000.
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Competencies Listing
With Sample Behavior-Based Questions
1. INITIATIVE
* Enjoys working hard
* Is action oriented and full of energy for the things that he/she sees as challenging
* Isn't fearful of acting with a minimum of planning
* Seizes opportunities when they arise
Give me an example of a time when you took independent action to resolve a matter.
Tell me about times when you seized opportunities and grabbed something and ran with it yourself.
2. FLEXIBILITY
* Can effectively cope with change
* Can shift gears comfortably
* Can decide and act without having the total picture
* Isn't upset when things are up in the air
* Doesn't have to finish things before moving on
* Can comfortably handle risk and uncertainty
Tell me about a time when you had to stop working on a project/idea/assignment and start working on a completely different one. What did you do? How did that work out? Give me an example of a time your tightly scheduled day was interrupted and thrown way off schedule.
3. APPROACHABILITY
* Is easy to approach and talk to
* Spends the extra effort to put others at ease
* Can be warm, pleasant, and gracious
* Is sensitive to and patient with the interpersonal anxieties of others
* Builds rapport well
* Is a good listener
* Is an early knower, getting informal and recognizing incomplete information in time to do something about it
Tell me about a time when someone came to you with a problem. What did you do?
Tell me about a time when you had to form a relationship with someone you really disliked to get your job done.
4. BOSS RELATIONSHIP
* Responds and relates well to bosses
* Would work harder for a good boss
* Is open to learning from bosses who are good coaches and who provide latitude
* Likes to learn from those who have been there before
* Is easy to challenge and develop
* Is comfortable with being coach
Tell me about your best and worst boss. How were they the same and different? How were you able to work with these individuals? Give me an example of something that you learned from a boss that has helped you in your career.
5. BUSINESS SAVVY
* Knows how business works
* Is knowledgeable in current and possible future policies, practices, trends, and information
* Knows the competition
* Is aware of how strategies and tactics work in the marketplace
Tell me about a time you recognized a problem before your boss or others in the organization did. What was the problem? What was the result?
Explain what you perceive as the core competencies of your discipline.
6. CAREER GOALS
* Knows what he/she wants from a career and actively works on it
* Is career knowledgeable
* Makes things happen for self
* Markets self for opportunities
* Doesn't wait for others to open doors
Tell me about a time when you went from one job/career/major to another. What were the toughest transitions? What did you realize about what you want or don't want to do?
What have you done to improve your marketability for promotion?
7. RAPPORT WITH STAFF
* Is interested in the work and non-work needs of direct reports
* Asks about their plans, problems, and desires, knows about their concerns and questions
* Is available for listening to personal problems
* Monitors workloads and appreciates extra effort
Tell me about a time when you helped a colleague with a conflict they were having with someone else.
Tell me about a time when you tried to improve the morale in your department.
8. RAPPORT WITH SENIOR MANAGEMENT
* Can deal comfortably with senior managers
* Can present to a group of senior managers without undue tension and nervousness
* Understands how senior managers think and work
* Can determine the best way to get things done with them by talking their language and responding to their needs
* Can craft approaches likely to be seen as appropriate and positive
Tell me about a presentation you made to upper management. What was it about? How did you feel about making the presentation? How did it go?
Who is a higher management role model for you? Why? Are there others?
9. LEADERSHIP
* Relishes leading
* Takes unpopular stands if necessary
* Encourages direct and tough debate but isn't afraid to end it and move on
* Is looked to for direction in a crisis
* Faces adversity head on
* Is energized by tough challenges
Tell me about a time when you took charge of a group in which you didn't like how things were going and you convinced the people to do something different.
Describe a time you led a team of people who didn't always see eye to eye. What did you do? Why did you choose to do that? How did it work out?
10. COMPASSION
* Genuinely cares about people
* Is concerned about their work and non-work problems
* Is available and ready to help
* Is sympathetic to the plight of those not as fortunate as others
* Demonstrates real empathy with the joys and pains of others
Tell me about a time when you demonstrated to a direct report that you were concerned about a work or non-work problem he was experiencing.
Give me an example of a time you were particularly perceptive regarding a person's or group's feelings and needs.
11. COMPOSURE
* Is cool under pressure
* Does not become defensive or irritated when times are tough
* Is considered mature
* Can be counted on to hold things together during tough times
* Can handle stress
* Is not knocked off balance by the unexpected
* Doesn't show frustration when resisted or blocked
* Is a settling influence in a crisis
Tell me about a crisis you had to manage.
Tell me about a time when you had to deal with an arrogant, condescending person or one who made you angry.
12. CONFLICT MANAGEMENT
* Steps up to conflicts, seeing them as opportunities
* Reads situations quickly
* Is Good at focused listening
* Can hammer out tough agreements and settle disputes equitably
* Can find common ground and get cooperation with minimum noise
Tell me about a time when you served as a mediator or a neutral third party.
Tell me about a conflict you handled well and one you didn't handle well.
13. ADDRESSING PERFORMANCE ISSUES
* Deals with problem direct reports firmly and in a timely manner
* Doesn't allow problems to fester
* Regularly reviews performance and holds timely discussions
* Can make negative decisions when all other efforts fail
* Deals effectively with troublemakers
Tell me about a time when there was a problem with one of your Employees. What was the problem? How did you deal with it? How long after you became aware of the problem did you deal with it? Give me an example of a time when attempts to resolve an issue with a problem employee had to be resolved by making a decision that had negative consequences.
14. CREATIVITY
* Comes up with a lot of new and unique ideas
* Easily makes connections among previously unrelated notions
* Tends to be seen as original and value-added in brainstorming settings
Tell me about a new idea that you developed that produced positive results.
Tell me about a suggestion you made to improve a work process that was adopted and benefited your department.
15. CUSTOMER SERVICE
* Is dedicated to meeting the expectations/requirements of internal/external customers
* Gets first-hand customer information and uses it for improvements in products/services
* Acts with customers in mind
* Establishes and maintains effective relationships with customers and gains their trust/respect
Tell me about a time when you exceeded the expectations of a customer. Give me an example of a time when a customer's trust in you was diminished. What did you do to restore the trust? Did you retain the customer?
16. TIMELY DECISIONS
* Makes decisions in a timely manner, sometimes with incomplete information and under tight deadlines and pressure
* Is able to make a quick decision
Tell me about the process you use when you have to make a decision in a short amount of time.
Tell me about a decision you made and later regretted.
17. DECISION QUALITY
* Makes good decisions (without considering how much time it takes) based upon a mixture of analysis, wisdom, experience, and judgment
* Most of his/her solutions and suggestions turn out to be correct and accurate when judged over time
* Is sought out by others for advice and solutions
Give me an example of a good decision you made, as well as a bad decision. What did you learn from the bad decision?
Tell me about the analytical process you engage in when you make a decision.
18. DELEGATION
* Clearly and comfortably delegates both routine and important tasks and decisions
* Broadly shares both responsibility and accountability
* Tends to trust people to perform
* Lets direct reports finish their own work
Tell me about a project in which you delegated routine and important tasks to others. How did you assure the tasks got completed? Tell me about a time when the person you delegated a task to did not complete it as needed. What did you do to save the project? How did you deal with the person that let you down?
19. DEVELOPING WORKFORCE
* Provides challenging and stretching tasks and assignments
* Holds frequent development discussions
* Is aware of each direct report's career goals
* Constructs compelling development plans and executes them
* Pushes direct reports to accept developmental moves
* Will take direct reports who need work
* Is a people builder
Tell me about a time when you encouraged one of your staff members to do something that he/she didn't think they could do. What was the task or skill? What was the result of you pushing the employee to stretch farther than what he/she thought he/she was capable of? Describe the methods you've used to develop the potential of your staff.
20. DIRECTING OTHERS
* Is good at establishing clear directions
* Sets stretching objectives
* Distributes the workload appropriately
* Lays out work in a well-planned and organized manner
* Maintains two-way dialogue with others on work and results
* Brings out the best in people
* Is a clear communicator
Tell me about how you plan and communicate a long-range project to staff or team members.
Give an example of the methods you use to distribute the workload appropriately.
21. VALUING DIVERSITY
* Manages all kinds and classes of people equitably
* Deals effectively with all races, nationalities, cultures, disabilities, ages,
and both sexes
* Hires variety and diversity without regard to class
* Supports equal and fair treatment and opportunity for all
Tell me about a time when you hired someone who was different from the other people on your staff. What did you do to incorporate the new employee into your department?
Give me an example of a time when you had difficulty in unifying a diverse group of people.
22. ETHICS AND VALUES
* Adheres to an appropriate (for the setting) and effective set of core values and beliefs during both good and bad times
* Acts in line with those values
* Rewards the right values and disapproves of others
* Practices what he/she preaches
Tell me about a time when you had to represent a position you didn't totally agree with.
Tell me about a time when you stood alone to stand up for what was right.
23. FAIRNESS TO WORKFORCE
* Treats direct reports equitably
* Acts fairly
* Has candid discussions
* Doesn't have hidden agenda
* Doesn't give preferential treatment
Tell me about a time when you settled a conflict between two direct reports.
Tell me about a time when you had a direct report who was unfair to his/her staff. How did you intervene?
24. FUNCTIONAL COMPUTER SKILLS
* Has the functional and technical knowledge and skills to do the job at a high level of accomplishment using appropriate computer software
* Is familiar with mainstream computer software
* Has ability to utilize mainstream computer software to meet specific job needs
* Is able to learn advanced skills with mainstream computer software
Give me examples of your core technical competencies. Tell me about how you keep up-to-date with technology.
25. HIRING AND STAFFING
* Adheres to interviewing and hiring process
* Is able to identify talented staff who best fit the job requirements
* Hires the best people available from inside or outside
* Is able to evaluate potential skills needed to accomplish work unit goals and find successful candidates
Tell me about your best hire. What made him/her your best hire? Tell me about your worst hire. What made him/her your worst hire? Tell me about a group you ran where you selected the membership. Who did you select and why?
26. HUMOR
* Actively chooses a positive and constructive attitude
* Can "make your day" through laughter and sense of humor
* Has a playful approach to keep things light but still accomplish key goals and priorities
* Is appropriately funny and can use humor to ease tension
Tell me about a time when you used humor to defuse a tense situation. Describe a situation you were in where someone used humor well/poorly.
27. INFORMATION SHARING
* Provides the information people need to know to do their jobs and to feel good about being a member of the team, unit, and/or the organization
* Provides individuals information so that they can make accurate decisions
* Is timely with information
Tell me about a time when communication was essential. How did you keep people apprised of what was going o?.
Tell me about a time when you failed to give your team or a member of your team the information needed to do the job you asked of them.
28. INNOVATION
* Is good at bringing the creative ideas of others to market
* Has good judgment about which creative ideas and suggestions will work
* Has a sense about managing the creative process of others
* Can facilitate brainstorming
* Can project how potential ideas may play out in the marketplace
What promoted an innovative and non-innovative climate? Tell me about a time when you took a good idea from A to Z.
29. INTEGRITY AND TRUST
* Is widely trusted
* Is seen as a direct, truthful individual
* Can present the unvarnished truth in an appropriate and helpful manner
* Keeps confidences
* Admits mistakes
* Doesn't misrepresent him/herself for personal gain
Tell me how you have developed trust and loyalty between you and your direct report, your supervisor.
How do you handle possessing confidential information a requester knows you have but you can't or won't disclose?
30. INTELLECTUAL HORSEPOWER
* Is bright and intelligent
* Deals with concepts and complexity comfortably
* Is described as intellectually sharp, capable, and agile
Tell me about your last three successful projects or accomplishments in your area. How were they the same, different, what's repeatable? Describe for me a situation where you may have missed an obvious solution to a problem.
31. INTERPERSONAL SAVVY
* Relates well to all kinds of people - up, down, and sideways - inside and outside the organization
* Builds appropriate rapport
* Builds constructive and effective relationships
* Uses diplomacy and tact
* Can diffuse even high-tension situations comfortably
Tell me about a time when you had to deal with a rude, sarcastic, or negative person. How did you handle the situation?
Tell me about a time when you built strong relationships where none existed before.
32. QUICK LEARNER
* Learns quickly when facing new problems
* Is a relentless, versatile learner
* Analyzes both successes and failures for clues to improvement
* Experiments and will try anything to find solutions
* Enjoys the challenge of unfamiliar tasks
* Quickly grasps the essence and the underlying structure of anything
Tell me about a time when you had to learn something new in a short amount of time. What created the situation? What did you have to learn? How did you learn it?
Tell me about a job you had that required you to learn new things.
33. LISTENING
* Practices attentive and active listening
* Has the patience to hear people out
* Can accurately restate the opinions of others even when he/she disagrees
Tell me about a time where your active listening skills really paid off for you.
Describe a work situation that required you to really listen to a person who was telling you about a personal/sensitive situation.
34. MANAGERIAL COURAGE
* Doesn't hold back anything that needs to be said
* Provides current, direct, complete, and "actionable" positive and corrective feedback to others
* Lets people know where they stand
* Faces up to people problems on any person or situation (not including direct reports) quickly and directly
* Is not afraid to take negative action when necessary
Tell me about a time when you contributed to getting someone disciplined or fired.
Tell me about a time when you witnessed a project fail because nobody had the courage to tell it like it was until it was too late.
35. MANAGING AND MEASURING WORK
* Clearly assigns responsibility for tasks and decisions
* Sets clear objectives and measures
* Monitors process, progress, and results
* Designs feedback loops into work
Tell me about a major project you managed. How did you assign tasks to your direct reports? How did you monitor progress? How did you measure success along the way and in the end?
Describe your procedures for evaluating your direct reports.
36. MOTIVATING OTHERS
* Creates a climate in which people want to do their best
* Can motivate many kinds of direct reports and team or project members
* Can assess each person's hot button and use it to get the best out of him/her
* Pushes tasks and decisions down to direct reports
* Empowers others
* Invites input from each person and shares ownership and visibility
* Makes each individual feel his/her work is important
* Is someone people like working for and with
Tell me about a time you were highly motivated and your example inspired others.
Tell me about a time when you were able to give an employee what he/she needed to maintain or regain his/her motivation.
37. NEGOTIATING
* Can negotiate skillfully in tough situations with both internal and external groups
* Can settle differences with minimum noise
* Can win concessions without damaging relationships
* Can be both direct and forceful as well as diplomatic
* Gains trust of other parties to the negotiations quickly
* Has a good sense of timing
Tell me about a time when you negotiated well. Contrast this with a time you did not negotiate well.
Tell me about a time you needed to get cooperation from someone in another department for you to be successful on a task or project.
38. ORGANIZATIONAL AGILITY
* Is knowledgeable about how organizations work
* Knows how to get things done both through formal channels and the informal network
* Understands the origin and reasoning behind key policies, practices, and procedures
* Understands the cultures of organizations
Tell me about a time when you were under time pressure and had to get something approved.
Tell me about a time when you misread an organization's culture.
39. ORGANIZATIONAL SKILLS
* Can marshal resources (people, funding, material, support) to get things done
* Can orchestrate multiple activities at once to accomplish a goal
* Uses resources effectively and efficiently
* Arranges information and files in a useful manner
Tell me about a time you had to handle multiple responsibilities. How did you organize the work you needed to do? Describe how you have improved the organization of a system, process, or task in your current position.
40. DEALING WITH CHANGE
* Can modify personal style to various situations
* Is very flexible and adaptable when facing tough calls
* Can use different skills depending upon the situation
Is able to deal with ambiguity in role definition, work processes,
* conflicts, and decision-making
Tell me about a time when you had to adapt to an uncomfortable situation.
Describe a situation where you, at first, resisted a change at work and later accepted it. What, specifically, changed your mind?
41. PATIENCE
* Is tolerant with people and processes
* Listens and checks before acting
* Tries to understand the people and the data before making judgments and acting
* Waits for others to catch up before acting
* Is sensitive to due process and proper pacing
* Follows established process
Tell me about a time when your audience just wasn't getting it. Tell me about a time when you had to work on a project with less skilled /less knowledgeable people.
42. RELATIONSHIPS WITH PEERS
* Can quickly find common ground and solve problems for the good of all
* Can represent his/her own interests and yet be fair to other groups
* Can solve problems with peers with a minimum of noise
* Is seen as a team player and is cooperative
* Easily gains trust and support of peers
* Encourages collaboration
* Can be candid with peers
Tell me about a time when you needed to gain the trust and support of one or more of your peers in order to be successful on something. Tell me about a time when you resolved a conflict you were having with peers.
43. PERSERVERANCE
* Pursues everything with energy, drive, and a need to finish
* Seldom gives up before finishing, especially in the face of resistance or setbacks
Tell me about a time you encountered significant resistance or a major setback on a project you were working on, but managed to work through it anyway.
Tell me about a time when you dropped a project in the middle and moved on to some other priority.
44. SELF KNOWLEDGE
* Shares his/her thoughts about personal strengths, weaknesses, and limitations
* Admits mistakes and shortcomings
* Is open about personal beliefs and feelings
* Is easy to get to know to those who interact with him/her regularly
* Knows personal strengths, weaknesses, opportunities, and limits
* Seeks feedback
* Gains insights from mistakes
* Is open to criticism
* Isn't defensive
* Is receptive to talking about shortcomings
* Looks forward to balancing (pluses and minuses) performance reviews and career discussions
Tell me about a time when you were not pleased with (or were disappointed in) your performance. What did you do about it? Tell me about your biggest error in judgment or failure in your current (or last) position. Why did you make it? How did you correct the problem?
45. PERSPECTIVE
* Looks toward the broadest possible view of an issue/challenge
* Has broad-ranging personal and business interests and pursuits
* Can easily pose future scenarios
* Can think globally
* Can discuss multiple aspects and impacts of issues and project them into the future
Tell me about a time when your ability to explore "what if" scenarios enabled you to prevent a significant/major problem from occurring. Tell me about a time where your ability to (think globally/broadly/ strategically, or look at the big picture) stopped you or someone else from doing something that would have been a mistake.
46. PLANNING
* Accurately scopes out length and difficulty of tasks and projects
* Sets objectives and goals
* Breaks down work into the process steps
* Develops schedules and task/people assignments
* Anticipates and adjusts for problems and roadblocks
* Measures performance against goals
* Evaluates results
Give me an example of a change you saw coming and how you planned for that change.
Tell me about a time when your schedule was suddenly interrupted and your plans for the day completely changed.
47. POLITICAL SAVVY
* Can maneuver through complex political situations effectively and quietly
* Is sensitive to how people and organizations function
* Anticipates where the land mines are and plans his/her approach accordingly
* Views organizational politics as a necessary part of university life and works to adjust to that reality
Tell me about a time you used your political savvy to have a major policy/practice/procedure approved.
Describe a time when politics at work affected your job. How did you handle the situation? Were you successful?
48. PRESENTATION SKILLS
* Is effective in a variety of formal presentation settings: can present to one-on-one, small and large groups, with peers, direct reports, and bosses
* Is effective both inside and outside the organization, on both cool data and hot and controversial topics
* Commands attention and can manage group process during the presentation
* Can change tactics midstream when something isn't working
Tell me about a presentation you made to a large audience. What was the purpose? How did you prepare for it?
Give me an example of a time when a presentation you were making wasn't working and you were able to switch tactics to make it work. How did you know the presentation wasn't working?
49. PRIORITY SETTING
* Spends his/her time and the time of others on what's important
* Quickly zeroes in on the critical few and puts the trivial many aside
* Can quickly sense what will help or hinder accomplishing a goal
* Eliminates roadblocks
* Creates focus
Tell me about a time when you had to set overall direction for a group.
Tell me about a time when others sought you out for your opinion on priorities.
50. PROBLEM SOLVING
* Uses rigorous logic and methods to solve difficult problems with effective solutions
* Probes all fruitful sources for answers
* Can see hidden problems
* Is excellent at honest analysis
* Looks beyond the obvious and doesn't stop at the first answers
Tell me about a time when someone taught you a lot about how to solve problems.
Give me an example of a time you identified a potential problem and resolved the situation before it became serious.
51. PROCESS MANAGEMENT
* Good at figuring out the processes necessary to get things done
* Knows how to organize people and activities
* Understands how to separate and combine tasks into efficient work flow
* Knows what to measure and how to measure it
* Can see opportunities for synergy and integration where others can't
* Can simplify complex processes
* Gets more out of fewer resources
Tell me about your most effective way(s) to keep a task on track. Tell me about a time when you organized and implemented a system/ work process.
52. RESULTS-ORIENTED
* Can be counted on to exceed goals successfully
* Is constantly and consistently one of the top performers
* Is very bottom-line oriented
* Steadfastly pushes self and others for results
Describe a time when, against all odds, you were able to get a project or task completed within the defined parameters.
Tell me about when you watched someone get results at all costs and paid a big price for it.
53. PERSONAL DEVELOPMENT
* Is personally committed to and actively works to continuously improve him/herself
* Understands that different situations and levels may call for different skills and approaches
* Works to deploy strengths
* Works on compensating for weakness and limits
Tell me about a time when you came back from a course excited about what you learned and then had trouble implementing the change back in the workplace.
Tell me about a time when you took a new job that required a much different set of skills.
54. ASSESSING OTHERS
* After reasonable exposure, can articulate the strengths and limitations of people inside or outside the organization
* Can accurately project what people are likely to do across a variety of situations
Tell me about a time when you had a tough decision to make in hiring a candidate and what method did you used to make a selection. Tell me about a time when you had to choose a leader for a project and what the outcome of the project was.
55. PERSONAL COURAGE
* Will stand up and be counted
* Doesn't shirk from personal responsibility
* Can be counted on when times are tough
* Is willing to be the only champion for an idea or position
* Is comfortable working alone on a tough assignment
Tell me about a time when you had to stand up for what you believe in and what the outcome was.
Describe a time you had to make a decision that you knew would be unpopular.
56. STRATEGIC AGILITY
* Sees ahead clearly
* Can anticipate future consequences and trends accurately
* Has broad knowledge and perspective
* Is future oriented
* Can articulately paint credible pictures and visions of possibilities and likelihoods
* Can create competitive and breakthrough strategies and plans
Tell me about a time when you created and delivered a successful or not- so-successful strategic plan and what the outcome was.
Tell me about a time when you had to anticipate a problem. What was the issue? How did you handle it? What was the outcome?
57. MANAGING OPERATIONS
* Can design practices, processes, and procedures which allow managing from a distance
* Is comfortable letting things manage themselves without intervening
* Can make things work through others without being there
* Can impact people and results remotely
Tell me about a time when you had to delegate an assignment. Were you happy with your choice and, if not, why?
Tell me about a time when you had to develop policy for your current or a previous employer. Explain the process and the policy.
58. BUILDING EFFECTIVE TEAMS
* Blends people into teams when needed
* Creates strong morale and spirit in his/her team
* Shares wins and successes
* Fosters open dialogue
* Lets people finish and be responsible for their work
* Defines success in terms of the whole team
* Creates a feeling of belonging in the team
Give me an example of when you had limited time to complete a project and had to direct a work team in fulfilling that project.
Tell me about a time when you shared success. How did you feel about it and what was the success?
59. TECHNICAL LEARNING
* Picks up on technical things quickly
* Can learn new skills and knowledge
* Is good at learning new industry, company, product, or technical knowledge
* Does well in technical courses and seminars
Tell me about a time when you had difficulty in picking up a new skill or process related to your job. How did you address the issue? Describe a time when you had to learn something quickly to solve a problem.
60. TIME MANAGEMENT
* Uses his/her time effectively and efficiently
* Values time
* Concentrates his/her efforts on the more important priorities
* Gets more done in less time than others
* Can attend to a broader range of activities
Tell me about a time you had to complete multiple tasks/projects in a tight timeframe.
Give me an example of a time that your priorities were changed quickly. What did you do? What was the result?
61. CONTINUOUS QUALITY IMPROVEMENT
* Is dedicated to providing the highest quality products and services which meet the needs and requirements of internal and external customers
* Is committed to continuous improvement through empowerment and management by data
* Is willing to re-engineer processes from scratch
* Is open to suggestions and experimentation
* Creates a learning environment leading to the most efficient and effective work processes
Tell me about a time when you made a suggestion to improve a work flow that management accepted and implemented.
Tell me about something new or different that you did in your department that improved customer service, productivity, quality, teamwork, or performance.
62. UNDERSTANDING OTHERS IN GROUPS
* Understands why groups do what they do
* Picks up the sense of the group in terms of positions, intentions, and needs
* Knows what they value and how to motivate them
* Can predict what groups will do across different situations
Tell me about a time when you had to deal with a difficult co-worker in a group setting and how you handled the situation.
Give me an example of a time that your leadership transformed a group of people into an effective, healthy, productive team.
63. MANAGING VISION AND PURPOSE
* Communicates a compelling and inspired or sense of core purposes
* Talks beyond today
* Talks about possibilities
* Is optimistic
* Creates mileposts and symbols to rally support behind the vision
* Makes the vision sharable by everyone
* Can inspire and motivate entire units or organizations
Describe a time you established a vision for your unit. What process was used? Were others involved in setting the vision and, if so, how? How did the vision contribute to the functioning of the unit? Tell me about a time when you had to convince and/or persuade others to believe in an idea or vision you had.
64. WORK/LIFE BALANCE
* Maintains a conscious balance between work and personal life so that one doesn't dominate the other
* Is not one-dimensional
* Knows how to attend to both
* Gets what he/she wants from both
Tell me about a time when you felt the need to rebalance family/ personal/work priorities.
Tell me about a time when you demonstrated to a direct report that you were concerned about a work or non-work problem he/she was experiencing.
65. WRITTEN COMMUNICATIONS
* Is able to write clearly and succinctly in a variety of communication settings and styles
* Can get messages across that have the desired effect
Tell me about a time when you used your written communication skills to convey an important message.
Give me an example of an important report that you have written.
66. SUPPORT OF DIVERSITY
* Initiated diversity program or activities this year
* Discourages inappropriate language in the workplace
* Contributes to a welcoming environment for individuals regardless of their background or culture
* Proactively manages diversity through hiring, retention and promotion activities
* Leads and positively impacts diversity in the workplace and community
Tell me about a time when you adapted your style in order to work
effectively with those who were different form you.
Tell me about a time when you took action to make someone feel comfortable in an environment that was obviously uncomfortable with his or her presence.
67. QUALITY OF WORK
* Follows procedures
* Ensures high-quality output
* Takes Action
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Name: ______________________ Class: _________________ Date: _________
Oceanography Section 3-3 Questions
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. According to the theory of global plate tectonics,
a. The Earth is gradually getting larger as sea floor spreading continues.
b. Expansion of the sea floor is mainly compensated by the folding of mountains on land.
c. Rate of sea floor subduction equals the rate of sea floor spreading.
d. Lithospheric plates ceased moving millions of years ago.
____ 2. The driving force for plate tectonics is
a. Seismicity and tectonism.
b. Lithospheric plates dragging across the top of the asthenosphere, causing the asthenosphere to flow.
c. Thermal convection within the asthenosphere.
d. Pounding of waves against the continents.
____ 3. Island arcs parallel trenches because
a. Magnetic anomalies parallel the ridges.
b. It is an area of compression.
c. Benioff Zones are inclined below the island arcs and earthquakes are deeper.
d. Plates are subducted along the trenches and the molten material they generate rises to form the island arcs.
e. All of the above.
____ 4. Volcanism and tectonism are concentrated along plate boundaries because
a. These areas tend to be away from the continent and the crust is thinner.
b. Thermal convection is faster there.
c. Rocks are breaking apart and/or sliding past each other.
d. These are the youngest rocks.
____ 5. Mantle plumes
a. Are part of the Wilson Cycle of ocean basin formation and destruction.
b. Are associated with plate edges at the oceanic ridges.
c. Produce a linear series of volcanoes that parallel the trenches.
d. Produce a linear series of volcanoes in response to plate motion.
e. Are largely responsible for the oceanic ridges.
____ 6. In the Wilson Cycle,
a. Sea floors can be created at the ridges and simultaneously destroyed in the trenches.
b. Ocean basins are created and later destroyed.
c. Continental mountain chains mark the end of an ocean basin.
d. Oceanic rift valleys are presented except in the declining and terminal stage.
e. All of the above.
Completion
Complete each statement.
7. The frequency, magnitude, and distribution of earthquakes are called _______________.
Name: ______________________
8. Deformation of the Earth's crust is called _______________.
9. The process whereby one part of the sea floor slides below another is called _______________. This is most commonly associated with two physiographic features of the ocean: one a deep part of the sea floor called a _______________ and the other a chain of emergent volcanoes called the _______________. These islands are typically composed of a rock called _______________, which is intermediate in composition between granite and basalt.
10. The region of progressively deeper earthquakes where sea floor is subducted is called _______________.
11. Rather than speaking in terms of crust in regards to plate tectonics, one should speak of _______________ because this is the unit involved in rifting and subduction.
12. "Hot spots" are located above a _______________.
13. The history of ocean basins from formation to destruction is called the _______________.
14. The five stages in ocean basin history in order are _______________, _______________, _______________, _______________, and _______________.
15. The name applied to the fault complex in southern California, which is gradually pulling this area away from North America, is _______________. It is a _______________ fault and separates two segments of an oceanic ridge. In some areas along the fault _______________ forces have raised mountains, but in others _______________ has created depressions.
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Art Design and Technology Department
GCSE Art and Design
Examination board OCR
Course code J170- J176
http://www.ocr.org.uk/qualifications/gcse-art-and-design-j170-j176-from-2016/
Synopsis
The course is a broad based Art course that gives a general introduction to the different areas of specialism whilst not focusing on any one in particular. Students are taught the practical art skills which will enable them to record ideas from a number of different sources using a variety of materials and techniques. There is a strong emphasis on developing drawing skills as a means of gathering ideas. These skills are taught within the framework of themed projects. Students use their own research into the work of other practitioners to inform their own ideas and choice of materials, techniques and processes then develop ideas in to final outcomes. Final outcomes may take the form of paintings, graphic work, ceramics/3D work, photography or textiles based work and depends upon which of these areas students have demonstrated a particular strength in experimental work.
Year 10: Students will work on a themed unit of study and will be guided through a series of structured activities that are designed to encourage experimentation and exploration of different materials, techniques and processes. This will include drawing, painting, printmaking, batik, ceramics and some photography. This will enable students to identify which materials they are most confident in using and where their strengths lie. They will be encouraged to gather their own image sources through use of their cameras/phones and will be introduced to the work of other artists and practitioners developing skills in critical analysis of their own and others' work.
This will develop into a final outcome on the theme using the students' choice of medium. Work from this unit may be submitted as their Portfolio element of the course. They will start a second unit with a choice of themes where students will be expected to work more independently and this will culminate in their final outcome being completed as a mock exam in year11. Students may wish to submit work from this project as their portfolio.
Year 11: Students complete their second unit of work with a mock exam. They will begin selecting work for the submission of their portfolio which will be handed in during January for marking and feedback. In January they will also receive their exam paper and start making preliminary drawings and completing artist research on their selected theme. The ten hour examination period, which is usually spread over two school days, is designed to enable them to complete a final outcome that demonstrates their best skills.
Specification
In Art, Craft and Design, learners must work in two or more titles from those listed in bold below. Learners may work in an area(s) of study within and/or across the following:-
- Fine Art: areas of study such as drawing, painting, printmaking or sculpture
- Graphic Communication: areas of study such as illustration, packaging or advertising
- Photography: areas of study such as location or studio, the moving image
- Textile design: areas of study such as printed and digital textiles, fashion design or stitched and embellished textiles
- Three-dimensional design: areas of study such as ceramics, product design or jewellery
- Critical and contextual studies: areas of study such as artistic movements, popular culture, natural forms
Structure of the course
Component 01: Portfolio
Learners should produce:
- A portfolio of practical work showing their personal response to either a centre or learner set starting point, brief, scenario or stimulus.
120 marks
Non-exam assessment (internally and externally moderated)
60% of total GCSE
Component 02: Externally set task
- The early release paper will be issued on 2 nd January and will provide learners with five themes, each with a range of written and visual starting points and stimuli
- A response should be based on one of these options
80 marks
Non-exam assessment (internally and externally moderated)
40% of total GCSE
Prospective timeline
Learning new skills, completing themed Unit 1 (September 2018 – April/May 2018) Start Unit 2 themed unit (May 2018 – December 2018) Exam (Set task) preparation and completion (January 2019 – April 2019)
Textbook and revision guide
| | Book title | ISBN |
|---|---|---|
| Bitesize GCSE Art and Design | | |
Further study opportunities
For further information regarding apprenticeships visit:
| | A-level | | College |
|---|---|---|---|
| Art and Design AS/A2 Level | | BTEC Graphics Art & Design Photography | |
| | University | | Apprenticeships |
| Foundation Art degree Design-based degrees including; jewellery, interior design, industrial design, illustration etc. Modelling Architecture Photography degree Art-based degrees | | Advertising and marketing Digital and creative media | |
http://www.apprenticeships.org.uk
Further information
If you have any queries regarding the study of Art and Design please do not hesitate to contact the Head of Subject, Mrs J Harvey at; firstname.lastname@example.org | <urn:uuid:a194e867-760a-49cd-8f42-c8d84892401a> | CC-MAIN-2018-05 | http://cardinalgriffin.staffs.sch.uk/sites/default/files/Art.pdf | 2018-01-22T23:46:36Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00058.warc.gz | 59,321,223 | 1,076 | eng_Latn | eng_Latn | 0.98927 | eng_Latn | 0.997261 | [
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Canine Buddies Help Youth Develop Reading Skills
-UC Davis Study
The Issue
Strong reading skills are among the essential tools necessary to develop a scientifically literate youth population. Development of these skills is facilitated by reading aloud, a practice that many children find difficult and intimidating. In an effort to lessen children's anxieties and encourage the development of improved perceptions and practices regarding reading aloud, programs that match youth with trained canine reading partners have been emerging around the country. However, our understanding of how effective these programs actually are is limited by the fact that they have not been systematically researched.
What has ANR done?
In response to the lack of scientific evidence to support the implementation of canine-assisted reading programs, researchers from UC Davis Veterinary Medicine Extension collaborated with Tony LaRussa's Animal Rescue Foundation (ARF) to implement and evaluate ARF's All Ears Reading program with school-aged youth. Two projects were completed. The first project investigated changes in reading skills in third graders from Dixon Unified School District. In the second study, the subjects were 11 home-schooled youth from the Davis-Sacramento region.
In both studies, youth participants read aloud to All Ears Reading program dogs once a week for 10 weeks under the supervision of UC Davis undergraduate interns who were trained as animal handlers. During each session, the children were encouraged to interact with the dogs and then were asked to read aloud to the dogs for 10-15 minutes. To assess reading skills, a test that measures reading fluency (words per minute) and accuracy (errors per minute) was given to all youth both prior to and following the 10-week program. This assessment was drawn from the Oral Text Reading for Comprehension Test.
4Paws
©
The Payoff
Reading to Dogs Has Positive Impacts on Youth
In the study of third-grade students from Dixon, we found that the students who participated in the program improved their reading fluency by 12 percent. By comparison, the third-grade class that acted as the control had no improvements in reading fluency over this period. In the study of home-schooled youth, we found a 30 percent improvement in reading fluency. In this study we were also able to collect information from the children regarding their feelings about reading and about dogs, both prior to and following the program. Coming into the study, this group had very positive associations with being around dogs and negative associations with reading aloud. They reported that reading aloud made them feel "self-conscious, clumsy, and uncomfortable." Introducing the presence of a dog to the practice of reading aloud created an environment where they expressed positive feelings of "happiness and safety," and changed their perceptions of reading practice. By the final project interview, the children described reading aloud as "fun" and "cool," and said that they felt "relaxed and more confident" when reading to a dog.
Clientele Testimonial
Quotes from youth: "I feel relaxed when I am reading to a dog because I am having fun." "I felt like I was reading out loud faster and better."
Quotes from parents:
"I have noticed that he now reads because he wants to, not because he has to." "My daughter reads aloud a lot more than she used to." "My son now reads aloud to his little brother. I love that."
Contact
Supporting Unit: Veterinary Medicine Extension
Martin H. Smith & Cheryl Meehan, Ph.D.
Veterinary Medicine Extension 530-752-6894 firstname.lastname@example.org
4Paws
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Advanced Outdoor Cooking
Cadette, Senior, Ambassador:
Complete 6 activities-- make sure to include one from each section
DISCOVER
1. Find out the best way to cook for a large group. Practice making recipes larger by
doubling or tripling the original recipes. How would the following factors be affected when cooking for a larger group?
* Equipment
* Fuel
* Cooking time
* Prep time
* Portions
2. Plan a menu to be cooked outdoors and make it nutritional as well as filling. Make sure to incorporate all the food groups in the appropriate proportions. http://www.mypyramid.gov/
3. Research ways to adapt your favorite recipe for outdoor cooking.
4. Learn how to use a charcoal chimney. Find out how to regulate the heat when cooking with a Dutch Oven outdoors. http://www.lsdos.com/
CONNECT
1. Plan a meal for warm weather camping then plan a meal for cool weather camping. Cook the meal that is seasonally appropriate.
2. Make fire starters and use the fire starters to start charcoal and/or wood fires. (http://www.free-camping-recipes.com/homemade-fire-starters.html)
3. Cook a dish using three of the following novelty cooking methods: reflector or solar oven, orange shell or onion shell on coals, coffee can cooking, hay hole or planking, pie iron, foil packet/hobo dinner, tin can and/or vagabond stove, and dash board cooking.
4. Find out about organizations that specialize in outdoor cooking. (Examples include: Dutch oven societies, backpacking organizations, etc.) Contact them to find out more information about events and activities.
TAKE ACTION
1. Hold a workshop to help Girl Scout Juniors earn their Outdoor Cook Badge.
2. Plan a cookout to support a community/volunteer effort (i.e. cookout for volunteers after a park clean up, cookout to feed the homeless or to support your local food pantry etc.)
3. Learn what Leave No Trace means (http://www.lnt.org/ ) and implement it when cooking and cleaning up outdoors. Share what you have learned with a Girl Scout Daisy Troop working on the "Between Earth and Sky" Journey.
4. Teach a Girl Scout Brownie Troop working on the "Wonders of Water" Journey how to set up an outdoor washing station for a group:
* Use the 3 bucket system (wash, bleach, rinse)
* Provide a place to scrape the waste items/trash.
* Figure out how to keep it off the ground (ex: lashing tripods, using tables, etc.)
* Hang a line for dips bags to be placed for drying.
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[1]
S.S.T. - 7
[2]
CONTENTS
UNIT - I (HISTORY)
[3]
Unit - I {History}
11111..... Introduction of The Medieval India
1. Answer the following question in breif :-
A. Which period of history is called the medieval period ?
Ans. The period between 800 A.D and 1800 A.D is called the period of medieval period.
B. Why is the 8th century consideredto be the beginningof the medieval period and the 18th century its end ?
Ans. Since certain changes in the social, politicaland religions fields were visible during the 8th century, it is regarded as the beginning of the medieval period. Similarly the disintegration of the mughal empire and foundaition of the British rule in during the eighteenth century is considered as the end of the medieval period and the beginning of the modern period in Indian history.
C. Why is the period between 5th century A.D and 11th century A.D is considered as the Dark age of Europe ?
Ans. The period between the fifth century A.D and the 11th centuryA.D is called the Dark age of Europe due to chaos and political instability.
D. Who was Chenghiz Khan? and why was he famous?
Ans. In 1206 A.D. a Mongol warrior named Termujin won control of all the mongol tribes and took the little of Chenghiz Khan.
E. Where do we find inscriptions engraved ?
Ans. Inscription are found on copper plates, rocks and pillars. The inscription are also found in the temples.
2. Answer the following questions in detail:-
A. Give an account of the conquest of Arabs.
Ans. During the 7th century A.D. a religion known as Islam arose in Arabia. This religionunified the Arabs conqured the Arabs as a great political power. The Arabs conqured, various countries like Jordan, Syria, Iraq, Turkey, persia and Egypt. They soon captured sind in India and soon set up a strong empire. After the death of Prophet Mohammad; the Arabs were ruled by the Caliphs. The Arabs continued to rule till eleventh century A.D. when their power began to decline and ultimately the Turks established their rule.
B. Describe the achievements of the Turks.
Ans. In 1050 A.D. the Turks captured Baghdad under Tughril Begh. The Turks (Ottomans) ruled most of the Arabian peninsula from 1400 A.D. upto the end of the First World War. They set up the Ottoman Empire. In1453 A.D. they conquered Constantinople, the largest city in the Roman Empire. They renamed it Istanbul in ancient times. When Ottoman
Empire was at its peak it controlled Syria, Palestine, Arabia and Egypt besides Turkey.
C. What were the main achivements of the mongols?
Ans. In 1206 A.D., a Mongol warrior named Termujin won control of the Mongol tribes and took the title of Chenghiz Khan. He united all the mongols for the first time. In1211 A.D.,Chenghiz Khan devastated northern China. In a short period, the Mongols bulit up a vast empire which extended from China to poland. In 1258 A.D., the grandson of Chenghiz Khan Halaku Khan devasted West Asia and destroyed Baghdad. In the 14th century A.D. a new Mongol leader named Timur-i Lang started more devastating campaigns than that of Chenghiz Khan.he devastated Iran, Iraq, Central Asia, Syria, Anatolia and Northern India.
D. What were the main features of feudalism of Europe?
Ans. During the Dark Age, a new social system Feudalism arose in Europe. The land was distributed among the nobles and they were called the feudal lords. This gift of land was called 'fief'. In return , the lord the promised to help the king in fighting by providing soldiers and to provide other services to the king. The feudal lords further distributed the parts of their land to vassals the less powerful nobles. The vassals had to fight in the lord's army when called. The peasants who were known as serfs had to work on the land of the vassal. The landlords took the maximum share of the produce, while the peasants had to lead a wretched life.
E. What are the various sources to known about the History of medieval period ?
Ans.
The various sources of studing about the History of medieval architecture and literary records. We can divide these sources into two groups :1. Archaeological Sources 2. Literary Sources.
Archaeological sources are :-
i. Inscriptions :- Inscriptions are found on copper plates, rocks and pillars. The inscriptions are also found in the temples.
ii. Monuments :- The various temples, forts, tombs and mosques etc. throw light on the art, architecture and cultural life of this period.
iii. Coins :- Coins provide us various informations regarding important dates, names of the rulers as well as the main historical events. The economic condition of this period is also judged by the coins.
Literary Sources :- In this period paper become cheaper and more widely available. People used to write holy text Chronicles of rulers, letters and teaching of saints, petitions and judicial records and for registers of accounts and taxes.
The main literary sources are :-
i. Chronicles :- The autobiographies of various rulers provide us a lot of informationabout the various social,politicaland cultural features
of this period.
ii. Religions books :- The religionstext are well illustrated by various miniature paintings. They throw light on the religions customs and practices of that period.
iii. Foreign Travellers Accounts :- Various foreign travellers visited india during the medieval period and wrote their accounts about the society and the position of the king.
3. Fill in the blanks :-
a. During the Dark age the condition of Roman Empire was very miserable in Europe.
b. Termujin took the title of Chenghiz Khan.
c. The religious wars between the Christians and the Muslims were called crusades.
d. The peasants were known as Serfs in Europe.
e. The gifts of Land given by the king to the nobles was called fief.
2. New Kings & Kingd New Kings & Kingdoooooms ms {700-1200 A.D.}
1. Answer the following question in brief :-
A. Where did the pratiharas rule? Who was considered the founder of this dynasty ?
Ans. The partiharas ruled over avanti and parts of Southern Rajasthan in the beginning ofthe 8th century. Nagabhatta I is considered as the founder of this dynasty.
B. Who was the first ruler of Pala dynasty and how did he come to power ?
Ans. Gopal was the first ruler of this dynasty. He put an end to Matsyanyaya, an internal strike and disorder in Bengal. He restored peace and laid the foundation of the Pala dynasty.
C. Who was the Founder of the Rashtrakuta dynasty? Name some other great rulers of this dynasty?
Ans. Danti varman also known as Dantidurga was the founder of this Dynasty. Krishna I, Govinda III, Amoghvarsha and Indra III were some other great rulers of this dynasty.
D. What do you mean by the Tripartite Struggle?
Ans. There was always a struggle between the Pratiharas, the Palas and the Rashtrakutas to capture Kannuaj, because it was a prestigious city. This struggle is known as Tripartite struggle.
E. Which were the four major classes of Rajputs?
Ans. The four major classes of Rajputs are the Chauhans, the Paramars, the pratiharas and the Chalukyas.
F. Which was the most famous invasion of Mahmud of Ghazni and what was its result?
Ans. The most famous invasion of Mahmud of Ghazi was the invasion on
Somnath temple in 1025 A.D. He took a lot of wealth from India.
G. Who was Mohammed Gori? In which battle of Tarain he defeated Prithviraj Chauhan?
Ans. Mohammed Gori was a ruler of a small kingdom in Afghanistan. He attacked India in 1191 A.D. In the first battle of Tarain in 1191 A.D. He was defeated by Prithviraj Chauhan but in 1192 he defeated Prithviraj Chauhan.
H. Name some social evils prevalent in the Rajput society.
Ans. During the Reign of Rajputs the caste system was quite right. The social evils like child marriage, polygamy and Sati-System were prevalent in the society.
I. Who was Rajaraja I? how can you say that he was a great builder?
Ans. Rajaraja I was a famous Chola ruler he built the Brihadesvara Temple at Tanjore. On the walls of this temple are inscribed the chief conquests of Rajaraja I.
J. How did Rajendra Chola assume the title of Gangaikonda ?
Ans. Rajendra Chola attacked Bengal and defeated the Pala king Mahipal after this victory. He assumed the title of Gangaikonda.
2. Answer the following question in detail :-
A. Who was the most famous ruler of Pratihara dynasty? Describe his main achievments.
Ans. Nagabhatta I is considered as the founder of this dynasty. He ruled from 725 A.D. to 740 A.D. Bhoja I was the most famous ruler of this dynasty. He extended his empire from Punjab in the north to the Narmda in the south. He captured Kannauj and made it his capital.
B. Which were the important rulers of Pala dynasty? Describe the extent of their kingdom?
Ans. Gopal was the first ruler of this dynasty. He put an end to Malsyanyaya, an internal strike and disorder in Bengal. He restored peace and laid the foundation of the Pala dynasty. Dharmapala and Devapala were great rulers of this dynasty. Dharmapala was a great warrior. He was successful in controlling Bengal and Bihar. Dharmapala was succeeded by his son Devapala. He extended his empire upto Assam and Kalinga.
C. When and where did the Rashtrakutas rule? Who were the great rulers of this dynasty?
Ans. The Rashtrakutas ruled in the Deccan for about two centuries. Danti Varman also known as Dantidurga was the founder of this dynasty Krishna I, Govinda III, Amoghvarsha and Indra III Were some other great rulers of this dynasty.
D. Give an account of the Turkish invasion on India.
Ans. Mahmud was the frist Turikish to invade India from the north west. He was the ruler of Ghazni. In 25 years he carriedout 17 raids on India. His main aim to attack India was to take wealth from here. His most famous
invasion was his 16th invasion in 1025 A.D. on the Somnath temple. After Mahmud's death, his sucessors were engaged in endless wars in central Asia. Towards the end of the 12th century, Mohammed Ghori, ruler of a small kingdom in Afghanistan attacked India. Ghori made Indian territories a province of his empire and appointed Qutab-ud-dinAibak as the governor Aibak expanded the Muslim empire to other parts of North India but Ghori's long absencefrom India caused disorder in the Indian territories.
E. Give an account of the Social life during the periods of the Rajputs. Ans. During the reign of the Rajputs, caste system was the backbone of the society. Out of the original four castes, several subcastes were orginated. The caste system became very rigid. The Brahmanas commanded great respect in the society. The Kshatriyas being the warriors also had good status in the society. The Sudras had very low satus in the society. The position of women had considerably fallen. The social evil like child marriage polygamy and Sati-system were prevlent in the society.
F. Why is the Chola dynasty considered to be the most important dynasty in South India?
Ans. The Chola dynasty is considered as one of the most important dynasties in South India. The Chola power started emerging in south India from around 8th century A.D. Vijayalalya established his rule in Tamil Nadu with Tanjore as his capital.During the regin of Rajaraja I, the Chola empire witnessed a glorious period under Rajaraja I. He extended his empire by defeating the Chalukyas of Kalyani, the Pandyas, the Cheras and the Vengis. He took some territories of Mysore, Travancore, Coorg and SriLanka as well. He built a powerful navy and controlled many Island of the sea like the Lakshadweep and Maldives. Trade flourished during his rule. The coasts of Kerala, Maldives and Sri Lanka became rich. Textiles, spices and precious stones were exported to west Aisa. Some Arab merchants settled in the chola empire.
3. Fill in the blanks :-
a. Mahmud of Ghazni invaded Kannoj in 1018 A.D.
b. The famous Buddhist monastery at Vikram Shila was founded by Dharmapala.
c. Krishna I built the rock cut Kailashtemple at Ellora.
d. Chanderbardai wrote Prithviraj Raso in Rajasthani.
e. Rajaraja I built the Brihadesvara temple at Tanjore.
f. Shankaracharya preached the philosophy of advaila.
g. Kavyamimansa was written by Rajashekhar.
4. Match the folowing :-
a. 1191 A.D. :
The first battle of Tarain.
b. 1192 A.D. :
The second battle of Tarain.
[8]
c. 836-885 A.D. :
Bhoja I
d. 1025 A.D. :
Mahmud Ghazni attacked Somnath.
e. 985-1014 A.D. :
Rajaraja I
f. 1014-1044 A.D. :
Rajendra Chola.
5. Define the following terms :-
a. Matsyanyaya :
It is an internal strike and disorder in Bengal.
b. Mandalam :
It is a Province during Chola administration.
c. Valandur:
Districts during Chola administration.
d. Ur
: Assembly of the villagers in South India.
e. Lingayat :
It was the most popular of the religions sects.
6.
Write Ture or False :- a. F, b. F, c. T, d. T, e. F.
3. The Delhi Sultans
I. Answer the following questions in brief :-
A. Name the important dynesties of Delhi Sultanate.
Ans. The Sultanate period is divided into the five main dynasties- the Slave Dynasty, the Khalji Dynasty, the Tughlaq Dynasty, the Sayyad dynasty and the Lodhi Dynasty.
B. How did the Qutb-ud-din Aibak became the Sultan of Delhi?
Ans. Mohammad Ghori appointed Qutb-ud-din Aibak as the governor of the territories conquered by him in India. But after the death of Mohammad Ghori a Struggle of Power broke out among his generals as Ghori had no son. In this struggle Qutb-ud-din emerged as victorious and he become the Sultan of Delhi.
C. Why did Iltutmish nominate Razia Sultan as his successor? Why could she not rule for long?
Ans. Iltutmish nominate Razia his daughter as the Sultan of Delhi, because he did not find any of his sons worthy to be his successors. But she ruled only for a short period, because the nobles did not like the idea of being ruled by a woman.
D. What do you mean by sijdah? who introduced it? why was it not liked by the conservative Muslims?
Ans. The custom of kneeling down and touching the ground with the forehead to salute the king is known as Sijdah. Ghiyas-ud-din Balban introduced it. This practice was not liked by the conservative Muslims they considered it against the teaching of Islam as according to Islam, one can do Sijdah only before God.
E. What was Ala-ud-din's chief aim to conquer the Deccan?
Ans. Ala-ud-din's chief aim to conquer the Deccan was economic rather than religious or political.
F. Which three main plans of Mohammad bin- Tughlaqmade him unpopular ? Ans. The three main plans of Mohammad bin Tughlag made him unpopular were (i) Transfer of Capital. (ii) Token Currency. (iii) Increase of land revenue in the Doab.
G. How did Firoz Shah Tughlaq try to win the sympathy of the nobles?
Ans. He tried to win the sympathy of the nobles by giving them presents and jagirs instead of Salaries.
H. Who was Khizr Khan? Which Dynasty did he belong to?
Ans. Khizr Khan was the governor of Multan and Punjab. He belonged to Sayyad Dynasty.
I. Name the three rulers of Lodhi Dynasty and Mention the period of their rule?
Ans. Bahlol Lodhi ruled from 1451-89 Sikandar Lodhi ruled from 1489-1517 Ibrahim Lodhi ruled from 1517-1526.
J. What were the main sources of income of the Delhi Sultans?
Ans. The main sources of income of the Delhi Sultans were Ushar, Khiraj, Kham, Zakat and Jazia.
2. Answer the following questions in detail :-
A. Who was Iltutmish? Give an account of the main features of his regin. Ans. Iltutmish was one of the greatest rulers of Slave Dynasty. He was a great builder he completed the Qutab Minar. He made an organisation of Turkan-I-Chahal gani of Turkish nobles. Then he divided his empire into varions pieces of land. These pieces of land. were called Iqtas. These Iqtas were given to nobles and officers in Iieu of their salary. He also introduced silver and metal coins. These coins were called tanka and zital.
B.
What difficulties did Ghias-ud-din Balban face at the time of ascending the throne ?
Ans. Ghias-ud-din Balban had to face a number of difficulties after a ascending the throne. There was always a danger of Mongols in the north western border of the country. The Rajputswere also posing threat to the power of sultan. However Balban adopted a policy of blood and Iron to crush his enemies. His own Turkish Chiefs a group of forty nobles called Chalisa a were his worst enemies. They had become very powerful and challenging the authority of the Sultan. He confiscated their Jagirs. This practice was not liked by the conservative Muslims.
C. Give an account of the conquests of Ala-ud-din Khalji.
Ans. Ala-ud-din Khalji was a shrewd person. He wanted to conquer the world. He dreamt of becoming a second Alexender and referred to himself as Sikander-i-Sani. He conquered Gujarat, Malwa and the Rajput Kingdoms of Ranthembhor and Chittor. After conquering north India, he tried to conquer the Deccan. He assigned the task of conquering the Deccan to his faithful general Malik Kafur. Malik kafur conquered Devagiri, Warangal,
Dwarasamundra and Madurai. Ala-ud-din's chief aim to conquer the Deccan was economic rather than religious or political.
D. What were the salient features of Ala-ud-din'administration?
Ans. Ala-ud-din Khalji made several reforms in his administration mainly to check the power of the nobles:-
i. Anefficient spy system was organised,so that the nobles and officers may not misuse their power.
ii. The iqta system was abolished. The Land and property which was given to the nobles as iqtas was taken back.
iii. Excess money from the nobles was extracted by levying heavy taxes on them.
iv Land revenue for all the lands was refixed. In the fertile land of the Doab, between the Ganga and theYamuna rivers, the tax was raised to one-half of the total produce.
v. Drinking wine in public was prohibited.
vi. The prices of all articles were fixed. The prices of essential goods were kept low. Market officers were appointed to keep a check on the prices.
E. Describe the visionary plans of Mohammad bin-Tughlaq. Why did all these plans fail?
Ans. Mohammad-bin-Tughlaq was a learned man. He made a visionary plans which are as follows:-
i Transfer of capital :- One of his experiment was to transfer his capital from Delhi to Devagiri in 1307 A.D.and he named it Daulatabad. He thought that it was a more suitable place to exercise control over his vast empire, which was not possible to control from Delhi. he ordered the people to shift from Delhi to Daulatabad. It was an unwise step because people suffered many hardships on the way. They could not adjust in the new enviorment. Secondly the Mongol raids on Delhi increased soon he realized his fault and moved to Delhi again.
ii Token currency :- His another experiment was of issuing token currency. The scheme was good but it also failed. He issued a currency of copper coins in place of gold and silver coins as a result fake copper coins came into circulation and trade suffer and the foreign traders lost faith in the currency. It affected the whole financial systemof the state.
iii. Increase of land revenue in the Doab :- He increased the land revenue in the doab because it was a very fertile area. But at that time this region witnessed the conditions of famine so there was great disappointment in the people, when the Sultan raised the revenue, as they could not paythe taxes. This step of Sultan made him unpopular.
F.
Describe Timur's invasion on india? What were its consequences?
Ans. Timur-I-Lung, the Mongol king and a great conqueror from central Aisa invaded India during the region of Nasiruddin Mahmud Tughlaq. There was no strong opposition in punjabso he reached the gates of Delhi. The city was devastated. The sultan was defeated Timur took away a large quantity of gold, diamonds, silver etc. Timur's invasion put an end to the Tughlaq's rule.
G. Give a brief account of the rulers of Lodhi Dynasty.
Ans. Bahol Lodhi was the founder of Lodhi Dynasty. He was a brave general. He was a generous and pious ruler. He brought peace and order in the Sultanate . He diedin 1488 A.D. and was succeeded by his son Sikandar Lodhi. He was one of the greatest ruler of the Lodhi dynasty Sikandar Lodhi built Agra and made it the second capital of the Lodhi's. He died in 1517. Ibrahim Lodhi was the last ruler of the Delhi Sultanate. He was ill tempered, so he lost sympathy of the nobles. Revolts broke out everywhere. His uncle Alam Khan went to Babur in Afghanistan and invited him to invade Delhi.
H. Which were the main sourcs of income of the Delhi Sultans? Write briefly about each source.
Ans. The main sources of income of the Delhi Sultans were the following taxes :-
i. Ushar :- Land revenue imposed on the Muslim. It was one-tenth of the produce.
ii. Khiraj :- Land revenue imposed on the Hindus. It ranged from onetenth to one-fifth of the produce.
iii. Kham :- It was one-fifth of the booty captured in the war.
iv. Zakat :- The Muslims had to pay 2.5% of the income for the spread of Islam. this amount however varied from ruler to ruler.
v. Jazia :- It was a tax imposed on non-muslims; but the Brahmanas were exempted from this tax. During the reign of Firoz Shah Tughlaq, Brahmanas also had to pay it.
3. Match the dates with the rulers:-
a. 1266-87 :
Ghiyas-ud-din Balban
b. 1296-1316 :
Ala-ud-din Khalji
c. 1324-1351 :
Mohammad-bin-Tughlaq
d. 1414-1421 :
Khizr Khan
e. 1451-1489 :
Bahlol Lodhi
f. 1517-1526 :
Ibrahim Lodhi
4. Fill in the blanks :-
a. Ilutmish got the Qutab Minar compleated
b. Mohammad-bin-Tughlaq issued token currency.
c. Ala-ud-din Khalji referred to himself as Sikander-i Sani.
d. Mohammad-bin-Tughlaq shifted his capital from Delhi to Daulatabad.
e. The book Tarikh-i Daudi speaks highly of the sikandar Lodhi.
f. Khizr Khan laid the foundation of sayyad Dynasty.
5. Write True or false :-
a. T. b. F. c. T. d. F. e. T. f. F.
4. The Mughal Empire-I {1526-1605 A.D.}
1. Answer the following questions in brief :-
A. How did Babur establish the Mughal empire in India ?
Ans. Babar invaded India after the invitation of Alam Khan, the uncle of Ibrahim Lodhi and defeated. Ibrahim Lodhi in the first battle of Panipat and founded the Mughal Empire in 1526 A.D.
B. Why did Humayn flee to Iran ?
Ans. Sher Shah, Afghan chief in Bihar defeated Hamayun in the battle Chausa in 1539 A.D. and again in the battle of Kannauj in 1540 A.D. and Humayun had to flee to Iran to save his life.
C. Who was Sher Shah ? For how long did the Suri Dynasty rule Delhi ?
Ans. Sher Shah was the Afghan chief. His real name was Farid Khan. Sher Shah ruled Delhi for only four years. The Suri dynasty ruled upto 1555 A.D.
D. Who was Bairam Khan ? Why did Bairam Khan rule on behalf of Akbar and for how long ?
Ans. Bairam Khan was the guardian and tutor of Akbar. Akbar was only 13 years old and too young to manage the affairs of his kingdom at the time of ascending the throne.
e. Describe the extent of Akbar's empire.
Ans. Akbar conquered Malwa in 1561 A.D. by defeating Bal Bahadur, the ruler of Malwa. In 1564 A.D. he captured Gandwana and in 1568 A.D. he captured Chhettor. Akbar also conquered Gujarat, Bengal, Sind, Kabul and Kashmir. Akbar's empire exended from the Hindukush in the west to the Brahmputra in the east and from the Himalayas in the North to the Godavari in the South.
F. How did Akbar try to bring unity between the Hindus and Muslims ?
Ans. Akbar bried to maintain friendly relations with the Rajputs for the stability of the Mughal empire. He appointed Raja Man Singh as his general. Raja Todarmal was an important officer in his courts. He married to the daughter of the Raja of Amber, Bhara Mal and he married his son Salim to a Rajput pricess. He abolished pilgrim tax. He started a new religion called Din-i-Ilahi.
G. Which new religion did Akbar introduce ? Why was it opposed by the Muslims as well the Hindus ?
Ans. He started a new religion called Din-i-Ilahi. This new religiousfaith was opposed by orthodox Muslims. Hindus also considered it another form of Muslim religion, so they also did not join it.
H. What do you mean by the Mansabdari system ?
Ans. Akbar introduced a special system called the mansabdar system. Each officer or noble was given a mansab (rank) and was called mansabdar.
2. Answer the following questaons in detail :-
A. Give an account of the main features of Sher Shah's administration.
Ans. Sher Shah was a good administrator. He divided his kingdom into Sarkars which was divided into paraganas. A number of villages comprised a paragana. Each sarkar of paragana was administered by his trusted officers. He promoted trade and commerce. The land revenue was fixed one third of the produce.
B. Describe the main conquests made by Akbar and the extent of Akbar's empire.
Ans. After having established in Delhi and Agra. Akbar began to extend his empire. He conqured Malwa in 1561A.D. by defeating Lal Bahadur, the ruler a Malwa. In 1564 A.D. he capture Gondwana and in 1568 A.D. he captured Chhittor. Akbar also conguered Gujarat, Bengal, Sind, Kabul and Kashmir. Akbar now turned his attention towards South. In 1595 A.D. Chand Bibi the brave queen of Ahmadanagar fought bravely with Akbar's forces. But she was forced to sign a treaty according to which Berar was given to the Mughals. By A.D. 1600 Ahmadnagar was also annexed to the Mughal empire. Akbar's empire extended from the Hindukush in the west to the Brahmputra in the east and from he Himalayas in the north to the Godavari in the south.
C. Write an account of the Akbar's administration and the Mansabdari system introduced by him.
Ans. He was the supreme judge and supreme commander of the armed forces. He had a council of ministers to assist him in the administration. The most important official was the Wazir or Diwan who handled the revenue department. Mir Bakshi was incharge of the military department. The Chief Qazi looked after the judicial system. Mir Saman was the incharge of royal house hold.
Akbar had divided his kingdom into fifteen provinces or Subas. Each province was under a Subedar. The provinces were subdivided into districts (Sarkars) and the districts were divided into paraganas. Each paragana had a number of villages. The Kotwal was the officer incharge of the town administration. A village was looked after by the official
known as Chowkidar and Patwari.
The land was properly measured and assessed under Todar mal, the revenue minister. The revenue was fixed according to the productivity of land. One third of the average produce had to be paid to the state. The peasants could pay in cash or kind. The revenue collectors were not very strict. The peasants were given loans during famine.
Akbar introduced a special system called the mansabdari system. Each officer or noble was given a mansab (rank) and was called a mansabdar. Each mansabdar had to supply troops to the king. The smallest mansabdar was incharge of ten horses. The highest mansabdar was the commander of 10,000 soldiers. The post of mansabdar was not heriditary. The mansabdars could be transfered from one district to another. They were paid fixed salary. Some mansabdars were paid in the form of Jagirs. The mansabdars had to maintain an army according to their ranks. The Mughal administration was by and large based on military administration. Akbar's army consisted of cavalry, infantry, artillery and navy.
D. Why is Akbar considered as one of the greatest kings of the Mughal period ?
Ans. Akbar is considered as one of the greatest emperors of India. He was a great conqueror and able administrator and a generous ruler. He was a great patron of art, architecture, painting, literature and music. He tried to bring unity among the Hindus and the Muslims.
3. Match the following :-
Ans. a. 1527 A.D.:
Battle of Kanwaha
b. 1539 A.D. :
Battle of Chausa
c. 1540 A.D.
:
Battle of Kannauj
d. 1576 A.D. :
Battle of Haldighati
e. 1561 A.D. :
Akbar conquered Malwa
f. 1555 A.D.
:
Humayun recaptured Delhi
4. Fill in the blanks :-
Ans. a. Babur defeated Rana Sanga the ruler of Chittor in the battle of Kanwaha.
b. Grand Trunk Road was built by Sher Shah Suri.
c. The battle of Haldighati was fought between Akbar and Maharana Pratap.
d. Akbarnama was written by Abdul Fazal.
e. Buland Darwaza was built to commemorate akbar's victory over Gujrat.
f. Faizi-a translated Ramayana and Mahabharata in Persian.
g. Todar Mal was the revenue minister during Akbar's reigh.
h. Akbar appointed Raja Man Singh as his general.
5. Write True of False against toe following statements :-
a. T, b. F, c. F, d. T, e. F, f. T, g. F, h. T.
5. The Mughal Empire-II {1605-1707 A.D.}
1. Answer the following questions briefly :-
A. When was Guru Arjun Dev put to death and why?
Ans. Guru Arjun Dev was put to death in 1606 A.D. because he refused to pay the fine imposed on him when he had extended help to khusrau.
B. Why did jahangir not capture Kandhar?
Ans. Jahangir asked his son Khurram, to go to Kandhar, as it was captured by the shah of Iran. Khurram refused to carry the order of his father and rebelled. Thus Jahangir could not recapture Kandhar.
C. Why did Nur Jahan practically rule the kingdom of Jahangir?
Ans. Nur Jahan was a talented lady so Jahangir used to take her advice in all important matters. Gradually she became the real rulers from 1611 to 1627 A.D. She pratically ruled the country because Jahangir had became careless and addicted to wine and opium.
D. Who was Sir Thomas Roe? What concession did he get from Jahangir ?
Ans. Sir Thomas Roe was an ambassador of king james I. Jahangir permitted him to set up a factory at Surat. In lieu of that , the English assured the Mughals to protect their merchants and ships from the Portuguese.
E. Which three kingdoms of the Deccan created trouble for Shah Jahan? Ans. Ahmadnagar, Bijapur and Golconda created trouble for Shah Jahan.
F. What trouble was created by the portuguese to Shah Jahan? How did he get rid of this trouble?
Ans. Portuguese had a settlement at Hooghli. They used this as a base for piracy in the Bay of Bengal. The Mughal armies acted against them and cleared them out of Hooghli.
G. How can you say that Shah Jahan was a great builder?
Ans. Shah Jahan built some very famous monuments such as the Taj Mahal, Jama Masjid, Red Fort and Moti Masjid etc.
H. Name some famous gardens made by Shah Jahan.
Ans. Some famous gardens made by Shah Jahan are Shalimar garden near Lahore, the Talkatora Bagh and Shalimar Garden in Delhi and Wazir Bagh in Kashmir.
I. How was the religious policy of Aurangazeb different from his predecessors ?
Ans. Aurangazeb was a sunni Muslim. He tried to run the administration strictly with the Islamic rules. In 1667 A.D, he issued orders for the demolition of temples and construct mosques in those places. In 1679 A.D.,he reimposed Jazia on the Hindus.He also reintroduced the pilgrim tax.
J. Name the various revolts which Aurangazeb had to face during his reign.
Ans. The oppressive religious and other policies of Aurangazeb led to some
serious revolts during his regin. These revolts are:-
i. Revolts of the Jats
ii. Revolt of the Satnamis
iii. The Second Jat Revolt
iv. Bundela’s Revolts
v. The Sikh Revolt
vi. Rajputs.
2. Answer the following questions in details :-
A. Give an account of the Jahangir's conquests and campaigns.
Ans. Jahangir's greatest conquest was against Amar Singh, son of Rana pratap. Who had not submitted to the Mughals. So Jahangir led a campaign against him. The Rana was defeated but Amar Sigh accepted the authority of Jahangir and pledged loyalty to the Mughal emperor, so Mewar was restored to the Rana and Jahangir recapture the fort of Kangra.
B. Describe the role of Nur Jahan during Jahangir's reign.
Ans. Nur Jahan was a beautiful and talented lady. Jahangir used to take her advice in all important matters. Gradually she became so powerful that her name was engraved on the royal coins and seals along with Jahangir. The rise of Nur Jahan was not liked by her relatives and nobles. They started revolting against the Mughal emperor. From 1611 to 1627 A.D. She pratically ruled the country.
C. What do you know about Jahangir's relations with the Europeans ? Ans. During Jahangir reign varions European travellers visited India for trade. In 1608 A.D. William Hawkins came to the court of Jahangir. He was anemissary of king James I of England. Then Sir Thomas Roe as an ambassardor of king james I visited the court of Jahangir. He permitted him to set up a factory at Surat. In lien of that the English assured the Mughals to protect their merchants and ship from the portuguese. He succeeed in obtaining trade concessions with Indiafor the British traders. Both William Hawkins and sir Thomas Roe have left behind vivid account of Jahangir court and his administration.
D. Give an cccount of the conquests and campaigns Shah?
Ans. Frist of all Shah Jahan had to deal with various revolts which had taken place in diferent parts of his kingdom. In 1628 A.D. Raja Jujhar Singh of Bundel Khand revolted but he was defeated and killed in 1635 A.D. There were three kingdoms in the Deccan. Ahmadnagar, Bijapur, and Golconda. These states created trouble for the Mughal empire then the ruler of Ahmadnagar was captured and Ahmadnagar was annexed. After some time, The rulers of Bijapur and Golconda also acepted the sovereighty of Shah Jahan and agreed to pay tribute to him. Aurangazeb was made the governor of the Deccan. Shah Jahan also had trouble with the portuguese who had a settlement at Hooghli. They used this as a base for piracy in the Bay of Bengal. The Mughal armies acted against them out of Hooghli. Then army annexed the regionof Kamrup in Assam.
E. Why is Shah Jahan's reign called the golden age of Mughal period ?
Ans. The period of Shah Jahan's reign is considered as the golden age of Mughal period because there was great progress in various field. There was great economic progress in various fields. Such as agriculture and industries. During this period, There were hardly any revolts Shah Jahan encouraged the Scholars and their literary works.
F. Give a brief account of the various revolts which occured during the reign of Aurangazeb.
Ans. The oppressive religious and other policies of Aurangazeb led to some serious revolts during his reign.
Revolts of the jats :- The jats lived around Delhi; Mathura and Agra. They revolted under their leader Gokul. However the revolt was crushed and Gokul was killed.
Revolt of the Satnamis :- The satnamis were mostly peasants, artisans and low caste people who had settled in Narnaul and Mewar. They were a sect of Hindu Sadhus. The persecution of these sadhus forced them to revolt. This revolt was also crushed.
The Second Jat Revolt :- The unrest among the Jats continued and in 1685 A.D.,They again revolted under the leadership of Rajaram. Rajaram was defeated in 1691 A.D. However Jats were able to setup a separate Jat Kingdom under Churaman.
Bundela's Revolts :- Under the Leadership of Champat Rai, he Bundelas revolted in Bundelkhand on account of the oppressive agrarian policy of Aurangazeb.
The Sikh Revolt :- Aurangazeb offended the Sikhs dueto his religious policy. In a fierce battle with the Mughals, two of the Guru's sons were killed and the other two were captured and buried alive. The Sikhs carried out raids in various places during the reign of Aurangazeb.
Rajputs :- Unlike his predecessors, Aurangazeb's Rajput policy made Rajputs against him;as he did not maintain cordial relations with them. The war with the Rajputs damaged the prestiage of Aurangazeb and caused much loss to the Mughal empire.
3. Match the following :-
a. Amar singh
: son of Rana Pratap
b. Raja Jujhar singh
: Bundelkhand
c. Gokul
: First Jat Revolt during Aurangazeb's reign.
d. Ustad Isa
: designed Taj Mahal
e. Raja Jaswant Singh : Marwar
f. Dara Shikoh
: translated upanishads into Persian.
g. Raja Ram
: Second Jat Revolt during the reign of Aurangazeb
h. Malik Amber
: Ahmadnagar
4. Fill in the blanks :-
a. In 1620 A.D.Jahangir captured the fort of Kangra.
b. Nur Jahan's real name was Mehr-Un-Nisa.
c. During Shah Jahan's reign, Portuguese had a settlement at Hooghli.
d. Jahangir permitted Sir Thomas Roe to set up a factory at Surat.
e. The organization of Sikhs into a military force was called Khalsa.
f. Shah Jahan Shiftd his capital from Agra to Delhi.
g. The Sikh religion was founded by Guru Nanak.
h. Travenier and Bernier, the French travellers visited the court of Shah Jahan.
5. Write true or False :-
a. F, b. T, c. F, d. F, e. T, f. T, g. T, h. F.
6. Political Formations In The 18th century
I.
Answer the following questions briefly :-
A. Who was Ahmad Shah Abdali? When did he raid India?
Ans. Ahmad Shah Abdali was the Afghan ruler who invaded north India five times between 1748and 1761.
B. Which were the two groups of nobles? Which Mughal rulers were murdered and blinded by the Mughal nobles?
Ans. The two groups of nobles were the Irains and the Turanis (Turkish). Farrukh Siyar and Alamgir II were murdered and other two Ahmad Shah and Shah Alam II were blinded by their nobles.
C How did Burhan-ul-Mulk Sa'adat khan try to decrease the Mughal influence in Awadh?
Ans. Burhan ul-Mulk tried to decrease Mughal influence in the Awadh region by reducing the number of office holders (Jagirdars) appointed by the Mughals. He also reduced the size of Jagirs and appointed his own loyal servants in vacant positions.
D. What did Murshid Quli Khan do to reduce Mughal influence in Bengal?
Ans. To reduce Mughal influence in Bengal Murshid Quli Khan transferred all Mughal Jagirdars to Orissa and ordered a major reassessment of the revenne of Bengal.
E. What do you mean by Jagat Seth? How did the house of Jagatseth become powerful in Bengal?
Ans. In the period of Murshid Quli Khan revenue was collected in cash with great strictness from all Zamindars. As a result, many Zamindars had to borrow money from bankers and money lenders. Those unable to pay were forced to sell their lands to larger Zamindars. During the reign of Alivardi Khan the banking house of Jagat Seth became extermely prosperous.
F. Under whose leadership did the Sikhs declare their sovereign rule. In whose names did they make coins?
Ans. Under the leadership of Banda Bahadur, the sikhs declared their sovereign rule between the Sutlej and Jamuna. They make their coins in the name of Guru Nanak and Guru Gobind Slngh.
G. With whose support Shivaji established a powerful kingdom?
Ans. Shivaji established apowerful warrior families (deshmukhs) groups of highly mobile, peasant, pastoralists (Kumbis).
H. Who were the Peshwas? Where did they set up their capital?
Ans. Chitpavan Brahmans were peshwas. They setup their capital in Poona.
I. What was the main effect of the third battle of Panipat on the political scene of India?
Ans. The defeat of the Marathas in the third battle of Panipat gave a severe blow to their power and paved the way for the rise of British power in India.
J. In which area did the Jats extend their influence? Who was their main leader?
Ans. Jat extended their influence over territories situated to the west of Delhi and by the 1680's they had begun dominating the region between the two imperial cities Delhi and Agra. Their main leader was Churaman.
2. Answer the following questions in detail :-
A. What were the main causes of the decline of the Mughal empire?
Ans. Mughal empire became weak during the reign of Aurangazeb due to his oppressive religion and other policies. He had to face various revolts in different parts of the country. These revolts resulted in the weakening of the Mughal Empire.After Aurangazeb's death ,his eldest son Muazzam who took the tittle of Bahadur Shah, ascended the throne in 1707 A.D.After his death, Mughal Empire started disintegrating, into various territories conquered by the Marathas, the Sikhs and the Jats. It became difficult for the later Mughals to Keep a checkon their powerful mansabdars.
B. Give an account of the various groups of states of the 18th century. Ans. Broadly speaking the states of the eighteenth century was divided into three over lapping groups.
i. States that were old Mughal provinces like Awadh, Bengal and Hyderabad. The rulers of these states were quite powerful and independent, but they did not break their formalities with the Mughal emperor.
ii. States that had enjoyed considerable independence uder the Mughals as Watan Jagirs.These included several Rajputs principalities.
iii. States under the control of Marathas, Sikhs and Jats. They had seized their independence from he Mughals after a long armed struggle.
C. How did the states of Hyderabad, Awadh and bengal became almost autonomous ?
Ans. a. Hyderabad :- Nizam-ul-Mulk Asaf Jah, the founder of Hyderabad state was one of the most powerful members at the Mughal Emperor Farrukh Siyar. As the mughal governor of the Deccan province, Asaf jah already had full control over its political and financial administration. He became the actual ruler of the Deccan. He appointed mansabdars and granted Jagirs.
b. Awadh:- Burhan-ul-Mulk Sa'adat Khan was appointed subedar of Awadh in 1772. He was responsible for managing the political, financial and military affairs of the province of Awadh. Burhan-ulMulk tried to decrease Mughal influence in the Awadh region by reducing the number of office holders appointed by the Mughals. He also reduced the size of Jagirs,and appointed his own loyal servants in vacant positions.
c. Bengal :- Bengal gradually broke away from Mughal control under Murshid Quli Khan. Who was appointed as the Haib, deputy to the governor of the province.
D. Give an account of the Watan Jagirs of the Rajputs.
Ans. Many Rajputs kings, particularly those belonging to Amber and Jodhpur, had served under the Mughals with distinction. In exchange, they were permitted to enjoy considerable autonomy in their watan jagirs. In the 18th century, these rulers now attempted to extend their control over adjacent regions. Ajit Singh, the ruler of Jodhpur held the governorship of Gujarat and Sawai Raja jai singh of Amber was governorof Malwa.
E. How did the Sikhs organise themselves in the eighteenth century ? In which areas did their territories extend ?
Ans. The organization of the Sikhs into a political community during the 17th century helped in regional state-building in the punjab. Sevral battles were fought by Guru Gobind Singh against the Rajput and Mughal rulers. In 1708, Khalsa rose in revolt against the Mughal authority under the leadership of Banda Bahadur. The Sikh terrirtories in the late 18th century extended from the Indus to the Jamuna. But they were divided under different rulers. One of them, Maharaja Ranjeet Singh reunited these groups and established his capital at Lahore in1799.
F. How did the Marathas gain power and why did the power of Marathas decline?
Ans. Shivaji carved out a stable kingdom with the support of powerful warrior families groups of highly mobile, peasant, pastoralists provided the
backbone of the Maratha army. Between 1720 and 1761, the Maratha empire expanded. Malwa and Gujaratwere seized from the Mughals by the 1720s. By the 1730s the Maratha king was recognised as the overlord of the entire Deccan peninsula. He possessed the right to levy Chauth and Sardeshmukhi in the Entire region. The Marathas failed to established a single united empire under one ruler due to mutual rivalries. The military campaigns of the Marathas also made other rulers hostile towards the Marathas. As a result they were not inclined to support the Marathas during the third battle of Panipat in1761. The defeat of the Marathas in this battle gave a severe blow to their power.
G. In which areas did the Jats extend their influence and how?
Ans. The Jats acquired control over territories situated to the west of Delhi and by the 1680's they had begun dominating the region between the two imperial cities, Delhi and Agra. The Jats were prosperous agriculturists and towns like Panipat and Ballabhgarh became important trade centres in the areas dominated by them.
3. Match the following:-
a. Nizam-ul-Mulk Asaf Jah :
Hyderabad
b. Burhan-ul-Mulk Sa’adat Khan :
Awadh
c. Murshid Quli Khan:
Bengal
d. Ajit Singh:
Jodhpur
e. Sawai Raja Jai Singh :
Jaipur
f. Maharaja Ranjeet Singh :
Lahore
g. Sindhia :
Gwalior
h. Gaekwad :
Baroda
i. Bhonsle :
Nagpur
j. Suraj Mal :
Bharatpur
4. Fill in the blanks:-
a. The two groups of nobles were the Tranis and the Turanis.
b. During the reign of Alivardi Khan the banking house of Jagat Seth Became very prosperous.
c. Sawai Raja Jai Singh of Amber was governor of Malwa.
d. Sawai Raja jai Singh was given the subedari of Agra in 1772.
e. Khalsa rose in revolt against the Mughals under the leadership of Banda Bahadur.
f. Poona became the capital of Maratha Region.
g. The Maratha ruler levied two taxes called Chauth and Sardeshmukhi
h. The third battle of Panipat took place in 1761.
5. With which rulers are the following dates associated?
a. 1707-12 :
Bahadur Shah.
b. 1713-19 :
Farrukh Siyar.
c. 1754-59 :
Alamgir II.
d. 1748-54:
Ahmad Shah.
e. 1759-1816 :
Shah Alam II.
f. 1627-80:
Shivaji.
77777..... Ar Architectur chitectur chitecture Of The Medeival Period e Of The Medeival Period
I. Answer the following questions briefly:-
A. Which different types of building (monuments) were built during the Medieval period?
Ans. The rulers of this period built a large number of beautiful palaces, forts and temples.
B. What is the special feature of Khajuraho Temple?
Ans. The Khajuraho temples in Madhya Pradesh are Known for their carvings and sculpture of Nagara style. These temples were built by Chandellas. The Kandariya Mahadeva temple is famous for its architecture.
C. Write the name of the famous temple of Orissa and where are they found?
Ans. The Mukteswara Temple, the Lingraja Temple and the Rajarani Temple of Bhubaneshwar, the Jagannath Temple at Puri, and the Sun Temple at Konark are the best temples of Orissa.
D. Where is Kailash Temple? Who built it? What is its special characteristic? Ans. Kailash Temple is at Ellora. It was built by the Rashtrakuta ruler Krishana I The whole structure from top to bottom is cut out of solid rocks.
E. Name the famous monuments of the Sultanate period. In whose reign was each of these monuments built?
Ans. Quwat-ul-Islam, the earliest mosque, was built by Qutab-ud-din Aibak. The Qutab Minar, Alai Darwaza at Qutab complex at Mehrauli near Delhi, Tomb of Ghias-ud-din Tughlaq, Firoz Shah Kotla, Lodhi garden are some of the famous monuments of the Sultanate period.
F. Which famous monuments did Akbar build?
Ans. Famous monuments built by Akbar are Tomb of Humayun at Delhi. Fatehpur Sikri near Agra. Buland Darwaza, the temple of Sheikh Salim Chishti, the Panch Mahal.
G. Which famous monuments did Shah Jahan build?
Ans. Some of the famous monuments build by Shah Jahan are the Taj Mahal (Agra), Jama Masjid, Red Fort (Delhi) and Pearl Mosque (Agra).
H. Name the important buildings built inside the Red Fort.
Ans. Red Fort contains various buildings like Rang Mahal, the Moti Mahal, the
Diwan-I-Am, the Diwan-I-Khas.
II. Answer the following questions in detail:-
A. What are the main differences between the temple of the north and the temples of the south?
Ans. The main differences between the Northern and the Southern temples are :-
i. The northern temples are generally made of bricks and mortar, the southern temples are often out of solid rocks.
ii. The southern temples have high and majestic gateways (gopurams) which are not found in the northern temples.
iii. The southern temples have pyramid like towers over the central part while the northern temples have dome like structure over the central part.
iv. The southern temples were not only centres of religious activity like the northern temples but they were also centre of social and economic activities. So they are generally bigger in size and area than the northern temples.
B. Give an account of the temples built during the early Medieval Period.
Ans. During the Early Medieval period, the various Hindu rulers of the North and the south built many grand temples such as the Khajuraho temples, the Kandariya Mahadeva temple, the Mukteswara temple, the Lingraj temple, the Rajarani temple, the Jagannath temple, the Sun temple, the Jain temples (Dilwara) the Rathas, the Brihadeswara temple, the Kailash temple and the Hoysaleswara temple.
C. Give an account of the famous monuments built during the Sultanate period.
Ans. During the Sultanate period , the famous monuments built were The Qutub Minar, Alai Darwaza, Tomb of Ghiyas-ud-din Tughlaq, Firoz Shah Kotla and Lodhi garden.
D. How can you say that the Mughals were great builders? Illustrate your answer with suitable examples:-
Ans. The Mughals were great patrons of architecture. they built many beautiful and famous monuments such as the Tomb of Humayun. (Akbar), Buland darwaza (Akbar), Tomb of Imadud-daula (Jahangir), Taj Mahal (Shah Jahan), Red fort (Shah Jahan), Jama Masjid(Shah Jahan). Akbar built many building in red stone. Akbar tomb of Sikandara was started by Akbar and completed by his son Jahangir. Jahangir laid beautiful gardens in Kashmir,The Nishat and Salimar gardens are still famous Shah Jahan spent lavishly in building these monuments. Aurangazeb had no interest in artistic beauty because of his fanatic religious view still he built the moti masjid in the red fort at Delhi and the Badshahi Mosque at Lahore.
III. Match the following:-
a. Lingaraja Temple:
Bhubaneshwar
b. Kailash Temple :
Ellora
c. Qutab Minar :
Mehrauli
d. Red Fort:
Delhi
e. Buland Darwaza :
Fatehpur Sikri
f. Kandariya Mahadeva Temple:
Madhya Pradesh
g. Jagannath Temple :
Puri
h. Sun Temple:
Konark
i. Badshahi Mosque :
Lahore
j. Brihadeshwara Temple :
Tanjore
8. TTTTTowns, T owns, T owns, Traders And Craft Persons raders And Craft Persons
I. Answer the following questions briefly :-
A. What were the various functions of the towns in the Medieval Period?
Ans. In the Medieval Period and even today the towns serve several functions. Some towns are temple towns, some are administrative centres. Some are commercial towns or ports. Infact, many towns combined several functions. They were adminisrative centres, temple towns as well as centres of commercial activities and craft production.
B. Why did many people settle near the temples?
Ans. A large number of priests, workers, artisans, traders etc settled near the temple to cater to its need and those of the pilgrims. Thus grew temple towns.
C. Name any five important temple towns of Medieval Period?
Ans. Five important temple towns of Medieval Period are Bhillasvamin (Bhilsa or vidisha) in Madhya Pradesh and Somnath in Gujrat. Other important temple included Kanchipuram and Madurai in Tamil Nadu and Tirupati in Andra Pradesh.
D. Why is Ajmer a famous pilgrimage centre?
Ans. Ajmer provides an excellent example of religious coexistent. Khwaja Muinuddin Chisti the famous sufi saint attracted devotees from all creeds. Near Ajmer is a lake, Pushkar, which has attracted pilgrim from the ancient time.
E. What were the two main itemsof export from India?
Ans. The two main items of export from India are Spices and Textiles.
F. Which ports developed in the Medieval Period?
Ans. On the east coast of India Tamralipti (Tamluk now in Bengal) and Vishakhapatnam (Now in Andhra pradesh) were the Major sea ports and on the west coast, Cambay, Sopara, Broach, Surat Cochin, Goa, Quilam or Kawlam.
G. In which India crafts were the Indian crafts persons famous?
Ans. The craft person of Bidar were famous for their inlay work in copper and Silver that is called Bidri. The panchalas or Vishwa Karma community, consisting of goldsmith, bronzesmiths, blacksmiths, masons and carpenters were essential to the building of temples weavers are the saliyar or kaikolars.
H. Which new ports were developed by the European traders.
Ans. Red sea, Persian Gulf, East Africa, South East Asia and China.
2. Answer the following questions in detail :-
A. How can a town perform various functions? Illustrate your answer with example.
Ans. In the Medieval Period and even today the towns serve several functions. Some towns are temple towns, some are administrative centres. Some are commercial towns or ports. Infact, many towns combined several functions. They were adminisrative centres, temple towns as well as centres of commercial activities and craft production.
Temple town grew when temple authorities used their wealth to finace trade and banking then a large number of priests, workers, artisans, traders etc settled near the temple to cater to its need and those of the pilgrims such as Somnath in Gujrat, Kanchipuram and Madurai in Tamil Nadu and Tirupati in Andra Pradesh.
B. Which were the famous court towns of south India and under which dynasties?
Ans. In south India, Kachi, Badami and Ellora (under the pallavas) Badami Kalyani and Vengi (under the Chalukyas) Malakheda (under the Rashtrakutas) Devagiri (under the yadavas). Dwarasamundra (under the Hoysalas), Tanjore and GangaikondaCholapuram (under the Cholas), Mudurai (under the Pandayas) developed as court towns.
C. Give an accountof some famous crafts developed during the Medieval Period.
Ans. During the Medieval period the various articles.made by Indian. Craft persons were famous and were in great demand in many countries. The craft person of Bidar were famous for their inlay work in copper and Silver that is called Bidri. The panchalas or Vishwa Karma community, consisting of goldsmith, bronzesmiths, blacksmiths, masons and carpenters were essential to the building of temples weavers such as saliyar or kaikolars emerged as prosperous communities making donations to temples. Some aspects of cloth making like cotton cleaning, spinning and dyeing became specialised and independent craft. Indian textiles had a great demand in many countries.
D. How did the Europeans take away liberty from the Indian Crafts persons? Ans. The European companies used their naval power to gaincontrol of the sea trade and forced Indian traders to work as their agents. The spurt in
demand for goods like textiles led to a great expansion of the crafts of spinning, weaving, bleaching, dying etc. However this period also saw the decline of the independence of the craft persons. They now began to work on a system of advance which meant that they had to weave cloth which was already promised to European agents. Weavers no longer had liberty of selling their own cloth or weaving their own patterns.
E. Give an account of India's external trade during the Medieval period?
Ans. The traders had fromed their association called guilds to protect their interests. The most famous being the Manigramam and Nanadesi. These guilds traded extensively both with the peninsule and with South East Asia and China. These were also Communities like the Chettiars and the Marwari Oswal. Who went on to become the principal trading groups of the country. Gujrati traders including the communities of Hindu Baniyas and Muslim Bohras traded extensively with the ports of the Red Sea, Persian Gulf, East Africa, South-east Asia and China. They sold textiles and spices in these ports and in exchange brought gold and ivory from Africa and Spices, tin, Chinese blue pottery and Silver from South-east Asia and China.
III. Match the Following :-
a. Madurai :
Tamil Nadu
b. Ajmer :
Rajasthan
c. Agra :
Uttar Pradesh
d. Vishakhapatnam :
Andhra Pradesh
e. Tamralipti :
Bengal
9. TTTTTribes ribes ribes,,,,, Nomads And Settled Communities Nomads And Settled Communities Nomads And Settled Communities Nomads And Settled Communities Nomads And Settled Communities
1. Answer the following questions briefly :-
A During Medieval period which groups of people had higher status in the society?
Ans. The Kshatriyas nobles and chiefs, the Brahmanas and the rich merchants had higher status in the society, during the Medieval Period.
B Which societies are often called tribe?
Ans. The societies which didn't follow the social rules prescribed by the Brahmanas are called tribes.
C. What were the main occupations of the tribes?
Ans. The tribes obtained their live-li-hood by shifting agriculture and collecting forest produce.
D. Who was Rani Durgawati?
Ans. Rani Durgawati was the daughter of Salbahan, the Chandel Rajput Raja of Mahoba. Who ruled after the death of her husband Dalpat on behalf of
her five years old son.
E. How did various castes (Jatis) originate in different Varnas?
Ans. Smaller castes or Jatis emerged with in the Varnas. Specialised artisans, smiths, carpenters and masons were also recognized as separate Jatis. Jatis rather than varna became the basis for organising society.
F. How did some tribes adopt the social rules laid by the Brahmanas?
Ans. The constant reaction between the varna based society and tribal people caused both kinds of societies to adopt and change overa period of time, some tribes joined the Jatis and followed the social rules, set up by the Brahmanas.
2. Answer the following questions in detail:-
A. Give an account of the life of the tribal people.
Ans. Many tribes obtained their livelihood from agriculture. Others were hunter gatherers or herders. Most often they combined these activities to make full use of the natural resources of the area in which they lived. Some tribswere nomadic and moved from one place to another. The tribes retained their freedom and preserved their separate culture. The tribal people usually did not keep writen records. But they preserved rich customs and oral traditions. Thesewere passed down to each new generation.
B. What were the main features of Ahoms society?
Ans. The Ahoms created a new state by suppressing many other tribes. The Ahom state depended upon forced labour. Those forced to work for the state were called paiks. Each village had to send a number of paiks by rotation. All adult males served in the army during war. At other times, they were engaged in building dams, irrigation systems and other public works. They also introduced new methods of rice cultivation. Ahom society was divided into clans or Khels. A Khel often controlled several villages. Ahom worshipped their own tribal Gods. In the reign of Sib Singh Hinduism became the prominent religion. Ahom kings did not completely give up their traditional tribal beliefs. Ahom society was vey sophisticated. Poets and scholars were given land grants. Theatre was encouraged. The Ahoms used firearms as early as the 1530s. By the 1660s they could even make high quality gunpowder and cannons. They faced many invasions.
C. Describe the administrative system of the Gonds.
Ans. The Gondslived in a vast forested region called Gondwana. They practised shifting cultivation. The large Gond tribe was further subdivided into various smaller clans. Each clan had its own Raja or Rai. The administrative system of these kingdoms was becoming centralised. The kingdoms was divided into garhs. Each garh was controlled by a
particular Gond clan. This was further divided into units of 84 villages called Chaurasi. the chaurasi was sub divided into barhots which were made up of 12 villages each.
D. Write an account of the different Gond ruler and their kingdoms.
Ans. The Gond chiefs wanted to be recognised as Rajputs. Aman Das, the gond Raja of Gargh katanga assumed the title of Sangram Shah. His son Dalpat married princess Durgawati, the daughter of Salbahan, the Chandel Rajput Raja of Mahoba. Dalpat, died earlier, then Rani Durgawati started ruling on behalf of her five years old son, Bir Narain. Under her the kingdom became more extensive. In 1565 the Mughal forces under Asaf Khan attacked Gargh Katanga. Rani Durgawati was defeated and died. Her son. soon died after her. After that the Gond kingdoms survived for sometime only.
E. How did the Banjaras earn their livelihood?
Ans. Banjaras carried grain on their bullocks from different areas and sold it in towns. They transported food grain for the Mughal army during military campaigns. These banjaras carried their household, wives and children alongwith them. They bought grain where it was cheaply available and carried it to places where it was dearer. There were some castes of entertainers who performed in different towns and villages for their livelihood.
3. Fill in the blanks:-
a. The Gakkhar chief Kamal Khan Gakkhar was made a noble by Emperor Akbar.
b. Raja Man Singh, the general of Akbar defeated the Cheros.
c. Ahoms migrated from Myanmar to the Brahmaputra valley.
d. In 1662, the Mughals under Mir Jumla attacked the Ahom kingdom.
e. The Gonds practised Shifting cultivation.
f. The Gond Raja of Garha Katanga Amar Das assumed the title of Sangram Shah.
IV. Write True or False :-
Ans. a. T, b. F, c. F, d. T, e. T.
V. Match the following:-
a. Khokhar :
Punjab
b. Ahoms :
Brahmputra valley
c. Gonds :
Madhya Pradesh and Chhattisgarh
d. Cheros :
Bihar and Jharkhand
e. Kolis :
Maharashtra and Gujrat
f. Arghuns :
Sind and Multan
g. Santals:
Orissa and Bengal.
h. Gaddis :
Western Himalyas
111110. 0. The Bhakti And Sufi Movements
1. Answer the following questions briefly :-
A. What is the main idea of Bhakti?
Ans. Some people attracted to the idea of a Supreme God, who could deliver Humans from such bondage if approached with devotion (Bhakti). This idea advocated in the Bhagwad Gita.
B. What was the main difference between the Nayanars and Alvars?
There were 63 Nayanars, Who belonged to different castes such as
Ans. potters, 'untouchable' workers etc.
There were 12 Alvars, who came from equally divergent backgrounds. The best known being Periyalvar, his daughter Andal, Tondaradippodi Alvar and Nammalvar.
C. What were the Main philosphical doctrines of Shankara and Ramanuja ? Ans. Shankara was an advocate of Advaita or the doctrine of the oneness of the individual soul and the supreme God which is the ultimate reality. He considered the world around us as illusion or maya and preached renunciation of the world and adoption of the path of knowledge to understand the true nature of Brahman and attains salvation.
Ramanuja was deeply influenced by the Alvars. According to him the best means of attaining salvation was through deep devotion to Vishnu. He propounded the doctrine of Vishistadvaita.
D. Which Bhakti movement began in Karnataka and who initated it ? Ans. Virashaivism Bhakti movement began in Karnataka. This movement was initiated by Basavanna and his companions like Allama Prabhu and Akkamahadevi.
E. By which names are the Surdas's composition known?
Ans. The Surdas's composition are Sursagara, Sursaravali and Sahitya Lahari.
F. Who was Mirabai? Whose disciple did she become and to whom was she devoted?
Ans. Mirabai was Rajputs into the royal family of Mewar. Mirabai became a disciple of Ravidas, a saint from a caste considered 'untouchable'. She was devoted to krishna.
G. What were the main teachings of Guru Nanak?
Ans. His teaching are remembered as nam-japna, Kirt-Karna and vandChhakna. Which also under line the importance of right belief, and worship, honest living and helping others.
H. Why has Amritar become a famous centre of Sikh religion?
Ans. In the beginning of the 17 century, the town of Ramdaspur Amritsar had developed around the central Gurdwara called Harmandar Sahib (Golden Temple).
2. Answer the following questions in detail :-
A. How did the idea of Bhakti become popular? What were the main teaching of the Bhakti saints?
Ans. The idea of Bhakti advocated in the Bhagwad Gita grew in popularity in the early centuries of the common era. Shiva, Vishnu and Durga came to the worshipped through elaborate rituals. The idea of Bhakti became so popular that each Buddhists and Jains adopted these beliefs. Shankar one of the most famous philospher of India advocate the doctrine of the oneness of the individual soul and supreme God. He preached renunciation of the world and adoption of the path of knowledge to understand the true nature of Brahman and attain salvation.
B. Who were the Nayanars and Alvarsa? How did they spread their doctrines?
Ans. Nayanars were the saints devoted to Shiva and Alwars were the saints devoted to Vishnu. There were 63 Nayanars who belonged to different castes such as potters, 'untouchable' workers, peasants, hunter, soldiers, Brahmanas and chiefs. The most famous among them were Appar Sambandar, Sundarar and Manikkavasagar. There were 12 Alvars, who came from equally divergent backgrounds. The best known being Periyalvar, his daughter Andal, Tondaradippodi Alvar and Nammalvar. Shankara and Ramanuja were two great Bhakti Philosophers. Shankara advocate Advaita or the doctrineof the oneness of the individual soul and the Supreme God which is the ultimate reality. Ramanuja was influenced by the Alvars. He propounded the doctrine of Vishistadvaita. According to this doctrine, the soul even when united with the Supreme God Remained distinct.
C. Describe the contributions of Shankara and Ramanuja towords the philosophy of Bhakti.
Ans. Shankara and Ramanuja were the two great philosophers. Shankara was an advocate of Advaita while Ramanuja pronounded the doctrine of Vishishtadvaita. Virashaivism movement was initiated by Basavanna and his companions like Allame Prabhu and Akkamahadevi. They argued strongly for the equality of all human being and against Brahmanical ideas about caste and the treatment of women. They were also against all forms of ritual and idol worship.
D. Describe the beliefs and practices of the Nathpanthis, Siddhas and Yogis.
Ans. These groups advocated renunciation of the world. They criticised the ritual and other aspects of conventional religionand the social order. To them the path of salvation lay in meditation on the formless. They advocated intense training of the mind and body through practices like
Yogasanas, breathing exercise and meditation. They became popular among the low castes. Their criticism of conventional religion created the ground for devotional religion to become a popular force in Northern India.
E. What were the major ideas expressed by Kabir? How did he express these ?
Ans. Kabir's teaching were based on a complete rejection of the major religious traditions. His teaching openly ridiculed all forms of external worship of both Brahmanical Hinduism and Islam the pre-eminence of the priestly classes and the caste system. He believed in a formless supreme God and preached that the only path to salvation was through bhakti or devotion. He expressed this in the language of his poetry in the form of Hindi widely understood by ordinary people. He also sometimes used cyptic language which is difficult to follow.
F. Name the famous Sufi Saints. What were their major belief and practices ?
Ans. Some famous Sufi Saints Khwaja Muinuddin Chishti, Qutbuddin Bakhtiar Kaki, Baba Farid and Khwaja Nizamuddin Auliya. Sufi were Muslim mystics. They rejected outward religiosity and emphasised love and devotion to God and compassion, towards all fellow beings.The Sufi often rejected the elaborate rituals and codes of behaviour demanded by Muslim religions scholars.They sought union with God as a lover seak his beloved with a disregard for the world. They also composed poems expressing their feeling and a rich literature in prose.
G. What were the major teaching of Baba Nanak? How were his teachings compiled?
Ans. Guru Nanak emphasized the importance of the worship of one God. He insisted that caste, creed or gender was irrelevant for attaining liberation. He himself used the terms nam, dan and isnan for the essence of his teaching which actually meant right worship, welfare of others and purity of conduct. Now his teaching are remembered as nam-japna, Kirt-Karna and Vand-Chhakna, which also underline the importance of right belief and worship, honest living and helping others. Guru Nanak appointed one of his followers as his successor. His name was Lehna but was known as Guru Angad compiled the compositionsof Guru Nanak to which he added his own in a new script known as Gurmukhi. It is now known as Guru Granth Sahib, the holy book of the Sikhs.
H. What differences do you observe in the Brahmanical Hinduism and philosphy of Bhakti?
Ans. Do yourself with the help of our teacher.
3. Match the following :-
e. Nizamuddin
a. Nayanars :
Worship of Shiva
b. Alvars :
Worship of Vishnu
c. Surdas:
Devotee of Krishna
d. Tulsidas :
Devotee of Rama:
Sufi saint
4. Fill in the blanks :-
a. Shankara was born in Kerala.
b. Ramcharitmanas was written by Tulsidas in Awadhi language.
c. Shankaradeva began the practice of setting up namghars, the house of recitation and prayers.
d. There were 63
Nayanars and
12Alvars.
e. The movement initiated by Basavanna is known as Virashaivism.
f. Tukaram was a saint-poet of Maharastra.
g. The two famous Sufi saints of Delhi were Qutbuddin Bakhtiar and Kaki.
h. Guru Nanak was born at Talwandi now Known as Nakana Sahib.
5. Write True or False :-
a. F, b. T, c. F, d. T, e. T.
1111111111..... The Development Of Regional Cultures
1. Answer the following questions briefly :-
A. What do you mean by the word culture?
Ans. The word culture is used to describe the people in terms of the language, religions, food habits and social customs etc.
B. On which subject had Raja Bhoja written?
Ans. Raja Bhoja had written many books on various subjects such as medicine, astronomy, grammer, religion, architecture etc.
C. Whivh new languages flourished during, the Sultanate and Mughal period?
Ans. Persian and Arabic languages flourished during the Sultanate and Mughal Period.
D. Which are the four main regional languages of south India?
Ans. The four main regional languages of South India are Tamil, Malayalam, Kannada and Telugu.
E. Name some Sanskrit works translated into Persian?
Ans. Rajtarangini, Ramayana, Mahabharata, Panchatantra and Atharvaveda were Sanskrit works translated into Persian.
F. Which new musical forms developed during the Sultanate period and Mughal Period?
Ans. During Sultanate period Hindustani music developed as a result of the influence of persian and Arabic music or classical Indian Music. The
persian form of Chorus singing called Qawwali was made popular by the Sufi saints. During Mughal emperors, Tansen was a court musician during Akbar's reign music became a mixture of Indian and persian styles. Music developed in various forms like Thumri, Khayal and Ghazal.
G. Which new musical instrument were introduced during the Sultanate Period?
Ans. Sitar, Sarangi and Tabla were the new musical instruments introduced during the Sultanate period.
H. Which are the famous classical dances of India and in which regions are they popular?
Ams. Kathak is an important classical dance of India. Other dance forms that are recognised as classical are Bharatanatyam (Tamil Nadu) Kathakali (kerala) Odissi (Orissa) Kuchipudi (Andra Pradesh) and Manipuri (Manipur).
2. Answer the following questions in detail :-
A. Write an account of the growth of regional languages and literature in the North during the Medieval Period.
Ans. In the early Medieval Period regional languages and literature made much progress in the North India. Some of the kings especially the Rajput kings were great patrons of literature. Raja Munja was a great poet while Raja Bhoja had written many books on various subjects such as medicine, astronomy grammar, religion, architecture etc. Jaideva wrote Geet Govinda in which he describe the love of Krishna and Radha. Some other famous literary work of this period were Das Kumar Charita written by Dandin, Harsha. Charia and Kadambari written by Bana and Kalhana's Rajatarangini and chand Bardai's Prithviraj Raso. Sanskrit was scholars language and common people spoke regional languages known as Apabhranasa Hindi, Gujarati, Bengali when, Muslims came Persian became the language of the nobility.
B. Write an account of the growth of reginoal langauges and literature in the South during the Medieval Period?
Ans. During the early Medieval period there was much growth in regional languages and literature in South India. Sanskrit and Tamil became the chief media of expression. A lot of literature was created in Tamil, Telugu. and Kannadalanguages. Ramayana of Kambanwas written in Tamil, Telugu writers Nunniah and Tikkana translated Mahabharata in Telugu. Pampa Ponna and Ranna are called the three Jewels of Kannada literature because of their Valneab contriution of kannada literature. The four main regional languages of south India atpresent are Tamil (Tamil Nadu), Malayalam (Kerala), Kannada (Karnataka)and Telugu (Andra Pradesh).
C. Describe the growth of a regional language in Bengal? Ans. In 1586 when Akbar conquered Bengal. It formed the nuclens of the Bengal Suba. While persian was the language of administration Bengal developed as a regional language.
D. Give an account of the growth of the art of painting during Medieval Period ?
Ans. During the early Medieval Period in North India, the art of paintings greatly flourished under the Rajput and other rulers. The two schools of paintings were the Rajasthani school of paintings and the Pahari school of paintings is also called the Kangra school of paintings. These paintings were greatly influenced by the Bhakti cut devotional love of Radha and Krishna and Scenes of the Ramayana and Mahabharata formed the theme of the paintings. During the early Medieval period the Paintings of South India were also religious in nature. They were found on the walls of different temple. Large size painted figures of Mahakali Devi and Shiva Nataraja and minor figures are superb in the form and shape. The Shiva shown in his abode of Kailasa with his devotes, as Nataraja in the company of ganas, gandharvas and apsaras.
E. How did he Medieval Period witness the growth of various forms of music and dance in India ?
Ans. In the early Medieval period the rulers of the North and the South, particularly the Rajputs and the Cholas were great patrons of music and dance. In their courts, music and dance concerts were a common feature. Almost all the temples built during this period have panels where different scenes of dance and music can still be seen. They were worshippers of shiva. who is mostly shown in a dancing pose and is generally described as Nataraja. The Indian classical music based on the raga system reached a great heights during this period. The school is broadly divided into the Hindusani and the Carnatic school of music.
3. Write the names of the writers against the following literary works :-
a. Geet Govinda:
Jaideva
b. Harshacharita :
Bana
c. Rajatarangini :
Kalhana's
d. Prithviraj Raso :
Chand Bardai
e. Ain-I-Akbari :
Abdul Faizal
f. Tuzuk-I-Jahangiri :
Jahangir
4. Fill in the blanks :-
a. With the coming of the Muslims Persian became the langauge of the nobility.
b. Akbar setup a department for translation of Sanskrit works.
c. Shah Jahan's eldest son Dara Shikoh was well versed in Persian Sanskrit and Arabic.
d. Kamban translated Ramayana in Tamil.
e. Pampa, Ponna and Ranna are called the three Jewels of Kannada Literature.
f. Chaitanya led the Bhakti movement in Bengal.
g. Tansen was a famous musician in Akbar's court.
h. Under the patronage of Wajid Ali Shah the last Nawab of Awadh, Kathak grew into a major art form.
5. Write True or False :-
a. T, b. F, c. F, d. T, e. F.
Unit - II{Geography}
11111..... Our Environment
1. Answer the following questions briefly :-
A. What do you mean by the term "environment"?
Ans. The word ' Environment' means the surroundings of an organism.
B. What are the four different Spheres of our environment?
Ans. The four spheres of our environment are Lithosphere, Hydrosphere, Atmosphere, and Biosphere.
C. Name the four main gases of the atmosphere?
Ans. The four main gases of the atmosphere are Nitrogen, Oxygen, Carbondi-oxide and argon.
D. Where do we find 'biosphere?
Ans. It is a narrow zone where all the other three spheres come in contact with one another.
E. What do you mean by biodiversity?
Ans. The wide range of numerous species of plants and animals is called biodiversity.
F. Why are some plant and animal species getting extinct?
Ans. Due to environmental degradation caused by human activities, several plant and animal species are getting extinct.
2. Answer the following questions in detail :-
A. What is lithosphere? What is it the most important part of our environment?
Ans. Lithosphere is the sphere of land. The lithosphere is the solid part of the earth's surface which comprises of rock materials. The average thickness of the lithosphere is about 100 km. Lithosphere is important as welive on land, we grows in the soil which is the upper most part of the lithosphere.All types of natural plants grow on the land. We get various minerals from the rocks.
B. What is hydrosphere? What are its various uses?
Ans. It is the sphere of water. The oceans lakes, rivers and other water bodies are parts of the hydrosphere. 71% of the earth surface is covered with water so the earth is called watery or blue planet. Water is necessary for the survival of all living organisms various organisms grow and survive in
water bodies. They provide us food and other minerals.
C. What is atmosphere? How is it useful to us?
Ans. It is the envelope of air surroundings the earth. It is a mixture of several gases. Such as nitrogen, oxygen, Carbon-di-oxide, orgen etc. It also contains water vapour, dust and smokeparticles. Atmosphere is extremely dynamic in nature. So changes in the atmosphere can take place every hour. Weather changes from time to time and place to place. Atmosphere protects us from the harmful ultraviolet radiation. Life on earth is possible only due to the presence of atmosphere.
D. Why should we protect our environment? What are the main causes of environmental degradation?
Ans. We fulfil most of our needs directly or indirectly from the environment, it is necessary to protect our environment so that we can breath pure air. We can get safe drinking water, we can get food to eat as well as various other materials provided by natural resources. Indiscriminate cutting of trees has depleted our forests to a great extent. These forests are cleared either for settlements or for farming activities but its negative impact is that the air is getting polluted which is harmful for all living organisms.
3. Fill in the blanks :-
a. The physical or natural environment is called abiotic environment.
b. Both the physical and biological components of environment interact with each other.
c. The lithosphere is the solid part of the earth's surface.
d. We get various minerals from the rocks.
e. Hydrosphere has a moderating influence on the climate.
4. Write True or False :-
a. T, b. F, c. T, d. T, e. F. 2. Changing Face Of The Earth
1. Answer the following questions briefly :-
A. By which forces is the surface of the earth undergoing continuous change?
Ans. The surface of the earth is undergoing continuous changes either by external forces or internal forces.
B. Which are the main agents of denudation?
Ans. Rivers, Rain water, Glaciers wind and Waves are the agents of denudation.
C. Which factors contribute to the soil formation?
Ans. Soil formation depends on parent rock humus, topography and climate.
D. How are the Alluvial soil formed and in which regions are they formed?
Ans. Alluvial soil are made up of fine silt brought down by rivers fom the mountain and deposited in the flood plains and delta regions.
E. How are the black soil formed and in which regions are they found? Ans. Black soils are formed by volcanic eruptions and lava flow. They are also very fertile. These soil are found on the Deccan. Platean mainly in Maharashtra and Gujrat.
F. Why should we conserve soil?
Ans. Soil is the most important natural resource because all life on the earth depends on the soil, so it is necessary to conserve soil.
2. Answer the following questions in detail :-
A. What is weathering ?what happens to the weathered rock material?
Ans. Weathering condition of atmosphere at a particular period of time. It changes from time to time and place to place. Due to changes in temperaturee during the day and night, the rocks expand and contract due to this the rocks break or disintegrate.
Secondly, when the rain water collects in the cracks of rocks it freezes, and widens the cracks. It also causes disintegration of rocks.
B. What are the main agents of denudation? Describe the work of each agent in brief?
Ans. The main agent of denudation are Rivers, Rain water, Glaciers, Wind and Waves :-
i. Rivers :- A rivers on its naturalcourse flows from the highland towards the lowlands. Iterodes the rocks of the highlands where its speed is high due to steep slope. It makes valleys and gorges on its course.
ii. Rain water :- When rain falls, some of the water seeps undeground through fissures of porous rocks.
iii. Glaciers :- Glaciers are moving mass of ice. They melt away along their edges and give rise to rivers. the movement of the glacier erodes the 'V' shaped river valley into the 'U' shaped river valley.
iv. Winds :- Wind action is more significant in desert areas where the winds can remove the particles of dust and sand from the surface very easily.
v. Waves :- When the sea waves strike the coast, they erode the rocks along the sea coast.
C. Describe the work of a river in different stages.
Ans. The work of a river in different stages, generally a river flows through three stages: Mountain stage {Young stage}, Plain Stage {Adolescent Stage} and Delta Stage {Old Stage}.
i. Mountain Stage :- This is the first stage of a river.In this stage the river flows through the mountainous region, where the slope is steep. waterfalls are also formed in this stage. These water falls can be used to generate Hydro electric power. The speed of the river is very fast and its main action is erosion.
ii. Plain Stage :- In this stage of a river. it's speed become less as it flows through almost even surface. The work of erosion and deposition goes on side by side. Some specialfeatures made by the river action in this stage are the flood plains Ox.bowlakes and meanders. The river deposits fertile soil in the plain. It is called Alluvial soil.
iii. Delta Stage :- It is the third and the last stage of a river. In this stage the speed of the river becomes very slow. It divides it self into various branches called distribularies. A triangular shaped lowland called a Delta is formed in this stage. This delta region is very fertile.
D. Name the different types of soils found in India. Give a brief account of each type.
Ans. These are six types of soils found in India:- Alluvial soil, Black soil, Red soil, Laterite soil, Desert soil and Mountain soil.
i. Alluvial soil :- These soils are made up of fine silt brought down by rivers from the mountains and deposited in the flood plains and delta regions. These soils are very fertile and are found in the northern plains and the river deltas along the east coast. The new alluvial soils are called Khadar and the old alluvial soils are called Bangas Khadarsoil is more fertile.
ii. Black soils :- These soils are formed by volcanic eruptions and lava flow. They are also very fertile. they can retain moisture. Locally they are called regur. These soils are good for cotton cultivation. These soils are found on the Deccan platean mainly in Maharashtra and Gujrat.
iii. Red soil :- These soil are formed as a result of breaking up of the crystalline igneous rocks. They have a mixture of clay and sand. They are red in colour because they contain a great quantity of iron oxides. These soils are not generally fertile. They can field food crops with the help of fertilizers.
iv. Laterite soils :- Laterite soils are found in heavy rain fall areas. They are developed by leaching on the highland. These soil are acidic and unsuitable for cultivation because they are leached by rain water.
v. Desert or sandy soils :- These soils are found in western Rajasthan. These soils have low humus. Contents and are not suitable for farming.
vi. Mountain Soils :- They are found in the himalayan region. They are rich in iron but deficient in time. Tea is grown in those areas which receive sufficient rainfall.
E. Describe Various methods of soil conservation?
Ans. The following steps should be taken to check soil erosion and conserve soil :-
i. We shouldn't remove the existing forest cover indisciriminately and plant more and more trees wherever possible. Vanmahotsava is step taken for this purpose.
ii. Farms should be levelled and bunded so that the soil does not get washed away.
iii. Construction of terraces on hill slopes helps in checking soil erosion.
iv. Gully erosion can also be checked by constructing check dams on hill slopes.
v. Over grazing by domestic animals must be checked.
vi. Floods should be controlled by building dams on rivers.
vii. The fertility of the soil can be maintained by rotation of crops and using fertelizers.
3. Fill in the blanks :-
a. The main work of the river in the Mountain stage is erosion.
b. The main work of the river in the delta stage is deposition.
c. The decayed plant and animal material mixed with the soil is called humus.
d. The disintegration of rocks due to changes in temperature and rain is called weathering.
e. Black soil is also called regus. It is good to grow cotton.
4. Write True or False :-
a. T, b. F, c. T, d. F, e. T, f. T.
3. Earth's Interior And the Inter Earth's Interior And the Internal For nal For nal Forces ces
1. Answer the following questions briefly :-
A. What is the most important source to know about the interior of the earth?
Ans. We can know about the interior of the earth by the behaviour of seismic or earth quake waves.
B. What is an earth quake?
Ans. The sudden shaking of the earth crust due to internal force.
C. What are the three different layers of the earth interior?
Ans. The earth's interior has a layered structure comprising of the crust, Mantle and the core.
D. Why are the rocks inside the earth hotter than on the earth's surface? Ans. Because the temperature increases with depth at the rate of 1 o C for every 32 metres.
E. How are volcanic mountains formed ? Give two example of such mountain ?
Ans. A valcano is an opening in the earth's crust through which lava and other molten rock materials come out. Some times lava deposits may creat a mountain called a volcanic mountain. eg Mt Killi manjaro in Africa and Mt. Fuji yama in Japan.
F. Name the major teactonic plates?
Ans. There are seven major tectonic plates namely the Pacific, the North
American. The south American, the Eurasian, the Africian, the Indo Australian and the Antarctic plates.
G. Which rocks are called primary rocks and why?
Ans. Igneous Rocks are also called primary rocks because all other types of rocks are formed from igneous rocks.
H. What do you mean by rock cycle?
Ans. The transformation of igneous. rocks into sedimentary rocks and igneous and sedimentory rocks into metamorphic rocks and again the transformation of metamorphic rocks into igneous and sedimentary rocks is called rock cycle.
I. What are minerals? How are they useful to us?
Ans. Minerals are those natural substances which are obtain from rocks. They provide various raw materials for industries and are also used as sources of energy.
J. What are minerals? How are they useful to us?
Ans. Minerals are those natural subtances which are obtain from rocks. they provide various raw materials for industries and are used as sources of energy.
K. Why are the coal and mineral oil (petroleum) called fossil fuels?
Ans. Coal and mineral oil are called fossil fuels because they are formed by the burial of plants and animals millions of years ago.
2. Answer the following question in detail :-
A. Give an account of the different layers of the earth interior?
Ans. The different layers of the earth's interior are crust, mantle and core.
i. Crust :- The crust is a thin solid layer which covers the interior of the earth. It is the top most layer of the earth. Its average thickness various from 5 to 40 km. It is thicker under the continents and thinner under the oceans. It is made up of a variety of rocks which contain minerals. It subtains life. The outer layer of the crust is composed of rocks rich in silica and aluminium. so it is called sial. The inner layer of crust is composed of silica and magnesium so it is called sima. The density of outer layer is lower than the inner layer.
ii. Mantle :- It is between the crust and the inner core there is a mantle. It extends upto 2,900 km in depth. It consists of two parts. The upper part and the lower part. The upper part extends upto 100km. It is also known as the upper mantle and the lower part lies beyonds 100km. It is known as lower mantle.
iii. Core :- It is the inner most part of the earth. Its thickness is about 3500km. It is the denest layer and is made of metal and so it is called metallic core also. The core is divided into two parts the outer core and the inner core. The outer core is mainly composed of iron and it is in liquid state. The inner core is composed of nicked and iron.
B. What do you mean by 'tectonic' plates? How are these plates formed? What is the effect of the movement of these crustal plates?
Ans. The earth's crust is floating on semi- molten rocks of astheno sphere. Radio active decay in the interior of the earth produce heat which escapes towards surface producing convection currents. Rising currents tear the crust apart dividing it into large fragments called tectonic or lethospheric plates while these plates are moving away from each other in some places. They are being pushed together else- where. When two plate come together, they may either collide and crumble or one may slide under the other. At times, they may also move horizontally past over one another. Divergence and convergence cause the crust to fracture and fold. The movements of these crustal plates have changed the position and size of the continents over million of years.
C. Give a brief account of different types of rocks with examples.
Ans. On the basis of formation rocks can be classified into three types :-
i. Igneous rock. ii. Sedimentary rock iii. Metamorphic rocks.
i. Igneous rock :- The hot liquid materials inside the earth called magma sometimes rises to the earth's saurface through the cracks caused by earth quakes this magma solidifies either inside the earth's crust or on the Earthcrust Igneous rocks are formed by cooling and solidification of magma and are divided into two parts extrusive and intrusive igneous rock. When magma is forced out to the surface of the earth its cools and solidifies. This is called extrusive Igneous rock such as lava and basalt. But when this molten metter cools down slowly under the crust anfd form rocks which are called intrusive igneous rocks also called plutonic rocks eg. granite and gobbro.
ii. Sedimentary Rocks :- These rocks are formed from materials which have accumulated as a result of various process such as by the buildup of particles derived from other rocks or from deposits created by chemical action.
iii. Metamorphic Rocks :- Some times the igneous and sedimentary rocks are changed due to great heat and pressure this process is called metamorphism. Such rocks which became quite different from the original rocks are called metamorpic rocks.
D. How is the rock cycle formed? Draw a well labelled diagram of the rock cycle.
Ans. The transformation of igneous rocks into sedimentary rocks and igneous and sedimentary rocks into metamorphic rocks and again the transformation of metamorphic rocks into igneous and sedimentary
rocks is called rock cycle.
3. Tick the correct option in the following :-
a. iii, b. ii, c. iii, d. ii.
4. Match the following :-
a. basalt :
Extrusive Igneous rock
b. gneiss :
Metamorphic rock
c. sandstone :
Sedimentary rock
d. granite :
Intrusive Igneous rock
5. Fill in the blanks :-
a. The earth quake waves are also called seismic waves.
b. The outer layer of the crust is composed of rocks of silica and the inner layer of the crust is composed silica.
c. Marble is the changed form of limestone.
d. Igneous rocks are also called primary rocks.
e. Metallic minerals are found in the igneous and metamorphic rocks.
4. 4. 4. 4. 4.
Air Pressure And Winds
I. Answer the following questions briefly:-
A. What is the main properties of air?
Ans. The presence of air makes the earth a unique planet. Without air, the life on earth would not have been possible. We can't see the air, but we can feel it. The air has weight so it exerts pressure. The winds blow from high presure to low pressure.
B. Which are the four main gases of the atmosphere and in which proportion are they found ?
Ans. The four main gases of the atmosphere are nitrogen (78%) Oxygen (21%) Argon (0.9%) and Carbon-di-oxcide (0.33%).
C. Which are the different vertical layers of the atmosphere?
Ans. Different vertical layers of the atmosphere are:-
i. Tropsphere ii. Stratosphere iii. Mesosphere
iv. Ionosphere v. Exosphere
D. Which layer of the atmosphere is rich in ozone ? What is the use of ozone ?
Ans. Stratosphere contains ozone layers. It absorbs solar ultraviolet rays and protects life on the earth.
E. What are planetary winds? Name the different planetary winds.
Ans. The winds which blow permanently in the same direction are called planetary winds. The planetary winds are:- i. Trade winds ii Westerlies iii. Polar winds.
F. Why are the monsoon winds called seasonal winds?
Ans. The monsoon winds are called seasonal winds which reverse their direction with the change of season.
G. What are land and seabreezes?
Ans. The winds blowing from land to sea near the sea coast during night are called land breeze. The winds blowing from sea to land during the day are called sea breeze.
H. What is the use of weather forecast?
Ans. The weather forecast is very useful for fishermen, air traffic and sea journey so that the loss of property and life can be minimized caused by Calamities of weather.
2. Answer the following questions in detail :-
A. Discuss the main factors which cause variation in the atmosphere pressure.
Ans. The main factors which cause variation in the atmospheric pressure Altitude and Temperature.
i. Altitude:- The pressure of air decreasees as we go higher and higher in the mountains. It means that the pressure is high in the lower layer of the atmosphere and it is low in the higher layers of the atmosphere.
ii. Temperature:- Higher the temperature, lower is the atmospheric pressure because the hot air is lighter than the cold air. When the air is heated, it expands and therefore its denesity decreases while the cold air contracts and its density increase, so it becomes heavier than the hot air.
B. Describe the composition of air and illustrate your answer with a diagram.
Ans. The air mixture of several gases. The four main gases are nitrogen (78%), oxygen (21%), argon (0.9%) and carbon di-oxide (0.33%). The other gases found in very small quantityare neon helium, methane hydrogen etc. Air also
contains some amount of dust particles and water vapour. Oxgen is essential for thesurvial of thehuman being and animals while plants make their food with the help of carbon di oxcide.
C. Give an account of various vertical layers of the atmosphere Illustrate yours answer with a diagram.
Ans. The atmosphere has the following vertical layers:-
i. Tropsphere. ii. Stratosphere iii. Mesophere
iv. Ionosphere v. Exosphere.
i. Tropsphere :- It is the lowest layer of the atmosphere which extends upto a height of 18km at the equator and 8km near the poles. this layer is characterized by a constant vertical decrease in temperature at an average rate of 0.6 o c for every 100 mt. ascent.
ii. Stratosphere :- It lies above the troposphere. It extends upto a height of about 50km. It contains ozone layer which absorbs solar ultraviolet rays and protects life on earth.
iii. Mesosphere :- Above the stratosphere is mesophere. It is upto 80km. In this layer, temperature falls with elevation. It is a very cold region above the ozone rich layer of stratosphere.
iv. Ionosphere :- It comes immediately above mesophere. It expands upto a height of about 500km. It contains ionised or electrically charged air and reflects radio waves facililating wireless communication between distant places. The middle layer of Ionosphere is called The mosphere and has a temperature of 100 o c.
v. Exosphere :- It is the upper most region of atmosphere extending upto a height of 1600km. In this layer the density of air is very low.
D. Give an account of the planetary winds with the help of a diagram.
Ans. The winds which blow permanently in the same direction arecalled planetary winds. They are the trade winds, westerlies and the polar winds.
i. Trade winds :- These winds blow from the subtropical high pressure belt from N.E inthe northern hemisphere and from S.E in the southern hemisphere.
ii. Westerlies :- These winds blow from the subtropical high pressure
belts to the sub-polar low pressure belts. They blow from S.W. in the northern hemisphere and from N.W. in the Southern hemisphere.
iii. Polar Winds :- These winds blow from polar high pressure bells to the sub polar low pressure belts. They blow from N.E. in the northern hemisphere and from S.E in the Southern hemisphere. These winds are very cold winds
3. Distinguish between :-
A. Land and Sea Breeze
Ans. Land breeze :- The winds blowing from land to sea near the sea coast during night.
Sea Breeze :- The winds blowing from sea to land during the day are called sea breeze.
B. Cyclones and Anti Cyclones
Ans. Cyclones :- The winds blow from outside towards a low pressure centre in a circular direction. The cyclones are often associated with heavy rain They may cause loss of life and property.
Anti Cyclones :- There is high pressure in side and low pressure outside, so the winds blow from inside towards outside. They are associated with clear weather.
4. Fill in the blanks :-
a. Atmospheric pressure is measured by barometer in millibar (mb)
b. The dircetion of wind is known by wind vane.
c. Loo is an example of Local winds.
d. Cyclones and anticyclones are Variable winds.
e. Exosphere is the topmost layer of the atmosphere.
5. Write True or False :-
a. T, b. F, c. F, d. T, e. F.
5. Moisture In The Air
1. Answer the following questions briefly :-
A. Which three processes are involved in the water cycle?
Ans. Three processes are evaporation, condensation, precipitation.
B. Which are the various forms of water?
Ans. The various forms of water gas or water vapour, liquid soild (ice or show.)
C. What is evaporation?
Ans. The water form the water bodies evaporates by heat and changes into water vapour. This process is called evaporation.
.
D. How does the water vapour change into clouds?
Ans. When the water droplets cling to the dust particles, the clouds are formed.
E. What is precipitation? which are the various forms of precipitation?
Ans. Precipitations is the process by which condensed water vapour falls on the earth in the form of rain, snow and hail etc.
F. Why does the heavy rainfall occur on the windward side of the mountain ?
Ans.
When the moisture laden winds strike against the mountain ranges, they riseup, expand cool down and bring heavy rainfall on the wind wardside
of the mountain.
G. What do you mean by the rain shadow area?
Ans. When winds across over to the other side (lee ward side). They lose most of their moisture while descending, they became warm and dry and hence there is less rain on the leeward side. This side is called the Rain Shadow Area.
H. How is under ground water formed? How can it be tapped?
Ans. The water stored below the surface of the earth is called underground water. Some of the rain water enters the earth's surface through porous rocks. The level of underground water rises up in the rainy season, while it fall down in the dry season. It can be tapped by digging wells tubewells and handpumps.
2. Answer the following questions in detail :-
A. Describe the various process involved in the water cycle?
Ans. The water form the water bodies evaporates by heat and changes into water vapour. This process is called evaporation. When the water vapour goes up into the air, it again changes into droplets of water or snow due to decrease in temperature. This process is called condensation. When the water droplets cling to the dust parlicles, the clouds are formed and precipitation occurs. The water again comes back to the water bodies by precipitation. In this way a water cycle is formed.
B. Distinguish between absolute humidity and relative humidity.
Ans. Absolute humidity simply means the actual amount of water vapour present in the air at a particular time. Relative humidity refers to the percentage of water vapour in the air with respect to the total amount of water vapour that the air can hold at any given time and at given temperature. At given temperature the relative humidity is 75, it means that at that temperatur air can hold 75% of water vapour. If the temperature increase relative humidity decreases and vice versa, because hot air can hold water vapour than cold air.
C. Give an account of different types of rainfall?
Ans. There are three types of rainfall as it occurs in three different ways.
i. Relief rainfall (Orographic rainfall) :- This is the most wide spread form of rainfall. When the moisture laden winds strike against the mountain ranges, they rise up, expand, cool down and bring heavy rain fall on the windward side. This type of rain fall is called relief rain. When winds cross over to the other side they lose most of their mois ture. While descending, they become warm and dry and hence there is less rain on the leeward side. This is also called the Rain Shadow Area.
ii. Convectional Rainfall :- This type of rain is common in the equatorial region. In the equatorial region due to high temperature all the year round, the warm moist air rise up. It produces convectional air currents. In the upper part of the atmosphere it cools down and condensation takes place and it rains heavily accompained by lightning and thunder. Since the rain is caused by the rising convectional currents, it is called convectional rainfall.
iii. Cyclonic Rainfall :- Cyclones are associated with heavy rainfall. In a cyclones the winds blow from all sides towards the low pressure in the center, consequently there is a circular motion which cause the air at the center to rise up. This rising air cools down, condenses and brings rain.
3. Fill in the blanks :-
a. Relative humidity is expressed in percentage. It is measured by Hygrometer.
b. Rainfall is expressed in cm or mm. It is measured by rain gange.
c. Convectional rainfall is common in the equatorial region.
d. Cyclonic rainfall is common in the temperate regions.
6.
e. The wind ward side of the mountains receive more rain than the lee ward side.
6. 6. 6. 6.
W Water In The Oceans ater In The Oceans
1. Answer the following questions briefly :-
A. Why is the ocean water saline?
Ans. The Salinity of the ocean water is due to the dissolved salts brought down by the river falling into the sea.
B. On which factors does the salinity of ocean water depend?
Ans. Salinity of the ocean water depands upon the amount of evaporation and the volume of fresh water added to the ocean waters.
C. Which are the different types of movements in the ocean water?
Ans. Waves, Currents and tides are the three chief movements of the ocean waters.
D. How are the waves caused in the oceans?
Ans. Waves are produced by the pushing action of winds. The pressure of winds pushes the water up and down.
E. What are the ocean currents? How do they differe from the waves?
Ans. Big streams of water flowing regularly in definite direction are called ocean currents. Waves are produced by the pushing action of winds.
F. Why are some ocean currents called warm currents and some cold
currents?
Ans. The ocean currents flowing from warmer region are called warm currents and the ocean current flowing from colder regions are cold current.
G. In which directions are the ocean currents deflected in the northern and southern hemispheres and why?
Ans. They are deflected to the right in the northern hemisphere and to the left in the southern hemisphere, due to the rotation of the earth.
H. What are the tides? How are they caused?
Ans. The rising and falling of ocean water at regular intervals is called tide. They are caused due to the gravitational pull of the Moon and the Sun.
2. Answer the following questions in detail :-
A. What are the ocean currents? How are they caused?
Ans. Big streams of water flowing regularly in definite directions on the surface or sub surface of ocean are called ocean currents.
The ocean currents are caused due to the following factors :-
i. The Prevailing winds :- The ocean currents flow in the direction of the prevailing winds.
ii. Difference in temperature :- Ocean currents are also caused by difference in temperatures of different regions.
iii. Rotation of the earth :- The rotation of the earth brings about a change in the direction of the ocean currents.
B. Describe the various effects of ocean currents with example?
Ans. i. Ocean currents affect the climate of the coastal regions. Warm current raise the temperature while the cold currents reduce the temperature.
ii. The coastal areas influenced by the warm currents receive more rain because the winds passing over them absorb more moisture, while the coastal areas influenced by the cold currents are comparatively drier.
iii. The regions where cold and warm ocean currents meet are rich in plankton, so in such areas we find rich fishing grounds.
iv. Due to the currents, the harbours along the north-west coast of Europe are never forzen and remain open even during the winter.
C. In what ways are the tides useful to us?
Ans. Tides are of great importance in several ways :-
i. At the time of high tide, the depth of the sea water near the coast increases and enables big ships to enter the ports.
ii. Tides also keep the harbours clear of refuse and mud brought down by river and thus they don't allow the harbours to be silted.
iii. Tidal waves are also harnessed to generate electricity.
iv. Tides prevent the sea water from freezing by keeping it in motion.
v. Fishermen also make use of the tides for sailing into the sea and returning to the coast.
3. Distinguish between :-
A. Spring tide and Neap tide.
Ans. Spring tide :- spring tide are caused as a result of the moon and the sun pulling the earth gravilionally in same direction.
Neap tides :- Neap tides are used when the Moon and the Sun in consequence pull the Earth gravilionally in opposite directions.
B. Cold ocean currents and Warm ocean currents.
Ans. Warm ocean currents :- The warm currents flow from equatorial regions to the polar regions or from lower latitudes to the higher latitudes.
Cold ocean currents :-
Cold currents flow from polar regions towards the equatorial regions i.e. from higher latitudes to the lower latitudes.
4. Fill in the blanks:-
a. About 97 percent of the total water of the earth is found in the oceans.
b. The food of the fish is called plankton.
c. Gulf stream is a warm ocean current.
d. Oyashio current is a cold ocean current.
e. Brazilian current is responsible for the formation of Atacama Desert.
77777..... Life On The Earth Life On The Earth Life On The Earth Life On The Earth Life On The Earth
1. Answer the following questions briefly :-
A. Why is the ecological balance disturbed on the earth?
Ans. Ecological balance is disturbed due to excessive use of natural resources to meet the growing need of humans.
B. What are the main components of the natural vegetation?
Ans. The main components of the natural vegetations are all types of big and small trees grass, bushes and shurbs.
C. Where are the evergreen forests mainly found in the world ? Where d o
we find them in India ?
Ans. Evergreen forest are found in the rainy areas of the tropical region especially in the region. In India, these forests are found in the rainy parts of the western ghats and the Island groups of Lakshdweep and Andaman and Nicobar Island.
D. What are the main characteristic of the deciduous trees?
Ans. The trees are of medium height and they shed their leaves in the dry summer saesons.
E. Why do the deserts plants have long roots and small leaves?
Ans. Deserts plants have long roots to find water and small leaves to minimize transpiration.
F. Why should we conserve bio-diversity?
Ans. Due to excessive exploitation of the plant and animal resources our eco system has been damaged badly so we should conserve bio-diversity.
2. Answer the following questions in detail :-
A. Distinguish between evergreen forest and deciduous forests.
Ans. Evergreen forest :- i. These forest are found in the rainy areas of the tropical regions especially in the equatorial region.
ii. Trees reach great heights upto 60 mt or above.
iii. No definite time for trees to shed their leaves.
Deciduous forest :- i. These forest are widely spread in many parts of the world. It can be found in the tropical as well as temperate region.
ii. The trees are of medium height.
iii. Shed their leaves in the dry summer season.
B. Give an account of the tropical and temperate grasslands with their different names and the areas.
Ans. Grasslands are found in the tropical as well as temperate areas. The tropical grasslands of Africa are called Savannas, while the tropical grasslands of South America are called Llanos and Campos. Temperate grasslands are given different names in different continents. In North America, they are called Prairies, in south America- Pampas, in south Africa-Veld, in Eurasia-Steppes and in Australia they are called Downs.
C. Describe the wild life of India?
Ans. India is rich in wild life due to variety of naturalvegetation. Various kinds of wild animals and birds are found in the Indian forests. It has more than 89,000 animal species. The country has more than 1200 species of birds and 2500 species of fish. The elephants arefound in the hot wet forests of Assam, Karnataka and Kerala. One horned rhinoceroses live in marshy and swampy lands of Assam and west Bengal. The natural habitat of the Indian lion is the Gir forest of Gujrat. Tigers arte found in the forest of Madhya Pradesh, the Sunderbans of West Bengal and the Himalayan region. Arid areas of the Rann of Kachch and the Thar Desert are the habitat of wild asses and camels respectively. Yaks, bears, wild sheep and snow leopards etc. are found in the cold Himalayan region.
D. Which steps are taken to conserve the biodiversity in India?
Ans. To protect our wild life and conserving bio-diversity, bio-sphere reserves are being set up. they are multi purpose protected areas, where every plant and animal species will be protected in its natural habitat. some of the important bio reserves set up in the country are Nilgiri (South India)
Nanda Devi (Uttarakhand), Nokrek (Meghalaya) Manas (Assam) Sunderbans (West Bengal), Gulf of Mannar (Tamil Nadu) Similipal (Orissa), Dehang Debang (Arunanchal Pradesh) and Khangchenzonga (Sikkim) etc. Corbett National Park in Uttarakhand and Kaziranga wild life Sanctuary in Assam are also famous.
4. Match the following :-
a. Thorny scrubs :
desert vegetation
b. Mosses and Lichens :
Tundra vegetation
c. Mahogany and ebony :
Evergreen forest
d. Teak and sal :
Deciduous forests.
e. Prairies and steppes :
Temperate grasslands
5. Fill in the blanks :-
a. The temperate grasslands of South America are called Pampas.
b. The temperate grasslands of Australia are called Downs.
c. Llanos and campos are the tropical grasslands of South America
d. Yak is foundmainly in the Himalayan region.
e. Reindeer is a common animal of Tundra region.
f. The animals of the Tundra region have thick fur on their body.
6. Name one main animal associaterd with the following :-
a. Gir forest:
Lions
b. Sunderbans:
Tigers
c. Kaziranga :
One horned rhinoceroses
d. Hot wet forests of Karnataka:
Elephants
7. With which states are the following associated :-
a. Corbett National Park:
Uttarakhand
b. Nokrek bio-reserve :
Meghalaya
c. Manas bio-reserve :
Assam
d. Similipal bio-reserve :
Orissa
e. Dehang-Debang bio reserve :
Arunachal Pradesh
f. Khangchenzonga bio reserve :
Sikkim
1. Answer the following questions briefly :-
8. Human Environment: Settlement TTTTTransport And Communication ransport And Communication ransport And Communication ransport And Communication ransport And Communication
A. How did the beginning of agriculture lead to the settled life?
Ans. Beginning of agriculture lead to the settled life because human had to stay near their crops to look after it.
B. What type of material did the early people use to build huts and kachcha houses ?
Ans. To build huts and kachacha house people use mud, bamboo, wood and straw.
.
C. What materials are used to build a pucca house?
Ans. To build a pucca house baked, bricks, stones, wood, cement and iron etc. are used.
D. Why do people make multi storey buildings in big cities?
Ans. The main reason of constructing a multi story building is lack of space in big cities.
E. What are the advantages of underground rail track ?
Ans. The advantage of underground rail track is that it reduces road congestion and it is free from pollution, since they run of electricity.
F. Why is the air transport costliest means of transport?
Ans. It is mainly because the white oil is used in an aeroplane in a large quantity. It is very expensive.
G. Why is the water transport cheapest means of transport?
Ans. Water is the cheapest means of transport because you don't have to build tracks in water like roads and railways.
H. Name any four personal means of communication and any four means of mass communication?
Ans. Four personal means of communication are letters, Telephones, Telegram and Internet. Four mass communication means are Radio, Television, Newspaper and cinema.
2. Answer the following questions in detail :-
A. Give an account of the various types of houses?
Ans. Houses are of two types Kachcha houses and pucca houses. Kachcha houses are made of mud, bamboo, wood and straw. These houses are not strong enough to stand the vagaries of nature. During heavy rains and strong winds their roof and walls can sometimes collapse. Pucca houses are made of baked, bricks, stones, wood, cement and iron. Such houses have many rooms like, bedrooms, drawing room, bathroom, kitchen and store room etc. Some big houses are called bunglows. They have big lawns in front of them.
B. Describe the relative advantage and disadvantages of road and rail transport?
Ans. Road transport is the most common means of transport. It gives us door to door service construction of roads is cheap and easy roads can be built in hilly area. But road transport is not so convenient as rail transport travel long distances. A train can carry thounand of passengers at a time. It is faster and cheaper than road transport. It is more convenient to travel long distance but they cannot provide you door to door service as they stop at the railway station. Delhi and Kolkalta have underground tracks called metros. This reduce road congestion and it is free from pollution.
C. Describe the importance of ocean transport and air transport.
Ans. Water transport is the earliest means of transport. Now-a-days better
3.
boats, steamers and ships carry lot of passengers and goods. Very big ship carry a lot of trade goods from one country to another. most of the international trade is carried by ship thropugh the oceans.
Air ways is the latest development in the means of transport you can travel by an aeroplane thousands of kilometres in a few hours and you can go around the whole world in 24 hours. The aeroplane also carry goods.
D. Distinguish between peronal means of communication and mass communication with example.
Ans. The means of communication are divided into two categories.
i. Personal or Individual means of communication.
ii. Mass means of communication Letters Telephones and Telegram etc. are the personal means of communication.
These days fax machine and Internet are also used for sending personal messages. Radio, Television and newspaper are the important means of mass communication because it depicts the culture of country.
Fill in the blanks :-
a. Pipelines are used to transport oil and natural gas.
b. The planes carrying goods are called cargo planes.
c. Underground rail tracks in India are laid in Delhi and Kolkatta.
d. Water transport is the cheapest means of transport.
e. The discovery of fossil fuel brought a revolution in the means of transport.
9. 9. 9. 9. 9. nvironmental Conditions
Life Of The People In Dif Life Of The People In Dif Life Of The People In Dif Life Of The People In Dif Life Of The People In Differ fer fer fer ferent ent ent ent ent E Environmental Conditions E nvironmental Conditions Environmental Conditions Environmental Conditions
1. Answer the following question briefly:-
A. What are the main components of natural environment?
Ans. The main components of natural environments are land forms, climate and natural vegetation.
B. What are sand dunes? How are they formed?
Ans. The strong winds carry sand form one place to another. When the speed of the winds become slow the sand is deposited and sand dunes are forms. The sand dunes are the hills of sand.
C. Why is the camel called the ship of the desert?
Ans. Camel can adopt easily to the desert environment it can remain without water for several days, as it stores water in its humps. Its soft padded feet don't sink in the sank.It long eye lasaes protect its eyes from strong sandy winds there fore it is called the ship of the desert.
D. What is an oasis? Why do most of the people of hot deserts live around an oasis?
Ans. In certain areas where ground water comes near the surface,Such place
in the desert is called an oasis. Most of the people live around oasis and they also grow wheat, millets maize, beans, onions and sweet potatoes.
E. What are the main characteristics of the equatorial forest?
Ans. Amazon basin of south America is a typical equatorial region where the climate is hot and wet all the year round. It is covered with dense forests.
F. What are the main ocupations of the people living in the equatorial forests of the Amazon Basin ?
Ans. The tribal people living here are hunters and gatherers. They also practise shifting cultivation.
G. Why is wheat grown in Canada during spring?
Ans. In Canada wheat is grown during spring because winter season is too cold to grow crops.
H. What are the main occupations of the people of the prairies?
Ans. The main occupations of the people in this area are extensive commercial farming and cattle rearing.
2. Answer the following questions in detail :-
A By giving suitable examples show the relationship between natural environment and the life of the people?
Ans. The natural environment differ from region to region. It is mainly due to the variation in land forms, climate and natural vegetation. Due to variation in the natural environment, the ways of living of the people also differ in different regions. In desert area the temperature remain very high for most part of the year- In certain areas very ground water comes near the surface, date palms, cacti and shrubs grow these places are called Oasis. Most of the people live around Oasis and they also grow wheat, millets, maize, beans, onions and sweat potatoes. People build thick walled house with small windows to prevent heat. Some people lead a nomadic life and move from place to place with their herds of camels sheep and goats in search of fodder and water camel is the most important animal of this region.
B. Distinguish between the climate and natural vegetation of the hot deserts and the equatorial forests?
Ans. Hot desert
Equatarial forests
i. Hot and dry climate.
i. Hot and wet climate.
ii. Area is covered with sand or ii. rocks.
Area is covered with dense forest heaving tall trees.
iii. Some wild animal like antelopes gazelles, jackals, sandrats and foxes are found in this region.
iii. Some big animals like elephant and rhinoceoses which can make their way through the Jungles are found here.
C. Give an account of the life of the people living in the prairies.
Ans. The people of this region lead a very comfortable life. The main occupations of the people in this region are extensive commercial farming and cattle
rearing. The farmers use various types of machines such as tractors and combines etc for various agricultural operations. Cattle are also reared on bigs forms called ranches under the supervision of cowboys. Cattle rearing is done scientifically to get more milk and meat. The means of transport are well developed.
D. What changes were brought in the natural environment and the life of thepeople by the coming of Europeans in South America and North America?
Ans. The whole environment of this region was changed by coming of the Europeans. The Europeans changed the whole environment by clearing the forests and grasslands and using the land for extensive farming. With in a short span of time, only about 500 years since the discovery of this new land, the united states of America has become one of the richest countries of the world.
E. Human beings are capable of changing the natural environment justify this statement with an examle.
Ans. Human being are capable of changing the natural environment for example. Ladakh is the cold desert but Ladakh has undergone tremendous changes during the last three decades. Despite its remoteness, tourism has greatly developed. some minerals like Sulphur and borax are found in Ladakh. Simiarly the whole environment of the prairies region were changed by coming of the Europeans. Europeans clear the forests and grasslands and use the land for extensive farming and America has became one of the richest countries of the world.
F. Give an account of the life of the people living in the Ganga Brahmputra basin?
Ans. Ganga Brahmputra basin is a very denesly populated region extending form Punjab to Assam.Many big cities are formed in this plane. There is a dense network of roads and railway lines. Besides agriculture various types of small and big agro based industries such as textiles, Sugar, jute and food processing industries and are set up in this region.
3. Match the following :-
a. Alacama :
South America
b. Kalahari:
Africa
c. Arabia:
Asia
d. California :
North America.
4. Distinguish between the following :-
A. The climate of the hot deserts a cold deserts.
Ans. The climate of the hot desert is hot and dry. These deserts may be sandy or rocky. Cold desert for most of the year it is covered by snow and therefore it is known as khapachan which means snow land.
B. The climate of the prairies of canada and U.S.A.
Ans. The climate of the prairies of Canada is colder than the climate of the prairies of U.S.A. On the whole the climate of the prairies is neither too hot nor too cold, but the climate of Canadian prairies is very cold in winter.
C. The density of population of the Amazon basin and the Ganga Brahmputra basin.
Ans. Amazan basin :- Only a limited number of tribal people live in small clearings in the forests in small and scattered settlements.
Ganga Brahmputra :- This plain is a very denely populated region extending from Punjab to Assam.
5. Fill in the blanks :-
a. A fertile place in the desert is called an Oasis.
b. Rice and wheat are thr main food crops of the Ganga-Brahmputra Basin.
c. River ganga enters into plain at Haridwar.
d. Winnipeg is an important city of the Canadian prairies.
e. The capital of Ladakh isLeh.
f. Brahmaputra river rises from Mansarovar lake in Tibet.
g. In Canada wheat is grown in spring season.
h. is the only inhabited continent where there is no hot desert.
6. Write True or False :-
a. F, b. F, c. T, d. T, e. F.
Unit -III {Social & Political life Unit -III {Social & Political life}}}}}
11111.....
India And The W India And The World In The orld In The Twentieth Century Twentieth Century Twentieth Century Twentieth Century Twentieth Century
1. Answer the following questions briefly :-
A. Why is the 20th century considered a very significant period in the history of the world?
Ans. 20th century is considered a very significant period in the history of the world because many political changes took place in this century.
B. What was the impact of the first world war on the freedom struggle of India ?
Ans. After the war congress decided to intensify the freedom struggle under the leadership of Mahatma Gandhi.
C. Which three main movements were launched by Mahatma Gandhi during the freedom Struggle?
Ans. Three main movements were :-
i. Non-cooperation movement.
ii. Civil disobedience movement.
iii. Quit India movement.
D. How can you say that the league of Nations couldn't succeed in its object?
Ans. The League of Nations Couldn't stop the second world war and was not succeed in its object.
E. What circumstances forced germany to prepare for the second world war ?
Ans. The Germany's deaf in the first world war and the humiliation which it had to under go on account of the peace treatly forced Germany to prepare for the second world war.
F. Why did the cold war end in the last decade of the 20th century?
Ans. As a result of the disintegration of U.S.S.R the cold war came to an end in the last decade of the 20th century.
G. What do you mean by the policy of non-alignment?
Ans. Policy of non-alignment means not to join any of the power blocks but
to maintain friendly relations with both the blocks.
H. Why was the United Nations set up after the second world war?
Ans. After the second world war the leaders of some countries thought of establishing a stronger world organization which could stop any further war. So on 24th october, 1945. United Nations was set up.
2. Answer the following questions in detail :-
A. What major political changes took place in the world in the 20th century ? Ans. 20th century is considered a very significant period in the history of the world because many political changes took place in this century. The ero of colonial rule by the Europeans came to an end in this century many African and Asian countries gained independence during the later half of the century. India also attained independence in 1947 after a long period of British Rule.
B. What was the impact of the world wars on the freedom struggle of India ? Ans. After the first world war Indian leaders had started demanding full freedom from the British rule. Several movements like non-cooperation movements and civil disobedience movement were launched to disrupt the administrative machinery of the British. In the Lahore session of congress in 1929 the resoulation of Poorna Swaraj was passed the second world war affected the Indian freedom struggle Indians now demanded complete independence, before supporting the British in the war During the time under the leadership of Gandhi ji the quit India movement was launched in 1942. It shook the foundation of British rule in India. So, the British withdrew and India got Independence.
C. Give an annount of the world scenario after the second world war in 1945. Ans. After the second world war, which ended in 1945. The world was divided into two blocks the communist block led by the U.S.S.R. and the capitalist Block led by the U.S.A. This led to the situation of the cold war. Arm race started between these two blocks and the military
organizations. Such as N.A.T.O (capilalitists) and war-saw Pact (communist) were set up.
D. What major changes have taken place during the lastdecade of the twentieth century in the world scenario?
Ans. Several significant developments took place in the last decade of the 20th century. The unification of Germany, the disintegration of U.S.S.R and the Emergence of EuropeanUnion were some of the important world events. As a result of the disintegration of U.S.S.R the cold war came to an end and now the U.S.A.is the only super power in the world. The bipolar world is now changed to the unipolar world. The European countries have made their union to make economic development with mutual help so they have introduced a common currency called Euro. It help in promoting trade between European countries.
E. Why did India adopt the policy of non-alignment after the second world war?
Ans. India did not join any of the power blocks. It adopted the policy of nonalignment. India has however maintained friendly relations with both the blocks. Its main aim is to help in the social and economic development of the poor and under develpoed countries by mutual cooperation without depending on the rich countries. The principles of non-aligned movement are based on the equality of all human beings and equal dignity of all countries in international affairs.
3. Fill in the blanks :-
a. The first world war started in 1914 and ended in 1918.
b. The second world warstarted in 1939 and ended in 1945.
c. The military organization of the capitalist countries was called N.A.T.O (North Atlantic Treaty Organization).
d. United Nations was formed in 1945.
e. The resoulation of Poorna Swaraj was passed in the Lahore session of congress in 1929.
f. Germany was unified in 1990.
g. U.S.S.R was disintegrated in 1991.
h. U.S.A is the only super power left in the world at present.
2.
Framing of Indian Constitution
1. Answer the following questions briefly :-
A. What is consititution?
Ans. The constitution is a fundamental legal document according to which the government of a country functions.
B. Why is constitution more significant in a democratic country?
Ans. The constitution is more significant in a democratic country because in a
democratic government the citizens participate in the functioning of the government.
C. Why was cabinet Mission sent to India?
Ans. Cabinet Mission was sent to India in 1946 by the British Government to find a solution to the questions of India's Independence.
D. Which were the two important women members of the constiluent assembly ?
Ans. Sarojini Naidu and Vijay Lakshmi Pandit were important women members.
E. What does the word Socialist mean?
Ans. Socialist means that the govewrnment will try to remove economic disparities by solving the problem of poverty and unemployment.
F. What do you mean by secularism?
Ans. Secularism means that all religions will be treated with equal respect. The state will not patronize any particular religion.
2. Answer the following questions detail :-
A. Describe the significance of constitution in a Democratic country?
Ans. In a democratic country like India the importance of the constitution is still more significant. In a democratic government, the citizens participate in the functioning of the government, directly or indirectly. It is a government in which the government's powers are clearly spelt out. It is also a government in which citizens' rights are given clearly. the powers of the government and the rights of the citizens are clearly mentioned in theconstitution.
B. Give an account of the process of farming the Indian Constitution ? Which leaders played significant role in farming the Indian constitution.
Ans. The cabinet mission discussed the frame work for the constitution and laid down the procedure to be followed by the constitution making body. With the recommendation of the Cabinet Mission, the constituent assembly of India was elected by the provincial assemblies. It had 389 members in all, including 93 representatives of Indian princely states. The constituent assembly had members belonging to different communities and region of India. It also had members representing different political parties. Jawahar Lal Nehru, Rajendra Prasad, Sardar Patel, Maulana Abdul Kalam Azad, Shyama Prasad Mukerji, Sardar Baldev Singh were some of the important leaders who guided the discussion in the assembly. Constitutional experts like Alladi Krishnaswamy Aiyar, B.R.Ambedkar, K.M.Munshi were also members of the Assembly, Sarojini Naidu and Vijay Lakshmi Pandit were important women members.
C. What are the main ideals mentioned in the Preamble of the Indian constitution? Describe them briefly.
Ans. The words Sovereign, Socialist, Secular Democratic Republic are used in the preamble. Each of these words signifies the basis principles which
will be followed in making the states policy.
Sovereign :- India will be a sovereign state. It means that India will decide its own Internal and external policies.
Socialist :- According to the Preambly of our constitution, India will adopt the policy of socialism. economic disparties by solving the problem of poverty and unemployment.
Secular :- According to the Preamble of our constitution, India has been declared a Secular state'. It means that all religions will be treated with equal respect. The state will not patronize any particular region.
Democratic :- India is a democratic state. It means that the supreme power lies in the people. All the adult members of the society have the right to elect their representatives who run the government at all levels. Republic :- A country where head of the state is elected by the people directly or indirectly for a definite period is called a republic.
3. Fill in the blanks :-
a. Cabinet Mission came to India in 1946.
b. Indian constitution was adopted in 1949 but it was implemented on 26 Jan 1950.
c. Rajendra Prasad was the president of the consituent assembly.
d. B.R.Ambedkar was theb chairman of the drafting committee.
e. Frank Anthony was an Anglo- Indian members of the constituent assembly.
f. H.P. Modi was a Parsee member of the contituent assembly.
3. Our National Symbols
1. Answer the following questions briefly :-
A. Why is India called a country of unity in Diversity?
Ans. India is a large country having many physical and cultural diversities. The people speak different languages, follow different religions, practise different social customs, but there is an underlying unity in diversity in India. Therefore India is called a country of unity in Diversity.
B. Name the National Symbols of our country?
Ans. Nation symbols of our country are National flag, national song, national emblem, national animal, national bird and national flower.
C. What is the colour sequence of our national flag?
Ans. Saffron at the top, white in the middle and green at the bottom.
D. What is the significance of the colour in our national flag?
Ans. The saffron colour symbolizes courage and sacrifice. The white colour is the symbol of peace, truth and non-violence. The green colour sympolizes prosperity.
E. Why is the national emblem called the seal of the government?
Ans. The national emblem serves as an official government seal. It is printed on all currency notes, stamps, coins and all the government documents.
F. Why is the peacock a very beautiful and attractive bird?
Ans. Because it has very colourful feathers. Its dance in the rainy season is very charming.
G. What is the significance of the chakra in our national flag?
Ans. It is the Dharma Chakra adopted from the Ashoka Pillar at Sarnath.
H. What does the lotus signify?
Ans. It is a sacred flower and occupies a unique position in the Indian mythology. It Symbolises the truth that one can rise above the wordly evils.
2. Answer the folowing questions in detail :-
A. Describe the significance of various colours and chakra of our national flag?
Ans. The saffron colour symbolizes courage aqnd sacrifice. The white colour is the symbol of peace, truth and non-violence. The green colour at the bottom symbolizes prosperity. The green colour inspires us to work hard and utilize our natural resources fully for removing poverty and unemployment. There is a wheel or chakra of dark blue colour in the middle strip. It is the Dharma chakra adopted from the Ashoka pillar at sarnath. It has 24 spokes.
B. Describe the different parts of our national emblem. What is the significance of each part?
Ans. Our national emblem has two part:- The crest and the base. The crest shows three lions standing back to back on a flat slab while the Fourth one is hidden from the view. Thebase shows a horse on the left side and a bull on the right side. There is a wheel or chakra between the horse and the bull. Below the crest the words "Satyameva Jayate" are inscribed in Devanagri script.These words mean "Truth Alone Triumphs". These words are taken from the Mundaka Upanishad. The lions of our national emblem signify power and majesty. The horse signifies speed and energy and the bull Stands for hard work.
3. Fill in the blanks :-
a. Our national flag is rectangular in shape. The ratio of its length and breadth is 3:2.
b. The chakra of our national flag has 24 spokes.
c. Our national anthem was composed by Dr. Rabindra Nath Tagore.
d. The time fixed to sing the national anthem is 52 seconds.
e. Our national song is taken from the book Anandmath written by Bankim Chandra Chatterjee.
f. The famous Royal Bengal Tiger is a native of India.
g. The national song was first sung in 1896 at the session of Indian National congress held at Kolkata.
1. Answer the following questions briefly :-
A. What is the difference between a Citizen and an alien?
Ans. A person who lives permanently is a country and enjoys full civil and political rights is a citizen.
Alien :- A person who lives in a foreign country temporarily and is not granted those rights meant for the citizens. He/She is a citizen of some other country.
B. How can the aliens aequire Indian citizen ship?
Ans. An alien or foreigner can became a citizen of India by applying to the government of India for naturalized citizen ship.
C. How can one lose the right of Indian citizenship?
Ans. Indian citizen can lose his citizen ship.
i. If he acquires the citizenship of another country.
ii. If he shows disloyalty in the constitution of India.
iii. If he remains continuously absent from the country for a period of 7 years without informing the competent authority.
D. How can you say that man is a social animal?
Ans. Man is a social animal. The first society of a child is the family. So many families living together and helping each other form a society. We have to depend on other to fulfil our needs. We share our love, joys and sorrows with other in the society. We seek the help of other in satisfying our needs.
E. What do you mean by civic sense?
Ans. Participating in social functionsof all communities, helping neighbours in crisis or at the kind of need are examples of good behaviour. This kinds of social attitude in our daily life is called civic sense.
F. Why do accidents occur onthe roads?
Ans. The main cause of road accidents is that many people either the drivers of the vehicles, cyclists, ricksha pullars and pedestrians don't follow the traffic rules.
2. Answer the following questions in detail :-
A. According to the Citizenship Act 1955, which conditions should be fulfilled to become a citizen of India?
Ans. The Citizenship Act 1955, has entitled citizenship to the following categories of person :-
i. Who are born in India.
ii. Whose parents or grandparents were born in India.
iii. Who has been living in India for five years before 26th january 1950, When the constitution came into force.
iv. Who migrated to India from Pakistan with the intention of staying here permantly.
4.
v. Who acquired citizenship through naturalization.
B. What are the main qualities of agood citizen?
Ans. A good citizen should have the following qualities :-
i. Besides enjoying his/her rights, a good citizen must fulfil his/her duties towards the nation and the people.
ii. A good citizen must love his/her country and uphold its unity and integrity.
iii. A good citizen should obey the law of the country and pay the taxes regularly.
iv. A good citizen should be well informed about national and local problems.
v. A good citizen should be secular and liberal in his /her out book.
vi. A good citizen should be loyal to the nation.
vii. A good citizen must participate in the elections and use his/her right to vote at the time of election.
viii. A good citizen should try to achieve excellence in the life.
C. Which traffic rules should be followed by road users?
Ans. i. Drivers should follow the traffic signals or hand signals given by the traffic police.
ii. An adequate distance should always be maintained from the vehicle ahead of us. Sudden use of brakes should be avoided. The best way to stop quickly is to drive slowly or to keep speed under control. In any case we should not drive faster than the specified speed.
iii. We should take extra caution while overtaking other vehicles.
iv. We should use helmets if driving two wheelers.
v. We should give signals whenever turning right or left.
vi. Pedestrians must keep to the left and use the zebra crossing, while crossing the road.
vii. We should give way to vehicles passing on the right side.
viii. On express high ways we should stick to the proper lane while driving. Fill in the blanks :-
a. Citizenship Act was passed by parliment in 1955.
b. Those who acquire the citizenship after applying to the government are called Naturalized citizens.
c. Pedestrians should cross the road at Zebra crossing.
d. A person can lose Indian citizenship if he/she shows disloyalty to the constitution of India.
e. A person who is staying in India temporarily and is not an Indian citizen is called an alien.
5. True or False :-
a. F, b. T, c. T, d. T, e. T.
5. Fundamental Rights, Duties And Directive Principles Of State Policy
1. Answer the following questions briefly :-
A. What are the six Fundamental Rights guaranteed by the Indian constitution to the citizens ?
Ans. The Indian constitution guarantees six fundamental rights, Right to Equality, Right to Freedom, Right against Exploitation, Right to Freedom of Religion, Cultural and Educational Right and Right to Constitutional Remedies.
B. What is the difference between the Fundamental Rights and the Directive Principles of State Policy ?
Ans. The difference between the Fundamental Rights and the Directive Principles. In case of denial of a fundamental right, a citizen can go to the court but in case the state doesn't follow the directive principles partly or completely, the citizens can't go to the court and seek justice.
C. Why are the Fundamental Duties incorporated in the Indian constitution ? Ans. Fundamental duties were incorporated with the purpose to promote patriotism in citizens, help them to follow a code of conduct that would strengthen the nation, protect its sovereignty and integrity and promote the ideas of harmony.
D. What are the main provisions of the Right against Exploitation ?
Ans. The constitution of India has put restrictions on the exploitation of any kind. This right prevents selling and buying of human beings, forced labour or beggar, employing of children below the age of 14 years in dangerous jobs like factories and mines. In fact this right intends to protect women, children and poor from exploitation.
E. What do you mean by the Right of Freedom of Religion ?
Ans. Right to freedom of religion provides religious freedom to all the citizens of India. All religions are equal before the state and no religion will be given preference over the other. Citizens are free to practise their respective religious.
F. Define Directive Principles of State Policy ?
Ans. The directive principles are actually directions given by the constitution to the central and the state governments to adopt such policies which would help to establish a just society in our country.
2. Answer the following question in detail :-
A. How can you say that the Right to Freedom is actually a cluster of freedoms ?
Ans. The right to freedom is actually a cluster of the following six freedoms :
i. The right to speech and expression.
ii. The right to assemble peacefull and without arms.
iii. The right to form associations or unions.
iv. The right to move freely throughout the territory of India.
v. The right to reside and settle in any part of the territory of India; and
vi. The right to practice any profession or to carry on any occupation, trade or business.
B. What are the main provision of the Cultural and Educational Rights ? Ans. The constitution provides special measures to protect the right of the minorities. Any community which has a language and script of its own, has the right to conserve and develop it. No citizen can be discriminated against for admission in state or state aided institutions because of religion or language.
C. Mention any five Fundamental Duties. What is their importance ? Ans. Five Fundamental duties are :-
i. To abide by and respect the constitution, the National Flag and the National Anthem.
ii. To cherish and follow the noble ideas of freedom struggle.
iii. The uphold and protect sovereignty, unity and integrity of India.
iv. To defend the country and render national service when required.
v. To promote common brotherhood of all people in India and renounce practices derogatory to the dignity of women.
These fundamental duties have special significance because we can't enjoy our rights if the citizens don't perform their fundamental duties.
D. Mention a few important Directive Principles of State Policy. Evaluate their importance.
Ans. i. The state shall endeavour to provide employment to all citizens, so that they have adequate means of livelihood.
ii. The state should manage its material resources in the best interests of the masses. There should be fair distribution of wealth among the people and the inequalities of income, facilities and opportunities should be minimized.
iii. The state should promote handicraft and cottage industries.
iv. The state shall ensure equal pay for equal work irrespective of the sex of workers.
v. The state shall protect forests, wild life and ancient monuments.
vi. The state shall make efforts for the total prohibition of intoxicants. They are actually direction to the central and the state government to
adopt such polices.
3. Fill in the blanks :-
A. The state is expected to provide free and compulsory education to all children between the age of 6 and 14.
B. The Fundamental Duties were incorporated in the Indian constitution in 1976.
C. Fundamentall Rights are legalay Protected.
D. Children below the age of 14 should not be employed in dangerous jobs.
E. The main objective of the right to freedom of religion is to sustain the principle of Secularism in the country.
4. Write True or False against the following statement :-
A. T,B. F,C. T,D. T,E. F.
6. 6. 6. 6. 6.
Central Government
1. Answer the following questions briefly :-
A. Which are the three organs of the government ?
Ans. The three organs of the government are -{i} The Legislature, {ii} The Executive and {iii} The Judiciary.
B. How are the members of the Lok Sabha and Rajya Sabha elected ?
Ans. The member of Lok Sabha are elected directly by the people on the basis of adult franchise. In Rajya Sabha there are 250 members out of which 238 members are elected by States and Union Territories and 12 are nominated by the President.
C. How is the President of India elected ?
Ans. The President of India is elected by an electional College formed by the elected members of the Parliament and the State Assemblies.
D. In which circumstances can the President declare emergency ?
Ans. The President can declare emergency in the following circumstance :-
i. In case of war or external aggression or armed rebellion.
ii. In case of the failure of constitutional machinery in a state.
iii. In case of threat to financial stability or credit of India.
E. When can the President issue an ordinance ?
Ans. The President issue an ordinance when the Parliament is not in session.
F. What is the difference between an ordinary bill and a Money Bill ? When does a bill become a law ?
Ans. Ordinary Bill can be introduced in any of the two houses. But a Money Bill can be introduced only in the Lok Sabha. When the bill is passed by both the houses it is sent to the President for his approval. After the Presidents Signature it becomes a law.
G. How is the Prime Minister elected ?
Ans. Prime Minister is the head of the majority party in Lok Sabha and is appointed by the president.
H. What do you mean by the coalition government ?
Ans. If there is no single party having a majority, then two or more parties can join together and elect a leader. Such a government is called Coalition Government.
I. What are the Judicial powers of the President ?
Ans. The President can grant pardon or reduce the sentence of any convicted person.
J. Why are the supreme court and high courts called the courts of records ?
Ans. The Supreme Court and the High Courts are preserved recorded and published. These judgements become part of law and quoted by the lower courts in giving their decisions. Therefore the Supreme Court and the High Courts are the courts of record in India.
2. Answer the following question in detail :-
A. Describe the composition of the Lok Sabha and the Rajya Sabha. How are their members elected ?
Ans. Lok Sabha :- It consists of a maximum of 550 members who are elected by the people directly through adult franchise. Out of these a maximum of 20 seats are allocated to the union territories and 2 members can be nominated by the president, belonging to the Anglo-Indian community in case they don't have adequate representation in the Lok Sabha. The Lok Sabha has a speaker and a deputy speaker.
Rajya Sabha :- The Rajya Sabha has 250 members. Out of these 238 are elected by the states and union territories and 12 are nominated by the President. The nominated members are the persons with special knowledge in the field of literature, science and social service etc.
B. What are the executive powers of the President of India ?
Ans. i. The President apoints the Prime Minister and other members of the council of Ministers and distributes portfolios among them on the advice of the Prime Minister.
ii. The President also appoints Governors of states, Chief Justice and Judges of the Supreme Court and the High Courts, Attorney General, Controller and Auditor General, Chief Election Commissioner and other Election Commissioners, Chairman and members of the Union Public Service Commission (UPSC) and Ambassadors and High Commissioners to other countries.
C. How is the central council of Minsiters formed ? What are its powers and functions ?
Ans. The Council of Ministers comprises three types of ministers.
i. The Cabinet Ministers :- Who are members of the cabinet and incharge of very important ministries.
ii. Ministers of state :- Who hold independent charge of some ministries or are placed under a cabinet minister.
iii. Deputy Ministers :- Who assist Cabinet Ministers and Ministers of state. It is essential for the members of the council of ministers to be members of either house of Parliament.
D. Describe the powers of the Supreme Court.
Ans. The Supreme Court is the apex court. It is located in New Delhi. It is the highest court and its decisions are final. It hears appeals against the Judgements of the High Courts. But some cases such as the cases between two states or between the Central Government and the state government can be brought directly to the Supreme Court. The cases arising due to the encroachment of Fundamental Rights of the people by the government or individuals can also be brought directly to the Supreme Court.
3. Fill in the blanks :-
A. To be a member of the Lok Sabha, a person should have acquired the age of 25 years.
B. To be a member of the Rajya Sabha, a person should have acquired the age of 30 years.
C. The minimum age of a person should be 35 years to vecome the President of India.
D. The total number of judges including the chief justice of the supreme court is 26.
E. The judges of the Supreme Court are appointed by the Prisedent.
F. 12 Member of the Rajya Sabha are nominated by the President.
G. The maximum number of the member of the Lok Sabha is 550.
H. The total number of the members of the Rajya Sabha is 250.
I. A money bill can be introduced only in the Lok Sabha.
J. When the parliament is not in session, the President can issue Ordinance.
K. In Lok Adalats disputes are settled without much legal formalities.
L. When no single party is in majority in the Lok Sabha, a Coalition government is formed.
4. Write True or False against the following statements :-
Ans. A. F, B. F, C. F, D. T, E. F, F. T.
77777.....
State Government
1. Answer the Following Questions briefly :-
A. In which states of India, there are two Houses : the Legislative Assembly and the Legislative Council ?
Ans. Bihar, Maharashtra, Karnataka, Uttar Pradesh and Jammu & Kashmir have two houses.
B. How are the members of the Legislative Council elected ?
Ans. The members of the Legistative Council are elected by the local bodies, graduates and teachers as well as nominated by the Governar.
C. How is the Chief Minister appointed ?
Ans. He/She is appointed by the Governor. The Governor appoints the leader of the majority party in the Legistative Assembly as the Chief Minister.
D. What do you mean by collective responsibility of the Council of Ministers ?
Ans. The Council of Ministers work on the principle of collective responsibility.
If a vote of no confidence is passed against the government, it has to resign.
E. Which type of cases can be directly taken to the High Court ?
Ans. Some cases such as pertaining of Fundamental Rights of the people divorce, marriage, will, election, disputes etc. can be brought directly to the High Court.
F. Which are the highest courts at the District Level ?
Ans. Civil Courts and Criminal Courts are the highest courts at the district level.
2. Answer the following questions in detail :-
A. Describe the composition of both the Houses at the State Level.
Ans. The Legislative Assembly :- The members of the Legislative Assembly are directly elected by the people of the state on the basis of adult franchise. The number of members of the Legislative Assembly differs from state to state depending upon the population of the state. The constitution has fixed the maximum and minumum strength of the Legislative Assembly as 500 and 60 respectivelty.
The Legistative Council :- The Legislative Council is the Upper House in the State Legislature. The number of its members cannot be less than 40 or more than one third of the total members of the Legislative Assembly of the concerned state. Its members are partly elected and partly nominated. One third of its members are elected by the Legislative Assembly, another are elected by the local bodies such as the Zila Parishad and Municipal Committees, one twelfth are elected by the graduates and another one twelfth by the teachers of the state. The remaining one sixth are nominated by the governor of the state from among the persons who have excellence in the field of art,science, literature and social work.
B. How are the members of the Legislative Council elected ?
Ans. The functions and powers of the governor in the state are similar to those of the President at the centre.
Executive Powers :- The Governor is the executive head of the state. He appoints the Chief Minister and on his advice the other ministers. He can appoint the leader of the majority party in the Legislative Assembly as the Chief Minister. He also makes some other important appointments in the state such as the Advocated General, Chairman and members of the State Public Service Commission and Vice Chancellors of the Universities etc. Legislative Powers :- The Governor summons and prorogues the sessions of both the Houses of State Legislature. He also addresses its opening session. No bill can become a law without his signature. He can also reserve some bills passed by the Legislature for the approval of the
President of India. He can issue ordinances, when the State Legislature is not in session.
Judicial Powers :- The Governor can grant pardon to the convicted person. He can also reduce the punishment. The Governor has powers with regard to the appointment and promotion of the District Judges.
Other Powers :- The Governor's assent is essential for the introduction of Money Bills in the State Legislative Assembly. The Governor becomes the real ruler of the state when the President's rule is imposed in the state.
C. Write a note on the administration of the Union Territories.
Ans. Union Territories are administered by the President through an administrator appointed by him. These adminstrators are called Lieutenant Governors or Chief Commissioners. Usually the Parliament makes laws for the administration of the Union Territories but some Union Territories like Pondicherry and Delhi have their own legislatures. The Union Territory of Delhi has a special status. It has a Lieutenant Governor as well as a Chief Minister.
D. Describe the Judiciary at the state level mentioning the jurisdiction of the High Courts.
Ans. The High Court is the highest court of justice in the state and all the subordinate courts function under its administrative control. The judges of the High Courts are appointed by the President of India with the advice of the Chief Justice of the Supreme Court and the Governor of the state. The Chief Justice of the High Court is also consulted in the appointment of other judges.
Some cases such as pertaining to Fundamental Rights of the people, divorce, marriage, will election disputes etc. can be brought directly to the High Court. However the main function of the High Court is to hear appeals against the desisions and judgements of the District Courts in both civil and criminal cases.
3. Fill in the blanks :-
A. The constitution has fixed the maximum number of members for the state Legislative Assemblies.
B. The state Legislative Assembly is elected for 5 Years.
C. 1/6 of the members of the Legislative Council are nominated by the Governor.
D. Money Bill can be introduced only in the Legislative Assembly of the state.
E. There are 66 Subjects in the state list and 47 sbujects in the concurrent List.
F. The highest courts at the District Level are the courts of the District Judge and the Session Judge.
4. Write True or False against the following statements :-
Ans. a. F, b. T, c. T, d. T, e. T, f. F.
8. Importance of Media in Democracy
1. Answer the following questions in brief :-
A. What are the various means of mass-media ?
Ans. The Various means of mass-media and the press i.e. newspapers, magazines and Journals etc. and the electronic media such as radio, television and cinema.
B. What is the importance of print media or press in democracy ?
Ans. They provide information about national and international matters they acquaint the masser with various political ideologies of different parties as well as programmes of the government. Newspapers guide the people and enable them to form their own opinion and express it.
C. What role does the cinema play in forming public opinion ?
Ans. Cinema is the Sound means to form public opinion through the films depicting social and political conditions of the country everything is conveyed in such a light and entertaining manner that without exerting much pressure the masses get aware of the achievements and failures of the government by matching curtain films.
D. What do you mean by the 'Right to information' ? What is its importance in democracy ?
Ans. The Right to Information gives any citizen an apportunity to check the good deeds as well as the bad deeds of any authority by personally examinery details of the official records which effect his/her life directly or indirectly. It brings transparancy in the functioning of various government officials and government.
E. Distinguish between commercial Advertising and Social Advertising.
Ans. Industrialists and businessmen spend a lot of money in advertising their products is called commercial advertising. Social advertising is that type of advertising which seek to promote important social issues such as family planning, respect for female child etc.
2. Answer the following questions in detail :-
A. Describe the role of mass media in democracy.
Ans. Different methods to contact the public and the masses are called mass media. It plays an important role in modern democracy. Different agencies of mass media include press or newspapers and electronic media of mass communication like radio, television and cinema. Press Media not only provide information about national and international matters but also acquaint the masser with various political ideologies of different parties as well as programmes of government. Newspapers guide the people and enable them to form their own opinion and express it. The press is called the light house of democracy Radio, Television and Cinema etc. are the electronic media of mass communication. It reaches the illiterates also and
help them to form their opinion. Cinema is a main source of entertainment but also a sound means to form public opinion through the films depicting social and political conditions of the country.
B. What do you mean by the freedom of press ? What is its importance in democracy ?
Ans. Freedom of press means it should be free from unnecessary control of the government as well as from the personal prejudices and self interests fo the owners of the newspapers. A free press plays an important role in democracy. The opposition parties can highlight the weaknesses of the government through the press. So that the people can form their opinion about the functioning of the government in favour or against the present government and they can decide whether they should vote in favour or against the ruling party in the next election.
C. How does the social advertision help in making people aware of the political and social problems and their solution ? Illsutrate your answer with examples.
Ans. Social advertising is that type of advertising which seeks to promote important social issues such as family planning, respect for female child, Communal harmony, national integration, disaster management and awareness about fatal diseases such as Aids and cancer etc. At the time of election advertisments of various candidate or political parties in the newspapers or in the form of posters depicling the qualities of the political parties which aim to win the public support.
3. Fill in the blanks :-
A. The most important medium for the formation of public opinion is the press media or the Electronic Media.
B. Right to Information Act was first passed by the government of Rajasthan in 2000.
C. Advertisement relating to family planning is Social advertising.
D. Illiterate people are benefitted by electronic media.
E. The policies of the political parties are depicted in their manifestors.
4. Write True or False against the following statements :-
Ans. a. F, b. T, c. T, d. T, e. T. | <urn:uuid:d264917c-bf98-4c79-964a-23449a0f2d17> | CC-MAIN-2018-05 | http://sagarinternationalbooks.com/downloads/sagar-our-society-and-our-environment-7.pdf | 2018-01-22T23:39:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00054.warc.gz | 288,028,783 | 37,726 | eng_Latn | eng_Latn | 0.994131 | eng_Latn | 0.997842 | [
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Building Language Skills with The Seattle Times
January 7, 2016
Article: "Cartoon series brings laughs to raging immigration debate"
Monday, January 4, 2016 in the e-Edition of The Seattle Times, NW Monday B4
Pre-Reading:
Before reading the article, read the title and look at the photograph. What do you know about the "raging immigration debate?"
Vocabulary:
As you read, look for the following vocabulary words that appear in today's article. Write down what you think the words mean based on the "context," or how the words are used in the sentence in which they appear. Next, look up the definitions in a dictionary and see how close your guess was for each word.
embattled furor
dunderheaded patriarch
apoplectic inculcated
compelled satire
perpetuate archetypes
confiscated stint
interplanetary mastermind
propels
Comprehension:
1. What issues does the new Fox animated comedy "Bordertown" target?
2. What is the second episode about?
3. What is character Bud Buckwald's fear?
4. Bordertown began as a modern-day update of what 1970s sitcom?
5. How is Bud Buckwald like Archie Bunker?
6. How does shoe creator Hentemann relate to the immigration story?
7. Why was Hentemann compelled to write Bordertown?
8. Why did Hentemann bring in a team that included Latino writers?
9. Writer Lalo Alcaraz says the shows characters are not stereotypes but what?
10. Why is the episode about border walls timely?
11. What show did Hentemman run before Borderland?
12. How does Hentemann describe he difference between Bordertown and Family Guy?
Post-Reading:
Read the following passage from the article and discuss the following questions in a group:
"The series' premiere dealt with a toughest-in-the-nation anti-immigration bill passed by Mexifornia, the U.S. desert community where 'Bordertown' is set. . . .
According to creator Mark Hentemann, 'Bordertown' began as a modern-day update of Archie Bunker, the apoplectic working man from the pioneering 1970s sitcom 'All in the Family.' Like Archie, Bud is 'a white guy who feels he's losing his place in the world. He's contrasted with an immigrant who's building a life for himself in the United States.'
Do you think a TV series is the appropriate place to deal with immigration issues? Why or why not? How do you think viewers will respond to the show? Would you rather the watch the show with your family or withy your friends? Why? As you learn about the show, do you think you identify with any of the characters?
Building Language Skills:
Read the following passage, and complete the activity below:
"Let's get one thing straight: Donald Trump is not a consultant for 'Bordertown.' To be sure, this new Fox animated comedy does target issues like immigration, the drug war and the embattled American dream. But it's been in development since 2007, long before the furor sparked by Trump upon his entry last June into the presidential race."
What stance has presidential candidate Donald Trump taken on immigration and border wars? Use recent issues of The Seattle Times to gather information. In a short essay summarize Trump's opinions and actions. Do you agree with Trump's opinion? Why or why not? If you were running for president, what stance on immigration and border wars would you take?
Comprehension Question Answers:
1. The comedy targets immigration, the drug war and the embattled American dream.
2. The second episode is about "the construction of a border wall meant to protect Mexifornia from undesirables from down Mexico way."
3. Bud Buckwald's fear is that his American dream is slipping away as ethnic minorities are projected to become the majority.
4. Bordertown began as a modern-day update of the Archie Bunker character from "All in the Family."
5. Bud Buckwald is like Archie Bunker in that he "is a white guy who feels he's losing his place in the world."
6. Hentemann relates to the immigration story because his father used to tell him how he came over from Germany in the '20s with nothing, seeking a better life, working three jobs.
7. Hentemman says that every family has an immigration story and sees the show as an opportunity to do smart, cultural satire.
8. Hentemann brought in a team that included Latino writer because he didn't want to perpetuate cultural stereotypes.
9. Alcaraz says the characters are archetypes.
10. The episode about border walls is timely because of presidential candidate Donald Trump's stance on border control.
11. Before Borderland Hentemann ran Family Guy.
12. Hentemann says that Bordertown aims to dig deeper than Family Guy and hopes that it will break new ground as relevant satire in the way 'All in the Family' did. | <urn:uuid:f5b8ce19-db7e-4233-ba8e-81113d3c96cf> | CC-MAIN-2018-05 | http://nie.seattletimes.com/wp-content/uploads/sites/12/2016/01/BLS_01-07-16_Lesson.pdf | 2018-01-23T00:26:29Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00055.warc.gz | 253,546,423 | 1,050 | eng_Latn | eng_Latn | 0.998625 | eng_Latn | 0.998977 | [
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Wild dog risks to threatened wildlife
Wild dogs prey on a variety of animals including mammals, birds and reptiles of all sizes from insects to water buffalo. However, they prefer to eat small and medium-sized mammals when available, including native mice, dunnarts, bandicoots and wallabies 1 .
There are presently 14 national-level recovery plans that identify wild dogs as a known or potential threat to some native mammal, bird and reptile species (Table 1). These species are all listed under the national Environment Protection and Biodiversity Conservation Act 1999 6 .
Wild dogs can present significant risks to populations of many of these species 2 , and the continual influx of domestic dogs into the wild means there is a constant feral population that puts pressure on vulnerable wildlife 3 .
Wild dogs have been implicated in the decline of several species, both historically and in the recent past. For example, dingoes may have been responsible for the mainland extinction of the thylacine (Tasmanian tiger) 1 , as well as the decline of brushtail possums 4 and other marsupials 5 in the arid zone over the last 200 years.
Wild dogs have been implicated in the decline of several species, both historically and in the recent past.
Predation by wild dogs was recently listed as a Key Threatening Process for threatened species, populations and communities in New South Wales 3 and is a known or potential threat to a variety of other native species elsewhere.
The recovery plans set out research and management actions that aim to stop the threatened species' decline and maximise their long-term survival in the wild. Several other plans are being prepared for the recovery of threatened species that would be potentially susceptible to predation by wild dogs should they re-establish in the places where these native species live.
Because the impact of wild dogs on populations of threatened species can be severe, the risk to all wildlife (threatened or otherwise) should be considered in regional wild dog management plans.
Table 1. Currently listed native species potentially or known to be threatened by wild dog predation 6
More information
1. Corbett LK (2001). The Dingo in Australia and Asia (2nd edn). JB Books, South Australia.
2. Coutts-Smith AJ, Mahon PS, Letnic M, and Downey PO (2007). The Threat Posed by Pest Animals to Biodiversity in New South Wales. Invasive Animals Cooperative Research Centre, Canberra.
3. Major R (2009). Predation and Hybridisation by Feral Dogs (Canis lupus familiaris) – Key Threatening Process Listing. New South Wales Department of Environment, Climate Change and Water, Sydney.
4. Kerle JA, Foulkes JN, Kimber RG, Papenfus D (1992). The decline of the brushtail possum, Trichosurus vulpecula (Kerr 1798), in arid Australia. The Rangeland Journal 14:107–127.
5. Allen BL (2011). A comment on the distribution of historical and contemporary livestock grazing across Australia: Implications for using dingoes for biodiversity conservation. Ecological Management and Restoration 12:26–30.
6. Environment Protection and Biodiversity Conservation Act 1999. Australian Government. www.environment.gov.au/epbc/ | <urn:uuid:ee9c86c0-68d1-4856-8513-ec80e2b69ddb> | CC-MAIN-2018-05 | http://www.southwestnrm.org.au/sites/default/files/uploads/managed/Final%20factsheet%20wildlife%20risks.pdf | 2018-01-22T23:57:26Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00054.warc.gz | 536,922,452 | 693 | eng_Latn | eng_Latn | 0.928251 | eng_Latn | 0.992699 | [
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Our Council's Own Michigan Junior Badge
Water, it's the reason European explorers and fur traders arrived in Michigan long before they got to many other parts of the Midwest. With shoreline on four of the five Great Lakes it's also the reason it attracts travelers today. Michigan also have vast forests, farmland, large cities, and small towns. The state is a paradise of recreation in both the summer and winter months. Michigan is a great place to live or a great place to visit!
Complete 6 activities to earn the badge
1. Michigan History
Every state has a history...research Michigan's. When was it settled? When did it become a state? How has the State of Michigan changed? Research online or at the library. Create a timeline of Michigan's history. Cover a decade, a century, or go back as far as you'd like. Include at least 20 historical events.
2. Michigan's State Flag
Learn about the state flag. When was it adopted? What do the symbols stand for? What do the words mean? What is our state motto? How has it changed over the years? Search the web, download a picture of the flag, and color it as accurately as possible.
3. Michigan Lighthouses
Michigan has a rich maritime heritage. Did you know that Michigan has over 120 lighthouses, more than any other state? Each lighthouse has its own unique design. Find a picture of one. Tour or research a lighthouse and learn how they work or learn about keepers and thier tools.
4. Michigan Landmarks
Research locations of National Historic Landmarks and Michigan Historical Markers. What is the difference between the two designations? Michigan has many National Historic Landmarks including the Fox Theater, Grand Hotel, Soo Canal, USS Silversides, and Cranbrook, just to name a few. Michigan Historical Markers are located throughout the state...there just may be one in your own community! Visit one and discover more about it.
5. Michigan Legends
The legend of Paul Bunyan grew out of the early Michigan logging industry. The legend of the Sleeping Bear Dunes is even older. Learn about one of these legends or find other legends about Michigan. Write a play or puppet show about one or create one of your own. Preform the show for a younger troop or at your next meeting.
6. Michigan Industry
The three largest income-producing industries in Michigan are manufacturing, tourism, and agriculture. Plan a trip to a Michigan tourist destination. Include a budget for transportation, tickets, food, lodging, and miscellaneous. Write to the Visitor's Bureau or Chamber of Commerce for some tourist flyers and information.
7. Michigan State Parks
The DNR (Department of Natural Resources) operates all Michigan parks. There are State parks, National Forests, and pathways. Learn about our park system by visiting one. Many parks offer educational programs, or you can join the State Explorer Program.
8. Michigan Wildflowers
Identify at least 5 wildflowers found in Michigan. Look them up in a book on regional wildflowers and find out to which family each belongs. See if you can find them in your backyard or at a local park. Learn about the rules that protect wildflowers.
9. Michigan Native Americans
Native Americans were living in the land that became Michigan before it was settled by the Europeans. Name three major tribes that lived in Michigan. Find out about one of them. Make something that they used during their daily life, prepare a traditional dish, or play a game they would have played.
10. Michigan's Auto Industry
Michigan is known as the car capitol of the world. How did Henry Ford change the auto industry? What is the "Big Three"? How have cars changed since the first ones were built? Are they safer? More reliable? Faster? Design your dream car.
11. The Mighty Mac
Construction of the Mackinac Bridge began in March of 1954. Learn more about the bridge and answer the following questions: How long did it take to construct and what day did it open to traffic? Why was it called the "Mighty Mac"? What type of bridge is it? How long is it? What event is held at the bridge on Labor Day each year? Create a poster to share with others illustrating these facts. Include a sketch, picture, or postcard of the Mighty Mac.
12. Michigan's Hall of Fame
Write a short report or presentation about a famous person from Michigan or a famous person who made their home in Michigan. Use props if you like and perform for your troop or family.
This badge was developed by Girl Scouts of Metro Detroit Troop #830
as their Silver Award Project | <urn:uuid:84d19248-d621-4de3-98b6-38c88e427344> | CC-MAIN-2018-05 | http://gscobadge.info/resources/Badges/Michigan_Jr.pdf | 2018-01-23T00:08:53Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00055.warc.gz | 159,606,230 | 977 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.998914 | [
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Math 21 – Summer – Written Project 3 (Chapters 9-10)
1) What percentage of young drivers run red lights? A survey of 124 drivers aged 18 to 25 showed that 89 of them run red lights. Construct a 90% confidence interval for the proportion of all drivers aged 18 to 25 that run red lights.
Confidence Interval, Proportion
ˆ 89 /124 p =
2) A researcher wants to determine what proportion of all high school students have Internet access at home. He has no idea of what the sample proportion will be. How large of a sample is required in order to be 95% sure that the sample proportion is off by no more than 5%?
A sample of size 385 is needed.
3) A random sample of 13 accountants showed that they had a mean salary of $46,328 and a standard deviation of $17,298. Use this sample to test the claim that the mean accountant salary is higher than $40,000 at the 0.05 level of significance.
One Mean Hypothesis Test
Step 1: H0: 40000
µ=
H1: 40000
µ>
Step 2: 0.05
α=
Step 3: One Mean Test
Step 4:
Step 5: Fail to reject H0.
There is not sufficient evidence to conclude that the mean accountant salary is higher than $40,000.
4) It is claimed that 60% of all 18- to 25-year olds have used alcohol in the past 30 days. A survey of 125 students on campus who are between the ages of 18 and 25 showed that 83 have used alcohol in the past 30 days. Test the claim at the 0.05 level of significance.
One Proportion Hypothesis Test
Step 1: H0: 0.60 p = H1: 0.60 p ≠
Step 2: 0.05
α=
Step 3: One Proportion Test
Step 4:
z = 1.46, P-value = 0.1441
Step 5: Fail to reject H0.
There is not sufficient evidence to conclude that the proportion of 18- to 25-year-olds who consumed alcohol in the past 30 days is different than 60%.
5) Here are 10 randomly selected blood sugar levels from a laboratory. (Levels measured after a 12-hour fast in mg/DL.)
105 89 96 135 94 91 111 107 141 83
Construct a 90% confidence interval for the mean blood sugar level of all people after a 12-hour fast.
6) The public relations officer at a college wants to estimate the mean IQ of all college students. If she wants to be 95% confident that her sample mean to be off by no more than 2 points, how large of a sample is necessary? The standard deviation for IQ scores is 15 points.
Sample Size, Mean
Margin of Error = 2, Width = 4
Level of Confidence = 0.95
Standard Deviation = 15
The sample size that is needed is 217. | <urn:uuid:fb59b1af-b39c-4249-9de1-ca44ee0764b6> | CC-MAIN-2018-05 | http://georgewoodbury.com/Stats/project_3_key.pdf | 2018-01-23T00:17:27Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00060.warc.gz | 154,332,934 | 670 | eng_Latn | eng_Latn | 0.989027 | eng_Latn | 0.995396 | [
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SACCHARIDES = CARBOHYDRATES
Carbohydrates are a group of substances that are important in many biological processes. The following questions should help you to state what the biological functions of carbohydrates are.
TENTO PROJEKT JE SPOLUFINANCOVÁN EVROPSKÝM SOCIÁLNÍM FONDEM A STÁTNÍM ROZPOČTEM ČESKÉ REPUBLIKY
1. What are some foods you eat that contain carbohydrates?
2. What carbohydrates are present in table sugar, milk, and wood?
3. What is meant by a "high-fiber" diet?
Biological roles of carbohydrates:
-
All carbohydrates contain the atoms of ….., …... and …... They have the general formula ..................
Classification of carbohydrates:
- monosaccharides = simple sugars
- disaccharides: ........ monosaccharide units
- polysaccharides: ............ monosaccharide units
4. Indicate the number of monosaccharide units (1, 2, or many) in each of the following carbohydrates.
Sucrose
………………..…..
Cellulose
…………….………
Amylose ……………………..
Maltose …………………….
Fructose
……………….……..
Glucose
…………………….
MONOSACCHARIDES
Monosaccharides are simple sugars. White crystalline solids, dissolve in water because their −OH groups form …………………………….. with water.
They all have the general formula (CH2O)n, showing that the elements are always present in the same ratio (n can be any number from 3 to 7). Monosaccharides are grouped according to the value of n:
a. in trioses
n= 3
b. in tetroses
n= ……
c. in ………………….…………………. n= 5
d. in ………………….…….…………… n= 6
e. in …………………….……………… n= …….
Chemically, monosaccharides are classified as
- Aldoses = polyhydroxyaldehydes
- Ketoses = polyhydroxyketones
5. What functional groups can you find in them?
ALDOSE
KETOSE
Molecular formula:…………………………….
There are conventions for drawing the structure of monosaccharides which often have puckered rings difficult to represent on a 2D piece of paper. They also have ………………………………………… centres (= asymmetric C atoms attached to four different groups) so there are rules for representing the different D and ........ forms.
FISHER PROJECTIONS
e.g. Glyceraldehyde
In the D-form the OH group on the bottom chiral centre is on the RIGHT!
Note: Naturally occurring sugars all D-forms!!!!!!
6. Identify each of the following sugars as the D or L isomer.
CH
2
OH
CH
2
OH
O
O H
OH
CHO
CH
2
OH
OH
OH
O H
O H
CHO
CH
2
OH
O H
OH
CH
2
OH
CH
2
OH
O
O H
O H
-Xylulose
- Mannose - Threose
- Ribulose
n = 3
7. Write the mirror image of each of the sugars in the previous task and give the D or L name.
Molecular formula ……………………………. Let's only consider ALDOTETROSES.
8. Write down the formulae for all possible aldotetroses.
9. How many chiral centres do aldotetroses have? …..….…. chiral C atoms, it means ……….............… isomers = 2 pairs of enantiomers.
Molecular formula ...…………. Let's only consider the important ALDOPENTOSE - ribose.
10. Write down both L and D forms of ribose and 2-deoxyribose.
How many chiral centres do aldopentoses have? …….…. chiral C atoms, it means ……............……… isomers = 4 pairs of enantiomers.
Molecular formula …………………………….
ALDOHEXOSES
How many chiral centres do aldohexoses have? ………. chiral C atoms, it means ………..............…
isomers =8 pairs of enantiomers.
The most important isomer is D-GLUCOSE.
C
C
C
C
C
CH
2
OH
O
OH
O H
OH
OH
H
H
H
H
H
1
2
3
4
5
6
in an aqueous
solution
Haworth projection
n = 4
n = 5
n = 6
Importance of glucose:
In blood it is in the form of glucose-6-phosphate (ester of ....................)
Industrial use of glucose:
1. Draw Haworth structures for the following aldohexoses:
KETOHEXOSES
How many chiral centres do ketohexoses have? ……...…. chiral C atoms, it means …………............… isomers = ……….. pairs of enantiomers.
The most important isomer is D-FRUCTOSE
O
2. What anomer of fructose is shown above? Draw the structure of the second possible anomer.
Properties and occurrence:
DISACCHARIDES
Disaccharides are two monosaccharide units joined together by aglycosidic bond.
monosaccharide(1) + monosaccharide(2) → disaccharide+ H
2
O
= CONDENSATION REACTION
…………………......…….....……… + ………………………........………….. → SUCROSE + H
2
O
In the most common disaccharides, maltose, lactose and sucrose, there is at least one glucose unit.
MALTOSE
Two glucose units are linked by α-1,4 glycosidic linkage. The numbers 1, 4 indicate that the –OH on carbon 1 was bonded to the -OH on carbon 4 of the other glucose molecule. The symbol α indicates that ...................................................................................................................................
C
C
CH
2
OH
C C
C
O
OH
OH
OH
O H
H
H
H
H
H
C
C
CH
2
OH
C C
C
O
OH
OH
OH
O
H
H
H
H
H
H
+
O H
2
C
C
CH
2
OH
C C
C
O
OH
OH
OH
O H
H
H
H
H
H
C
C
CH
2
OH
C C
C
O
OH
OH
OH O H
H
H
H
H
H
Note: end anomeric carbon corresponds to –CHO in the open chain. It is a reducing sugar. Maltose is an intermediate in the breakdown of starch – happens during the sprouting of barley – important in .........…………. production.
LACTOSE
Note: Free anomeric carbon. Therefore a reducing sugar.
SUCROSE
Testing for reducing sugars
1. FEHLING'S TEST
Hermann von Fehling (1812 - 1885) was a German chemist, famous as the developer of Fehling's solution used for estimation of sugar.
2 cm
3
of solution Fehling I (……………………………………..)
+
2 cm
3
of solution Fehling II (…………………………..………) ……………………
+
Reducing sugar
2. TOLLENS' TEST
Bernhard Christian Gottfried Tollens (1841 – 1918) was a German chemist.
2 cm 3 of Tollens’solution (……………………………………..) + Reducing sugar
POLYSACCHARIDES
Polysaccharides are ……………………………………………………………………….……………….. of monosaccharide units. The most common monosaccharide unit is ………….…......………………………
STARCH
Reserve food in plants, stored in granules.
- By complete hydrolysis glucose can be made.
- By partial hydrolysis we can prepare dextrins or maltose.
Used in food industry, production of alcohol – fermentation.
With …………...…………… solution (..............................) it gives characteristic …………………..
colour.
Starch consists of amylose, an unbranched chain of glucose; and amylopectin which is a branched polymer of glucose.
GLYCOGEN, the storage form of glucose in animals (animal starch), is similar to amylopectin with more branching.
It is present in liver and muscles.
- It helps maintain proper amount of glucose in blood by removing and storing the glucose.
CELLULOSE is also a polymer of glucose, but in cellulose the glycosidic bonds are β bonds rather than α bonds as in the starches. Humans can digest starches to obtain energy, but not cellulose. However, cellulose is important as a source of fiber in our diets.
CH
OH
- Every second molecule flipped over → ...................... chains
- Hydrogen bonds between chains → …………… and ………………. structure
- Component of cell walls
- Ruminants can digest it as they posses rumen =
Uses of cellulose:
http://www.youtube.com/watch?v=yz8qDxkLG2A = synthesis of nitrocellulose | <urn:uuid:d3675dfb-8b30-40fa-afee-4521718d44ca> | CC-MAIN-2018-05 | http://smd.gytool.cz/downloads/SACCHARIDES_cb.pdf | 2018-01-22T23:53:12Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00059.warc.gz | 335,092,457 | 2,038 | eng_Latn | eng_Latn | 0.941364 | eng_Latn | 0.95879 | [
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Energy state of the art in schools
Wilfrie Koekkoek & Lisette Bros ROC Nijmegen, May 2009
1. Introduction
In December 2008 the European leaders agreed on a Climate and Energy plan. One of the goals of that plan is to reduce the use of energy by 20% in 2020. Energy is necessary for maintaining the European economy as well as people‟s health, their well-being and their lifestyles. To achieve the 2020 European goal of energy reduction, Europe needs individuals with the knowledge, skills and attitudes how to use energy resources wisely. Only then this goal might be achieved.
Energy literacy is critical to Europe‟s environmental and economic future. Energy education as an integral part of the school curriculum can contribute to produce energy-literate European citizens. For this reason the European Commission started the „Intelligent Energy Europe‟-programme. The programme enables several organisations all over Europe to experiment with activities contributing to the goals of the Climate and Energy plan mentioned. Part of the programme is the „Energy, Education, and Governance Schools‟project; the EGS-project.
2. Research questions
The first objective of the EGS-project is to define a framework to implement energy efficiency at schools. Therefore, the project includes among others a survey to study and describe the energy state of the art in European schools.
The WP2 Definition of the "energy" state of the art in the schools aims at defining the actual framework of the implementation of energy efficiency at school being a necessary knowledge base for successive activities. By this way awareness raising, networking, sharing of experiences will begin as well. Main activities that have been lead so far within the participating schools in the energy sector are the object of the surveys (didactic programmes and activities for students; Teachers‟ training programmes; Involvement actions for families; participation of families in school activities; cooperation initiatives with SMEs and Local Authorities; energy audit in schools, RES applications, etc.). The collected information will be published in the Deliverable 2.1 (Census report of energy best practices for each participant school) and will available for the WP3. (Annex I, last revised 02/07/2008, page 18)
The central theme of the survey is whether schools are aware or conscious of their practices in energy-usage i.e. energy efficiency. If that‟s the case this must be visible in their activities. Referring to efficient energy-usage schools does have different roles:
- they use accommodations for educational activities and as such they are energy consumers;
- they teach and train the younger generation and from that point of view they have a role as educators of (new) energy consumers.
So the survey should gather information on schools being a consumer of energy as well as an educator of energy consumers.
The object of the survey will be the activities of schools concerning both roles. The first group of research questions refers to the role of schools as a consumer of energy and the second group to their role as an educator.
1) If schools have an awareness of the energy they use being an energy consumer themselves, the topic is which „factors‟ might be responsible for the way schools fulfil these role efficiently. Factors that may influence their energy-consumption (positive or negative) are:
- the kind of accommodation they use for educational activities;
- the options they have to make their own energy-policy.
2) If schools are conscious of their energy-usage combined with their role as an educator of (new) energy consumers, the topic is how this reflects their everyday educational activities. Outcomes of how schools fulfil the role of educating young efficient energy consumers can be:
- the content of education, the curriculum;
- the needs mentioned for training their professionals on specific subject matters.
To answer both research questions a questionnaire is compiled that affects both roles of schools. Specific questions are clustered around themes like „accommodation‟, „governance‟, the educational content or „curriculum‟, and the „training needs‟ of both teachers and other school staff. Next to this, data shall be collected on energy „best practices‟ for each participating school.
3. Data collection
10 EU-countries take part in the EGS-project (and 23 partners). Each country should collect data of 4 schools (that is of the partner school themselves and from 3 other schools). The total maximum number of respondents will be 40.
In January 2009 the last audit on the questionnaire amongst the project partners was completed and at the end of January 2009 it has been send out to all the participants of the EGS-project. Preliminary results of the survey are reported in March 2009. As the response is rather small (< 50%), a reminder has been posted at the end of March and in April 2009.
Response
The response on the questionnaire is (39/40*100%=) 97%. Not all responses on the questionnaire could be proceeded. The reasons for non-response can be very different but they are not explored. One possible reason seems to be important enough to be mentioned. Schools may have problems in collecting some data, especially the data on their energy consumption irrelevant whether or not they are aware of their energy usage. From that point of view the response of Italy is quiet remarkable. More than 1/3 of the respondents are Italian schools. This means that the results are biased by Italy.
Different types of schools are included in the survey. Of each school the name has been collected and based on this so-called „type of school‟ an indicator of the educational level is
determined. Only in one case the educational level remains unknown and most schools provide vocational education.
Education
Quality of the data
To answer the research questions correctly and to be able to compare the data of the countries i.e. the schools involved, it is important that there exists an agreement on the questionnaire. All participants of the EGS-project should have the same opinion on the concepts underlying the different questions. Subsequently the method used to approach schools and ask them to fill in the questionnaire should be identical.
The questionnaire is composed by using the method of auditing. During a workshop at the first management meeting of the project, the themes are discussed and elaborated. Next a rough version of the questionnaire has been send out to all 23 EGS-partners at the end of 2008. The feedback of these auditors is collected, reviewed and incorporated in the final questionnaire (see Appendix 1).
An evaluation whether the instructions are followed as planned and agreed upon, has not been carried out. A brief check of the data collection makes clear that this might have caused the incoherencies observed. Not all the questions are accompanied by notes on „how‟ to answer them and several questions need not to be answered unconditionally. Therefore new data are constructed based on the „old-ones‟, whereby missing values are recoded as „unknown‟. Furthermore in some cases the new data are categorized also to facilitate a comparison between countries and/or schools.
4. Results: schools as consumers
Accommodation
Schools make use of accommodations for educational activities and as such they are energy consumers. The kind of buildings in which their accommodations are situated, might influence the energy consumption.
Here most of the accommodations used for educational activities are rather old: 74% of the buildings are constructed over 20 years ago. Of these buildings 11.000 m2 at the average is occupied by the schools. The number of people (in full-time equivalents per week) visiting
these schools for work or study and using the square meters space for their activities during the years 2005-2008, remains more or less stable.
The energy consumption in the successive four years mentioned, demonstrates more fluctuations. Related to the dominant energy sources – Electricity and Gas - the mean volume of Electricity (Kwh) consumed in 2008 compared to the volume in 2005 is relatively high. At the same time the volume of Gas (m3) in 2008 has declined.
| Energy used (%) | | | | | |
|---|---|---|---|---|---|
| | 2008 | | 2007 | 2006 | 2005 |
| Electricity - less than 30000 - 30000-60000 - 60000-120000 - more than 120000 | 18 21 18 43 | | | 14 14 25 47 | 8 17 29 46 |
| | | 18 21 18 43 | 13 27 13 47 | | |
| Gas - less than 30000 - 30000-60000 - 60000-120000 - more than 120000 | 38 14 33 15 | | | | 15 23 31 31 |
| | | | 26 32 32 10 | | |
Looking at the proportion of Electricity used in the years 2005-2008 controlled by the number of people visiting the schools during 2005-2008, makes clear that no pattern exist i.e. between years rise and fall of energy consumption is obvious.
Still, these kind of figures may be valuable to monitor one‟s consumption behaviour. For instance: the data gathered on „Electricity used in 2005 controlled by the number of people at school in that specific year‟ can be used as a schools benchmark to compare its individual energy usage during the next following years.
The year of construction of a building, the age of the accommodation, seems to be an important factor for this variety in energy consumption. The results show that the older an accommodation is the more Gas (m3) is consumed. Next to Gas and Electricity proportionally more other energy sources are used like Petrol and Fuel Oil.
Governance
Schools - being an energy-consumer - might have the scope of policy-making referring to their use of energy. The owner of the building or accommodations they use for educational activities can restrict their „influence‟ or willingness of policy-making.
The majority of the schools involved in this survey are owned by a local authority: only in 18% of the cases the government is the property owner and 5% of the schools are possessed by a private institute. Despite this ownership, most schools – 79% - claim that they can influence their energy-usage. They manage this by private or public experts (each 3%), through the school board (13%) or headmaster (36%) and above all by a mix of management styles (45%). One school describes this mix as follows: "The use of energy is managed by a private consulting company; the caretaker monitors the energy consumption and one teacher is responsible for the environmental protection i.e. coordinates the work that will be done by a green-team of students."
Independent of the school‟s influence on energy-usage, the habits they practices daily to reduce their energy consumption varies a lot.
Governance
Most schools mention to use more than two habits.
To encourage any reduction of energy consumption schools mostly utilizes internal communication (89%). But they hardly work with action plans (41%) or rely on any relevant national energy policy plan (26%). Still nearly 50% got some (financial) support in the area of sustainable energy use. This might be caused by the relationship with the owner of the building or accommodations schools occupy for their educational activities. The results show that for instance internal communication is mostly used by schools that are owned by a local authority. The same goes for (the minority of) schools who do work with action plans or can rely on the existence of a national energy policy plan.
Conclusions
Schools are energy consumers themselves. Although they might be aware of the amount and kind of energy they use, their consumption-pattern seems to be determined by the year of construction or age of the accommodations they occupy for educational activities. The ownership of that building seems to be an important factor for the different options they have to influence the energy they consume and to make their own energy policy. They do not rely on action plans and/or national energy policy plans.
5. Results: schools as educators
Curriculum
Schools are educators of (new) energy consumers and this might be reflected in their everyday educational activities especially in the content of the curriculum.
Here most of the schools (87%) claim that „energy‟ is a subject matter of their curriculum, i.e. energy is mainly integrated into multiple subjects of the curriculum. So different kinds of energy are recognizable in the curriculum.
Education
IEE/07/710/SI2.499412
09/2008 - 02/2011
Within 78% of the schools involved in this survey, the teachers (or a group of teachers) are free to implement energy in their curriculum. By doing this, they are hardly restricted by the school management or by schools being an organisation that must follow national or regional directives. Next to the teachers, students are actively engaged in „energy issues‟. They participate in specific projects (79%) or contribute to the realisation of thematic days (62%) and/or are involved in workshops (38%). This might be influenced by the age group of students or to be more specific by the type of school, the so-called educational level. The results show that if students do participate in projects or workshops and/or contribute to thematic days, schools mostly provide vocational education.
Training needs
Training of teachers and other school staff is an important part of the EGS-project. Therefore some information on training needs is gathered.
Only 55% of the schools involved, mention that their teachers are trained enough to provide lessons on energy-usage. Still they feel pretty competent on different relevant subject matters related to „energy education‟. However a more specific look at the results show that teachers do not feel very competent. They score mainly on level 2 and 3 on a scale of 5. They do not feel competent on the subject of Institutional framework and European standards.
Training Needs
| Competence (1-5) | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| - on sustainable development - education on sustainable development - problems of energy and environment - energy efficiency and saving - renewable energy sources - institutional framework - european standards | 6 6 3 3 3 19 37 | 22 33 30 33 28 50 39 | 42 28 30 36 38 25 20 | 19 25 25 8 17 6 4 | 11 8 11 19 14 0 0 |
Next to this and whether or not schools claim that their teachers are trained, their need for training plans related to the specific subject matters or topics is different for the group „teachers‟ compared to the group „other school staff‟.
Training Needs
| Topics yes (%) | | Teachers | Other school staff |
|---|---|---|---|
| - on solar thermal - on photovoltaic - on hydroelectric and marine energy - on energy from biomass - on geothermal - on other alternative sources | nd marine energy omass | | 62 66 25 41 47 31 |
To be more precisely: on the topic „problems of energy and environment‟ they want training plans for their teachers on energy scenario (90%) and climate change (77%). On the topic „principles and use of renewable energy sources‟ this need refers to subjects as solar thermal (70%) and Photovoltaic (70%). (This will be elaborated in WP3 „Strengthening the schools capacities in the energy sector‟.)
Conclusions
Schools are educators of (new) energy consumers. Although energy is a subject matter of the curriculum, the way this is organised seems to depend on the type of school; the educational level. Furthermore, at the average they feel competent on relevant topics but also have specific desires for teacher training programmes, more than for their other school staff.
6. Best Practices
Schools might have some experience with reducing their energy consumption and/or the role of educating the younger generation to use energy efficiently.
The majority of the schools involved in this survey do cooperate in an energy programme with other organisations i.e. 32% do not participate in any programme at all. If they collaborate in a programme, they mainly are engaged in local and regional activities (68%). At the same time no more than 36% of the schools already use alternative energy sources and in that case solar energy dominates. Other sources are biomass or the temperature of the ground-water for heating purposes. Moreover, the schools pay little attention to the technical aspects of energy (40%); barely incorporate sustainable development in their everyday educational activities (31%), but 53% of them focus the educational programmes on students attitude toward energy. And finally, 74% of the schools do make an energy audit of the accommodations they use related to their energy consumption.
7. Final remarks
The central theme of the survey is whether schools are aware or conscious of their practices in energy-usage i.e. energy efficiency. If that‟s the case this must be visible in their activities.
Schools do use accommodations for educational activities and being an energy consumer they might be aware of the amount and kind of energy they consume i.e. their consumption (over the last four years) consists mostly of Electricity and Gas. But this consumption-pattern is more or less determined by the year of construction or age of the accommodations they occupy for these activities. The ownership of that building influences the options they have to manipulate their consumption-habits and make their own energy policy. It also influences the consumption – for instance the Electricity used.
Owner of accommodation
Because most old accommodations are owned by a local authority, at the local level there seems to be no need to challenge their consumption-behaviour. At the same time for schools there might be room enough for change.
Schools may perhaps want to be a good example in their energy behaviour being an educator of (new) energy consumers. They integrate energy into multiple subjects of the curriculum. But the way this is organised, depends on the type of school, the educational level the school represents. At the same time the type of school influences their options to
make an own energy policy and the amount of teachers being trained enough to provide lessons on energy-usage i.e. the wishes for teacher training programmes.
Appendix
1) Questionnaire Energy State of the Art frequencies.
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technically speaking
BY ERIK RUNKLE
Effects of Blue Light on Plants
Blue light is usually referred to as radiation with wavelengths between 400 and 500 nm. This waveband is within the visible spectrum, has relatively high energy, and has pronounced
effects on plant growth and flowering. Our perception of blue light, especially at shorter wavelengths (for example, 400 to 425 nm) is low compared to green light. In contrast, blue light is considered equally effective as green or red light at driving photosynthesis. Thus, while blue light can appear somewhat dim to us, it has high energy and is useful for plant growth applications.
BLUE LIGHT AND PLANT GROWTH
Erik Runkle is professor and floriculture Extension specialist in the department of horticulture at Michigan State University. He can be reached at firstname.lastname@example.org.
38FEBRUARY 2017
Blue photons drive the photosynthetic reaction, although from an energy standpoint, one might consider them less efficient than green or red photons because their high energy isn't fully utilized; some of the energy is essentially lost compared to photosynthetic photons with a longer (less energetic) wavelength. However, at least a minimal intensity of blue light is needed in sole-source (indoor) lighting applications for normal plant growth. In addition, blue light regulates the opening of stomata, which are the tiny openings on leaves that control both water loss and the uptake of carbon dioxide. Generally, only a low intensity of blue is needed in a light spectrum for fully functional photosynthesis. Therefore, indoor lighting (such as in vertical farming) and greenhouse lighting usually include blue in the spectrum.
Generally, blue light suppresses extension growth; plants grown with blue light are usually shorter and have smaller, thicker and darker green leaves compared to plants grown without blue light (Figure 1). In the production of ornamentals, these attributes can be desirable because in essence, blue light can act as a growth regulator. The utility of blue light as a growth regulator is pronounced with indoor lighting and generally has less or no growth-inhibiting effects in supplemental greenhouse lighting. There are some reports in which extension growth is actually promoted under only blue light, although this response seems to be crop specific.
BLUE LIGHT AND LEAF COLOR
Radiation with shorter wavelengths (blue/UV) stimulates the production of compounds that can influence leaf coloration. For example, in the absence of blue/UV radiation, plants that have purplish leaves outdoors may have green leaves. In some leafy greens crops such as lettuce, blue/UV also increases the production of healthful compounds such as antioxidants and some vitamins. Thus for these crops, delivery of blue/UV
GPNMAG.COM
Figure 1. Seedlings grown indoors with blue light are often shorter, and have smaller leaves, than those grown under only red light. Plants were grown at the same photosynthetic photon flux density (PPFD) in an environmental growth chamber. Research from Heidi Lindberg and Erik Runkle, MSU.
radiation prior to marketing can increase crop quality attributes such as leaf coloration and nutrition. Similarly, in the absence of blue/UV, some plants in the tomato (nightshade) family develop intumescences, or small blisters, on leaves, stems and petioles. This physiological disorder typically decreases as blue/UV radiation increases.
BLUE LIGHT AND FLOWERING
At a low intensity, such as that typically used to deliver photoperiodic lighting (1-2 µmol∙m –2 ∙s –1 ), blue light does not regulate flowering of most daylength-sensitive crops. However, at a higher intensity (such as 20 µmol∙m –2 ∙s –1 or higher), blue light can promote flowering of long-day plants and inhibit flowering of short-day plants. In recent research at Michigan State University, we delivered moderate intensities of blue light in our greenhouses in an attempt to regulate flowering and suppress extension growth. While we were successful at regulating flowering, there was no consistent effect on suppressing plant height.
Blue LEDs have become very efficient and inexpensive because they are used to create white LEDs for human applications. However, because of the high energy of light emitted from blue LEDs, and because the blue light appears relatively dim to us, people should never look directly at blue LEDs without UV/blueblocking safety glasses. | <urn:uuid:54fadc35-00ce-4405-b3c8-3dc26cf324e0> | CC-MAIN-2018-05 | http://gpnmag.com/wp-content/uploads/2017/03/GPNFebruary_TechSpeak.pdf | 2018-01-22T23:52:09Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00061.warc.gz | 148,593,577 | 902 | eng_Latn | eng_Latn | 0.998125 | eng_Latn | 0.998125 | [
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California Association for Safety Education
Volume XVI, Number 3 - Sept. 2006
The Challenges of Driver Education in the 21 st Century
Status of AB 2175
by John Knippel, CASE Past President
T he "Youthquake" puts us on a new frontier. For decades we have been complacent, content with driver education being a favored child. While we were not paying attention, funding dried up, and district administrators dropped driver education from graduation requirements and from offerings completely. They, too, associated driver education with the car. Like the song lyrics go, "Don Juan, when your money's gone, well then, your honey's gone"; driver education was gone as the money for the car portion of the program was gone.
We now face a new challenge; the tidal wave of youth from the children of the baby boomers. It is estimated that teens, which now make up 6.6% of the driver population, will begin to grow to 10% of the driving population (CDC, Atlanta, GA). Most of those who initiated driver education in our state have or will soon retire. Only one or two hundred have been trained to take their places (Knippel, CASE).
The youth, like all youth throughout history, are full of energy, ideas, and naiveté about life and death. They are also blessed (or plagued) with enormous amounts of knowledge without the wisdom of what that knowledge means or how to use it. We have given them jet aircraft, television, cell phones, freeways, computers, the Internet, broken families, and a need for greed as well as speed. If Madison Avenue is blamed for the condition of our youth, we baby boomers are the blame for Madison Avenue. We created it and whatever influence it has on our youth.
We have changed the legal age for adulthood from 21 to 18. We did this before brain research showed mental maturity and decision making processes take up to age 25 to develop. We have changed from a culture of literacy to a culture of "sound bites", further acerbating the problems created by feeling pressured to get things done.
Current statistics from NHTSA show an increase in the fatality rate from traffic collisions at age 18. There is a decrease in every other age until beyond age 65. Driver educators and traffic safety-minded people everywhere must address this problem. It is the nevertalked-about "negative side" of the otherwise very positive GDL Laws.
Changes in automobile design and capability as well as changes in our highways have made the physical aspect of driving much easier. This gives our youth the false impression that safe driving is easy. It also disguises the poor driver from the driver trainer whose measuring rod is the ability to physically maneuver the car.
Most drivers are in trouble well before they lose the ability to control the vehicle (Del (continued on page 7)
In our last issue, we reported on AB 2175 by Assemblywoman Carol Liu (D)—La Crescenta. The bill passed the Senate on August 23 by a vote of 34-2 and went back to the Assembly for approval of amendments. The Senate amendments were concurred by the Assembly on August 29 by a vote of 73-4 and the bill was enrolled and sent to the Governor on September 11.
Following are the Senate amendments:
1) Requires DMV to establish a Teenage Drivers Education and Training Advisory Committee, with membership appointed by the Director of DMV, as specified, to assist the DMV in the development and oversight of the program.
2) Requires DMV to contract with an expert entity independent from, and not affiliated with, the model driver education and training contractor for the purpose of evaluating the program's effectiveness.
3) Specifies that moneys required to implement this bill be made available, upon appropriations from the Legislature, from the Driver Training Penalty Assessment Fund and requires DMV to make efforts to secure federal funds to implement its provisions.
4) Requires DMV to submit a progress report to the Chair of the Assembly Committee on Transportation and the Chair of the Senate Committee on Transportation and Housing no later than December 1, 2009.
5) Deletes the January 1, 2009 deadline, requiring DMV submit the developed program standards to the Legislature.
CASE Calendar
April 12, 2007 - Pre-conference Workshop with Professor Fred Mottola - Clovis Veterans' Memorial Building, Clovis. See page 7 of this newsletter for information.
April 13-14, 2007 - 55th Annual CASE Conference, Clovis Veterans' Memorial Building, Clovis. See the conference registration form included in this newsletter or online at www.casewebsite.org
DMV Driving Examiner Dies in Crash During Drive Test
On Tuesday, July 11, David Ignacio Gallegos, a seven-year California DMV employee, was involved in a fatal traffic collision at the intersection of Palm Avenue and Picador Boulevard/Beyer Way in Otay Mesa while conducting a drive test. This is the first known on-the-job fatality of a driving examiner in the history of the DMV.
Gallegos, who had worked for the DMV since 1999, was a resident of Chula Vista and worked out of the San Ysidro office. DMV Director George Valverde said, "While mourning David's loss, we pride ourselves in developing drive test examinations that take into account driver proficiency while being mindful of the health and safety of our employees and driver license applicants. The reality is, we conduct well over 1 million drive tests in our DMV field offices annually, and the incidence of any injury during those tests are extremely rare."
Valverde also applauded the actions of a 16-year old youth who pulled the driver license applicant from the crashed vehicle. "This young man went above and beyond the call of duty and is to be commended," said Valverde. The applicant suffered minor injuries and was subsequently released from the hospital
DMV Media Relations, July 12, 2006
Page 2
Graduated Driver Licensing Reduces Fatal Crashes by an Average of 11 Percent
Graduated driver licensing programs throughout the U.S. reduce, by an average of 11 percent, the incidence of fatal crashes of 16-year-old drivers, according to a study by researchers from the Johns Hopkins Bloomberg School of Public Health's Center for Injury Research and Policy and the Johns Hopkins School of Medicine. When examining the most comprehensive programs, the researchers found about a 20 percent reduction in fatal crashes involving 16-year-old drivers. The report was supported primarily by the National Highway Traffic Safety Administration and in part by the Centers for Disease Control and Prevention.
The researchers used data from 1994-2004 collected by NHTSA's Fatality Analysis Reporting System and the U.S. Census Bureau to examine various graduated driver licensing programs and fatal crash statistics in 36 U.S. states with graduated driver licensing programs and 7 without.
Johns Hopkins Bloomberg School of Public Health Press Release, July 3, 2006
Rise in Motorcycle and Pedestrian Deaths Led to Increase in Overall Highway Fatality Rate in 2005
An increase in motorcycle and pedestrian deaths contributed to an overall rise in highway fatalities in 2005, according to the National Highway Traffic Safety Administration. The total number of fatalities rose 1.4 percent from 42,836 in 2004 to 43,443 in 2005 while the rate of fatalities was 1.47 fatalities per 100 million vehicle miles traveled (VMT), up from 1.45 in 2004.
Despite the spike in motorcycle and pedestrian fatalities, other fatality trends were improving. The number of young drivers dying in car crashes declined in 2005 for the third straight year while the number of children who were killed in crashes also declined. The largest drop was for children ages 8-15.
CASE Newsletter
Published by the California Association for Safety Education
Richard Mikulik, Editor
25 Shelbourne Place San Mateo, CA 94402
E-mail: email@example.com
CASE Web Site:
www.casewebsite.org
CASE Officers
Keith Merrihew, President
e-mail: firstname.lastname@example.org
86 Burl Avenue Clovis, CA 93611 (559) 297-8345
John Knippel, Past President
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Shannon Woods, President-Elect
West Sacramento, CA 95691
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Barbara Shiffermiller, 1st Vice Presi dent
P.O. Box 3736 Riverside, CA 92519 (909) 621-6781 e-mail:email@example.com
Trina Bega, 2nd Vice President 4555 Grover Ct.
(510) 742-5465
Fremont, CA 94536
e-mail: firstname.lastname@example.org
Larry Terrill, North Region Rep.
Portola, CA 96122
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e-mail: email@example.com
Larry Woodruff, South Region Rep.
e-mail: firstname.lastname@example.org
3608 York Circle La Verne, CA 91750 (909) 593-0563
California Association for Safety Education
Clovis Veterans' Memorial Building
55 th Annual CASE Conference
Friday, April 13, 2007, 8 am to 5 pm (8:00 am - 12:00 pm pre-conference) Saturday, April 14, 2007, 8 am to 5 pm
Join us for a stimulating and interesting program with presentations from top educators and experienced professionals in traffic safety education.
It has been many years since CASE held its annual conference in the Fresno area. The Central California location of our 2007 Conference will make it easier for attendees to drive from both the northern and southern areas of the state. The Best Western Clovis Cole is located next door to the conference center where our sessions will be held and within walking distance of Old Town Clovis, a newly-redeveloped turn-of-the-century district with fine restaurants, antique shops and boutiques.
* The Best Western Clovis Cole room rate is $79 Thursday and $87 Friday and Saturday plus tax, single or double occupancy. Participants are responsible for their own hotel reservations. Call the Best Western for reservations at 559-299-1547 or Toll-Free 1-800-780-7234 and request the CASE Conference Rate. Rooms must be reserved by March 1 to receive the Conference Rate. The hotel is located at 415 Clovis Avenue, Clovis.
* Conference Registration Fee: $120 for CASE members or $160 for non-CASE members. The $160 fee includes a one-year CASE membership. Make checks payable to CASE Conference (Registration Form below). Fee includes banquet style luncheon on Saturday plus informal social hour Friday with hors d'oeuvres/refreshments and raffle awards. Conference registration fee must be received by March 24, 2007 to guarantee Saturday banquet meal. Registrations received after March 24 are $160 ($200 for non-members).
REGISTRATION FORM
Registration must be received no later than March 24, 2007
Mail check to: CASE Conference, 25 Shelbourne Place, San Mateo, CA 94402
Name: __________________________________________ School District/Business ____________________________________
Address: ____________________________________________________ Evening Phone ( ) ____________________
City ______________________________________ State _____ Zip _________ E-mail: __________________________________
Registration Fee Enclosed: $____________ ($120 CASE members, $160 non-members*) if received by March 24
School District Purchase Orders not accepted (if your school district is paying for registration, a district check must be sent with this registration form attached).
*$160 fee includes one-year CASE membership
Page 3
Teacher Workshops in Development
by Trina Bega, CASE 2nd Vice President
I'm very excited about my new position as 2nd Vice President of CASE. There are so many wonderful members in this organization. I look forward to meeting more of them.
I teach Health and Driver Education at John F. Kennedy High School in Fremont. I strongly encourage CASE members and all educators to encourage their fellow staff members to obtain their Driver Education credential. The state of California is desperately in need of qualified Driver Education teachers. I am in the process of recruiting teachers in my district to become Driver Education teachers. Salary advancement is indeed an incentive but working as safety educators to save lives is an even better incentive.
Past President Jim Lewis has been assisting with the set up of Driver Education workshops in Northern and Southern California. We are still working on the specifics and locations. Health and Driver Education teachers in particular are invited to attend. The workshops will include the following information:
* Driver Education Standards
* Legislation
* Curriculum development
* Textbooks and materials
* Teacher preparation and credentialing
If you're interested in assisting with these workshops, please contact me at email@example.com or (510) 657-4070 x27352
Assembly Bill Sent to Governor Would Require Children Under 8 to be Secured in Rear Seat
AB 2108 by Assemblywoman Noreen Evans, (D - Santa Rosa) has been passed by the Legislature and was sent to the Governor on September 6. The bill would require parents to secure their children into appropriate back seat passenger restraint systems until they are 8 years old or taller than 4 feet - 9 inches. If signed by the Governor, the law would take effect January 1.
Kids would still be allowed to sit in the front seat with a car or booster seat if there is no back seat, the backseats face backwards, the backseat can't accommodate a restraint system, the backseats are already filled with kids 7 years of age or younger, or there is proof of a medical condition that prevents a child from being in
Current California law requires children younger than 6 or weighing less than 60 lbs. to sit in the back seat secured by a car or booster seat. According to NHTSA, children aged 4 to 8 who use car or booster seats are 59 percent less likely to be injured in a car crash than children restrained only with a seat belt. NHTSA recommends that children should be in a car seat or use a booster seat until they are 8 years old. When kids outgrow car seats with built-in harnesses, they should sit on booster seats so that the car's restraints buckle across their shoulders to restrain them in the event of an accident.
If AB 2108 becomes law, drivers not using a car seat or a booster seat or allowing their children 12 and under to ride in the front seat would be charged with an infraction and fined $100 for the first offense. The second offense would carry a $250 fine. However, the fine a driver would actually pay would be higher since most localities add various penalty assessments on traffic infractions.
Page 4
AB 2108 Would Require:
* Children under 8 to be transported in a car seat that meets federal motor vehicle safety requirements.
* Children 8 through 12 to ride in the backseat of a vehicle and be properly secured by either a car seat or seat belt.
* Children 13 through 15 to be properly secured in a car seat or safety belt.
* Children under 8 who are 4 feet - 9 inches or taller may be restrained by a seat belt rather than a car seat.
CASE Strategic Planning
On July 17, a CASE Strategic Planning Conference was held in Clovis at the site of our 2007 annual conference. The purpose was to revise and update the Association's strategic plan and critical success factors. The results of that meeting are listed below and will become the foundation of our annual conference to be held April 13-14, 2007.
Mission Statement:
Promote traffic safety education in conjunction with all appropriate organizations in developing safe and efficient users of the highway transportation system (HTS).
Critical Success Factors:
* Participate in policy and legislation
* Improve communication with the Department of Education (CDE)
* Promote and expand teacher preparation and training
* Increase public awareness of injury prevention
* Identify and obtain funding
* Develop private/public partnerships
Driver Education Teacher Preparation Courses
Driver Education teacher preparation courses are continuing in the Northern California and Riverside areas.
For information contact Jackie Woodworth at the Fresno County Office of Education (559) 265-3031 or Anna Maria Toma at UC Riverside School of Extended Education (951) 827-1661.
Even if you have a credential, this is good for salary scale advancement as the units are all graduate credit. You will also learn much in the way of valuable information and techniques.
Page 5
Page 6
Teacher Tip
IPDE- A Picture is worth a thousand words
firstname.lastname@example.org
Submitted by: Shannon Woods, River City High School,
Purpose: To assist students in gaining understanding through application of IPDE process.
Materials:
* At least 1 4x6 photograph of traffic situations mounted onto stiff paper like cardstock and placed in a protective cover. It is best if you can take pictures of the school neighborhood including residential, multi lane, highway, parking lots, etc...
* Same copy of pictures of traffic situations in a PowerPoint presentation (if you have the technology, otherwise use overhead transparencies).
* Paper and pencil for each student
Procedures:
1. Break students into groups of 3 to 4. Have students take out paper and pencil.
2. Have students look at a picture. Then in writing describe what they see. Have them Identify all potential hazards, real hazards, etc... Then Predict what will happen with the other driver, their car and themselves... Then Decide what actions they will need to take... then Execute that decision, describing in detail the procedures they would use to put decision into action.
3. Repeat until students have viewed all pictures handed to group.
4. Have students discuss their IPDE process with group, and as a group prepare the best IPDE process for each picture.
5. Show pictures on overhead or PowerPoint. Have group leader share picture and their IPDE process with entire class. Continue with as many students sharing as possible.
My Comments: This activity can get rather loud if you like a quiet classroom. I really enjoy giving the students a variety of traffic situations from very safe and easy, like single stop sign with no traffic, to very complex situations, like multi-lane street with drawbridge, railroad crossing and 4-way traffic signal at rush hour. Different students see different hazards in each picture so the ability to discuss what they see is important. Biggest thing I learned in this activity: Don't answer for them. Allow them to voice their own answers. I get a lot of positive student feedback from this activity.
The Challenges of Driver Education in the 21 st Century
(continued from page 1)
Freeman, CASE Conference, Palm Springs, 2006). Most drivers are in trouble because of their attitude about life. The car is simply a microcosm of the life of the driver. "As much as we need to give our teens more time to learn and to practice, and we still don't know what makes a safe driver, if we fail to address attitude — which drives their behavior — it doesn't matter how many additional hours we give them. Because if you have the wrong attitude behind the wheel, that is tantamount to a crash waiting to happen." (Mark Horowitz, CASE Conference, Palm Springs, 2006)
The crash reports state, "Failure to yield the right-of-way, speed too fast for conditions, or tailgating, or unsafe lane change". These are the results of the pressures faced by modern society and, in particular, by our youth. Youth are, by nature, in a hurry. Our modern, time-driven society only makes driving more dangerous for them. We must give them better tools for vision, hazard recognition and self control. Knowing how to change a tire or how to shift are not nearly as essential as they once were. We have better vehicles and better roads. Resolving driver error is the challenge.
The number one cause of collisions is "being in a hurry". Being in a hurry even causes driving under the influence for most drivers. They just don't have the time to wait for the alcohol to wear off. Falling asleep behind the wheel is another example of being in too much of a hurry to reach the destination. Being in a hurry affects perception as well as judgment; "we tend to see only what we want to see, and we tend not to see the unexpected." (Surprising Studies of Visual Awareness: Dr. Daniel Simons)
Because driving safely is mostly visual and mental, we need more simulation and less behind the wheel. Because learning is primarily integrated and not segregated, we need to involve the entire learning community in our coursework. Because motivation is a key factor in learning, we need to take advantage of the motivation inherent in driving for the teenager. Because safe driving is more than getting a license, we need to teach life skills as much or more than we teach driving skills. Because not everyone will need physics, or great writing skills, but everyone will drive, we should have the course that is the model for all education: special ed., GATE, AP, and regular ed.
If driver education is to survive in the 21 st Century, we must understand today's teens, how they think and how they process information. We must take a hard look at what we teach and why we teach it. Then we must look at how we teach what we have decided is important. The best material, poorly received, still makes for poor drivers. In the movie "A Few Good Men", Jack Nicholson challenges us with the statement, "You want the truth? You can't handle the truth!" If we will look at the truth and decide to handle the truth, then driver education will survive in the 21 st Century.
Pre-Conference One-Day Workshop With Professor Fred Mottola
The day before the 2007 CASE Conference begins, Professor Fred Mottola will present a special workshop, "Teaching Effective Car Control and the Skid Monster." The workshop is scheduled for Thursday, April 12, 2007 from 8:30 a.m. to 5:00 p.m. There is an additional fee of $125 to register for this session. Registration information will soon be sent to all CASE members. Participation will be restricted to a limited number of Conference attendees.
Professor Mottola, Executive Director of the Driver Behavior Institute, has researched, developed, and taught innovative systems of risk prevention for 37 years. He received three U.S. Patents for his invention of the Skid Monster.
Those who enroll in this workshop will discover and experience methods and activities to make classroom and in-car sessions exciting and effective. The fee will include Professor Mottola's educational materials and DVD.
The Skid Monster is an invaluable experience for any driver. Workshop participants will have the opportunity to drive the "Monster" and learn how easy it is to maintain car control — and how difficult it is to regain control when speed is mismanaged.
The vehicle shown above was equipped with Professor Mottola's Skid Monster for the preconference workshop in 1999.
Visit the CASE Website: www.casewebsite.org
Page 7
Membership Application (please type or print)
Professional Memberships are $40.00. New memberships are valid for one year from date of receipt.
Name __________________________________________________________
Address _________________________________________________________
City _______________________________________________ State ______ Zip ____________
School: _________________________________ District _____________________________________
County: ___________________________________________
Phone: School or office ( )__________-_____________ Evenings: ( )__________-____________
Referred by (optional):_______________________________________________
Make check payable to: CASE 25 Shelbourne Place San Mateo, CA 94402
Please help us increase our membership!
Our Membership Committee is requesting that each member do his/her part to bring in new members. Please check with the driver education professionals at your school or district to see if they are members of CASE. If not, provide them with the membership application below and discuss the importance of belonging to their professional association. | <urn:uuid:69f6c585-7f69-4981-a749-1a868522e248> | CC-MAIN-2018-05 | http://www.casewebsite.org/Newsletter/Sept.%202006%20CASE%20Newsletter.pdf | 2018-01-22T23:42:31Z | crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00060.warc.gz | 416,993,617 | 5,133 | eng_Latn | eng_Latn | 0.990716 | eng_Latn | 0.998191 | [
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[1]
MODERN SCIENCE - 6
[2]
CONTENTS
[3]
(I) Answer the following questions :
1. Why do living things need food ?
Ans. Living things need food for the following reasons :
i. Food helps us to grow.
ii. Food gives us energy to carry out a numbers of activities.
iii. Food provide us necessary strength in order to keep our body in good health and protects from various diseases and helps to over come wear and tear. Food is needed for repair of damaged or injured body parts.
2. Classify the animals according to their food habits.
Ans. On the basis of food habits animals are classified in three parts :
i. Herbivores : Plant eating animals are called Herbivores . Cow, Sheep
ii. Carnivores : Animals which eat only meat of other animals are called Carnivores.
iii. Omnivores : These are the animals who eat both plants and animals.
3. What are the main sources of food ?
Ans. Both plants and animals are important sources of food.
4. What are food producers ? Why are they called so ?
Ans. Plants are called the food producers because they prepare and provide food. All green plants and trees are producers .
5. Mention some steps to avoid wastage food.
Ans. Following step should be taken to avoid wastage of food :
i. Food should not be allowed to get spoiled or eaten away by animals.
ii. We should eat only that much quantity of food which is required by our body. Excess eating will lead to obesity and other diseases.
iii. In parties or even in our homes we must not leave food uneaten in our plates.
II Differentiate between the followings :
1. Apiculture and Pisciculture :
Ans. Apiculture : The rearing of honey bees on a large scale is known as Apiculture.
Pisciculture : Rearing and management of fish on a large scale is called Pisciculture.
2. Herbivores and Carnivores :
Ans. Herbivores : Plants eating animals are called herbivores. Such as Cow, Sheep. Carnivores : Animals which eat only meat of other animals are called Carnivores. Such as Tiger, Lion
3. Milk providing animals and poultry animals :
Ans. Milk Providing Animals : Animals provide us food in the form of milk. Poultry Animals : Animals which provide meat and eggs are called poultry animals. Such as Hen, Duck.
4. Carbohydrates and Proteins .
Ans. Carbohydrates : Energy giving nutrients
V
Proteins : Body building nutrients.
III Select whether the following statements are true or false :
Ans. 1. T. 2. F. 3. T. 4. F. 5. T.
IV Match the statements of the following columns :
1. All are animals products
- Milk, curd, ghee, paneer.
2. A complete diet
- Pulses, rice, milk, chapatis, vegetables and fruits.
3. All are vegetables -
Spinal, radish, carrot.
4. Animals providing both meat and eggs
- Poultry animals.
5. Honey bees
- Beehives.
Fill in the blanks :
1. Cereals constitute the staple diet of human beings.
2. Birds have no teeth but they have beaks.
3. Animals which provide both meat and eggs are called poultry animals.
4. Pulses are rich in proteins.
5. The place where rearing of honey bees is done is called apiary.
VI Define the following terms :
1. Apiculture : The rearing of honey bees on a large scale is called apiculture.
2. Pisciculture : The rearing and managing of fish on large scale
production is known as pisciculture.
3. Cereals :
The edible grains obtained from cultivated grasses are called cereals.
4. Food : Any substance that provides an organism energy and nourishment is called food.
5. Carnivores :
Animals which eat only meat of other animals are called carnivores. Tiger, lion .etc.
VII Give two examples of each of the following:
1. Herbivores
- Cow, sheep
2. Cereals -
Wheat, maize
3. Poultry animals -
Hens, duck
4. Spices -
Ginger, Turmeric
5. Sugar producing plants
- Sugarcane, Sugar beet
6. Carnivores -
Tiger, Lion.
2. Components of Food
I Answer the following question :
1. List different components of food and their importance.
Ans. Food consists of five major components called nutrients these as follow :
(1) Carbohydrates, (2) Fat (3) Proteins (4) Mineral salts and
4.
Ans.
(5) Vitamins :
i. Carbohydrates : Carbohydrates are the common energy giving compounds which are stored in the liver and muscles of our body.
ii. Fats : Fats are also energy giving substances and give more energy than carbohydrate. Fats get stored beneath our skin and protect our body against rapid loss of heat.
iii. Proteins : Proteins are body building food they help the body in its growth and repair the body cells and tissues. They also protect and help the body to fight against diseases and infections and regulate body functions.
iv. Mineral salts : They are needed for the normal working of our body. Salts of Calcium and Phosphorous are required for making bones and teeth strong and for promoting blood clotting in our body. Iron is a constituent of blood and forms haemoglobin.
v. Vitamins : These are the chemicals which help to maintain a healthy body.
2. Why roughages are important to us ?
Ans. The indigestible portion of food consisting mainly of plant cellulose is known as roughage or fibre. It has no nutritive value but prevents constipation and keeps digestive system in order.
3. What is the importance of water for human beings ?
Ans. A water constitutes almost 70% of our body weight. It helps the body to perform various functions properly. Function of water are as follows :
i. It is a means of transporting substances in the organisms.
ii. It helps to maintain a constant body temperature.
iii. It helps in the absorption of food and excretion of waste products from the body.
iv. It acts as a solvent in the body for many substances.
Name two protein deficiency diseases with their symptoms.
Deficiency of proteins leads to serious diseases Kwashiorkor and Marasmus in children.
Symptoms of Kwashiorkor :
i. Protruding belly.
ii. Brownish hair, dark and scaly skin.
iii. Stunted growth, usually underweight.
iv. Loss of appetite.
v. Anaemia.
vi. Mental retardation.
vii. Swollen legs due to accumulation of water.
viii. Reduced resistance to diseases.
Symptoms of Marasmus :
i. Poor muscle development.
ii. Bones showing through the skin.
iii. Weak legs.
iv. Loss of appetite.
v. Anaemia.
vi. Grossly underweight.
vii. Mental retardation.
viii. Reduced resistance to diseases.
5. Why should we include vitamins in our body ?
Ans. Vitamins are required in small quantities for proper functioning of our body. It helps in keeping our eyes, bones, teeth and gums healthy. It deficiency in our diet leads to serious diseases. Such as night blindness etc.
6. What test will you perform to test the presence of protein in food item ?
Ans. Take egg white in a test tube and put some water in it now add. 2 drops of copper sulphate solution and 10 drops of caustic soda solution to it after a few minutes the violet colour in the test tube indicates the presence of protein in the food item.
7. What are the ill effects of the deficiency of facts in our body ?
Ans. Deficiency of facts causes rough skin weak eye- sight and thinness of the body. II Mention the food constituents which may be lacking in diet, in case of the following :
1. A children suffering kwashiorkor -
Protein.
2. A person suffering from poor sight -
Fats.
3. A person suffering from anaemia - Iron.
4. A child suffering from night blindness -
Vitamin A.
5. A person suffering from goitre
-
Iodine.
III State whether the following statements are true or false.
1. T. 2. F. 3. T. 4. T. 5. F. 6. T.
IV Match the statements in column a with those in Column B.
Ans. A
V Fill in the blanks with suitable words :
1. Protein are the blood building foods.
2. Iron is the constituent of blood.
3. Nitrogen is the most essential element in Protein.
4. Fruits provide carbohydrates and Protein in large to quantities.
5. Over eating causes a disease called obesity.
6. Pulses are a good source of Proteins.
VI Choose the correct option from each of the following.
1. - C, 2. - C, 3. - F, 4. - C, 5. - F.
3. Fibres Our Clothing Materials Fibres Our Clothing Materials Fibres Our Clothing Materials Fibres Our Clothing Materials Fibres Our Clothing Materials
I Answer the following question :
1. Write about the different type of cloth materials.
Ans. Clothing materials include both natural and artificially made substances. Leather, fur and clothes made from plants fibres are natural materials, where as artificially created materials include all types of synthetics.
2. How will you test the different absorbing capacities of different kind of materials ?
Ans. To list the absorbing capacity of different kinds of dress materials Take pieces of cotton, wool, silk and nylon measuring 6cm x 6cm and of same thickness a bangle of diameter 5cm, a glass of water, an eye dropper, digital watch with seconds. Spread the piece of cotton flat on a table and place the bangle over it. Mark the center of the bangle with ink. Fill the eye dropper with water and allow a few drops of water to fall from just above the marked centre. Note the time when these water drops get absorbed pour more water drops till the water spreads to the rim of the bangle. Note the time again. Repeat this activity with woolen, silk and nylon clothes. You will notice that the wool requires the maximum number of drops to soak followed by Cotton, Silk and finally Nylon. This activity shows that different types of dress material have different water absorbing capacity.
3. What are the clothes made from? Name two natural and two man made clothes materials.
Ans. All clothes are made from fabric which are obtained from plants, animals or made synthetically. Natural clothes material are cotton, wool. Two man made clothes are nylon, polyester.
4. Name the processes involved in serial order for making cotton fabric from raw cotton.
Ans. Processing of Cotton is :- i. Ginning, ii. Spinning, iii. Weaving.
5. How is the jute fibre removed from dried jute stalks ?
Ans. The stems of the harvested plants are immersed in water for a few days. The stems rot and the fibres are separated by hand.
6. Differentiate between natural and synthetic fibers ?
Ans. i. Natural Fibers are obtained from plants and animals but the synthetic fibers are man made.
ii. Natural fibres are cotton, flax, jute, wool and silk. Synthetic fibers are nylon, rayon, terylene, polyester,. Synthetic fibres are stronger then natural fibres. Clothes made from synthetic fibres are durable and do not wrinkle and dry quickly.
7. Write a short note on the beginning of cloth.
Ans. Cotton was known to the prehistoric people long before the written records were made. In India cotton has been in use since 1800 B.C. Cotton plant is native to India, Europe first came to know about cotton through Greek historian Herodotus. Who lived in 500 B.C. These day cotton is mainly grown in United States of America, Egypt, Russia and India. In India cotton is grown in Maharashtra, Gujarat, Tamil Nadu, Madhye Pradesh, Andhra Pradesh, Rajasthan and Punjab. Cotton is grown best in fertile and well drained soil that get plenty of moisture during the growing season. It is an annual plant. A nature cotton plant ranges form 0.6 - 1.5 meters in height. It is mainly grown in tropics which have warm to hot temperature through out the year. It is grown in deep black soil of Deccan and Malwa platean of Gujarat. It also grow well in light and alluvial soil of Satluj, Ganga basin. It need plenty of Sunshine and mild cool and dry climate with a temperature of 21 0 to 27 0 C. It needs 60 cm. to 80 cm. of moderate rain falls. Excessive rain and stagnaul water are harmful to it.
8. What are the reasons for wearing clothes ?
Ans. i. Clothes protect us from heat, cold, winds and other adverse climate conditions.
ii. Clothes help us to maintain our suitable body temperature.
iii. Clothes protect us from minor injuries.
9. What are the uses of cotton?
Ans. Uses of cottons :-
i. Cotton is mostly used in manufacture of cotton textiles and undergarments.
ii. Superior grade cotton is used in the manufacturing of rayon and superior paper used for printing currency notes and government stamp paper.
iii. Inferior grade cotton is used in the manufacture of high quality printing paper.
iv. As cotton can absorb a large quantity of moisture, inferior grade cotton fabrics are used as maps in the house hold cleaning.
v. Cleaned and carded cotton is used as fillers in pillows, quilts and mattresses.
vi. Cleaned and carded raw cotton is sterilised and then used as absorbent in hospitals.
10. Give a short account of processing of wool.
Ans. i. Shearing : Removing fleece from a sheep's body is called shearing. Sheep reares remove fleece in one piece so that the various parts can be easily identified for sorting and grading. The best quality wool is obtained from the shoulders and sides of the sheep.
ii. Sorting and Grading : The quality of wool fibres is judged on the basis of their strength, fineness, length, colour and crimp workers remove any stained, damaged or inferior quality wool from each fleece and sort the best of wool according to the quality of fibres.
iii. Making Yarn : The wool is cleaned with detergent by removing the dust, sand and yolk from it. When the wool dries, it is passed through rollers that have thin wire teeth. The teeth arrange the fibres into a flat sheet called a web. From this web narrow ropes are formed which are stretched and slightly twisted into yarn with the help of spinning machines.
iv. Making fabric : Wool manufactures weave yarn into fabrics. These fabrics then under go finishing processes and give them desired touch and look.
11. Write a short note on the beginning of clothing.
Ans. During the stone age, the humans used to cover their bodies with big leaves of trees, bark of trees or animal skins to keep them warm. In winter they used to wear animal's fur. They used to join these furs by making holes near the sides and then passed through them leather strips to hold them together.
With the development of agriculture the humans learnt to weave grasses and twings into mats and baskets. They learn how to twist animal's hair and wool into tong strands and weave clothes out of them.
Early Indian use to wear light cotton fabrics of cotton which grew in Gangatic Valley. For stitching key tool was invented in 40,000 BC 50,000 BC. This tool or sewing needie helped people to stitch fabrics by cutting them in desired shape.
II State whether the following statements are True or False.
1. T. 2. F. 3. F. 4. F. 5. T. 6. F. 7. F. 8. T. 9. F. 10. F.
III Fill in the blanks with suitable words :
1. Coir is a fibre obtained from the husk of coconut fruits.
2. Nylon fibres are the first Man-made fibres.
3. Rayon is produced from wood or Cotton.
4. The practice of rearing silkworms is called Sericulture.
5. The Pashmina wool is considered to be the best type of wool in India.
6. Fibres from the stem of the flax plant are woven into linen.
7. The process of removing seed from the cotton fibres is called ginning.
8. In Sikkim women wear long skirts called baku.
9. Cattle hide is the source of most Curing .
10.Removing fleecs from a sheep's body is called shearing.
IV Solve the cross word puzzle using the following clues :
Ans. Across :
1. Deseeded raw cotton - LINT,
2. A product obtained on spinning fibres - YARN
Down :
3. Yarn arranged length wise on a loom -
WARP,
4.
The process of twisting fibres
- SPINNING,
5. A natural fibre which grows on its seed - COTTON.
V Match the statements of column A with these in column B : Ans. Column - A B
1. The process of making cloth from yarn :
Weaving.
2. The process of making yarn from fibres :
3. Compressing of raw cotton in bundles:
4. Rotting of gummy skin of jute stalks in water :
5. The process of removing cotton seeds from cotton :
Spinning.
Relting.
Bating.
Ginning.
VI Give one use of each of the following :
1. Terylene -
Clothes,
3. Rayon -
Decorating,
5. Nylon - Carpet, tyers.
2. Polyester
- Clothes
4. Acrylic - Clothing
VII Choose the correct option :
1. A, 2. C, 3. A, 4. A, 5. B, 6. D.
4. Gr Grouping of Dif ouping of Dif ouping of Differ fer ferent Kinds of Materials ent Kinds of Materials
I Answer the following question :
1. What are important properties of materials ?
Ans. Some of the important properties of materials are as follows :-
i. Appearance of materials or tustre :- Some materials shine and have tustre while some are dull
ii Hardness :- Some are hard and some are soft.
iii. Odour (Smell) :- Some materials have peculiar odours so they can be recognized whole some have no smell such as hydrogen.
iv. Solubility in water :- Some materials dissolve completely in water. These substances are called soluble and this is called solubility. If a substance does not dissolve in water. It is called insoluble substance.
v. Floating or sinking of materials in water :- Some solids are lighter than water and float on its surface. Some solids are heavier and sink in water.
vi. Transparency :- We can see easily through some materials . Such materials are called transparent. Conversely we cannot see through some materials. These materials are called opaque.
vii. Conduction of heat :- Some materials which allow heat energy to flow through them are called good conductors of heat .
viii. Combustibility in solids :- The property by which some substances catch fire when heated in air is called Combustibility.
ix. Magnetic attraction :- Some materials are not attracted by the magnet but some are attracted by the magnet these materials are called magnetic substances.
2. How will you determine the hardness of substance ?
Ans. When the surfaces of two different materials are rubbed against each other then the surface which scratches is said to be hard. Scratch the wood against the stone, so the stone is harder than the wood.
3. What is the matter ? What is the difference between mass and weight ?
Ans. Matter is anything that we can see, touch smell or feel. Matter is anything that has mass and occupies Space. The quantity of matter in an object is called the mass of the object. Weight is defined as the measure of the earth's pull of gravity on an object.
4. What are soluble and insoluble substances ? Give two examples of each.
Ans. Substances which disolve in liquids are soluble substance and which does not disolve in liquid are called insoluble such as salt, sugar, are soluble and wood stone are unsoluble.
5. Distinguish between Solids, liquids and gases ?
6. With the help of an activity show that the matter occupies space?
| Solids | Liquids |
|---|---|
| The molecules are arranged very closely to each other. So it is rigid. | They are not rigid |
| Solids do not flow. | Liquids flow from a highes level to a lower level. |
| They have definite size and shape. | They have a definite volume but do not have a definite shape of their own. They take the shape of the container they are placed in. |
| Molecules are very closely arranged. So attraction among them is more. | The molecules of liquids are not very close to each other hence attraction is lesser. |
Ans. To show that matter occupies space. Fill a tumbler with water and place a stone in it. You will notice the stone pushes some water out of the tumbler.
It means that the stone has occupied same space in the tumbler. This shows that matter occupies space.
7. From the following list of materials classify them into naturally occurring and man-made materials :
Ans. Naturally occurrance
Man-made materials
8. When air is filled in a balloon,, the size of the balloon increases why does it happen?
Ans. Ballon is made of elestic. So it has a properly of elesticity. When air is filled in the ballon the Size of the ballon is increased.
9. When a piece of stone is dropped in water, some water spilles out of the tumbler? Why does it happen.
Ans. Because all matter occupies space. So the stone has occupied the space in the tumbler and the water spills out.
10. Differentiate between transparent and opaque material.
Ans. The material which allow the light to pass through them are called transparent material and which do not allow light to pass through them are called opaque material.
II State whether the following statements are True of False :
1. T 2. T 3. F 4. T 5. F 6. F 7. T 8. T 9. F 10. T.
III Fill in the blanks :
1. Materials which have a special shine on them are said to be lusture.
2. Diamond is the hardest naturally occurring substance.
3. Talcum prepared from Soapstone is the softest substance.
4. Materials which allow light to pass through them partially are called translucent materials.
5. Anything that has mass and occupies space is called Matter.
6. Pleasant smells are described as Fragrant.
2.
Ans.
7. Hydrogen sulphide gas has the smell of rotten eggs.
8. All solid materials have definite size and shape.
9. The quantity of matter in an object is called its Mass.
10. Solids which are lighter floats
on the surface of water.
IV Match the following :
Ans. A
B
Pen
Plastic
Nail
Iron
Book
Paper
Bat
Wood
Brick
Clay
V Solve the crossword puzzle by using the following clues :
Down :
1. CHARCOAL
2. LUSTRE
3. HARD
Across : 4. CONDUCTOR
5. SOLUBLE
VI The statements given below are incorrect. Write the correct statement :
1. Talcum is the softest substance in nature.
2. Diamond is a lustrous substance.
3. Alcohol is a combustible substance.
4. Rubber is a bad conductor of heat.
5. Metals are insoluble in water.
5. Separation of Substances
I Answer the following questions :
1. What are the characteristics of a pure substance ?
Ans. Characteristics of a pure substance :
i. Pure substance is made of only one kind of particles.
ii. A Pure sulphate has a definite composition.
iii. It has a definite melting point, boiling point, and density.
iv. It is homogeneous in nature i.e.it has the same composition through out.
What are the difference between a pure substance and a mixture ?
Pure
Mixture
i. Pure substance consists of praticles of only one kind.
ii. They are homogeneous.
It consists of two or more types of particles.
They are heterogeneous.
iii. They have definite melting point, boiling point and densities
They have no difinite physical properties such as boiling, melting point, density etc.
3. How is coman salt obtained from the sea water ?
Ans. Water is gathered in a big open tank then the water evaporates and salt is left behind.
4. How will you seprate a mixture of comman salt, sand and iron fillings ? Ans. Spread the mixture of comman salt, sand and iron filling on a sheet of paper. Bring a bar manget near the mixture. You will see iron filling are stick to the magnet. By repeating this process several times all the iron fillings in the mixture are removed disolve the remaining mixture in water and stir the solution well. The salts get disolved but the sand does not. Filter the solution and collect the filtrated in a beaker. The sand is left in the filter paper. The filtrate is a clear solution of comman salt. Put the filtrate in a chinadish and heat it over a flame. The water evaprates leaving the comman salt in dish.
5. How will you seprate water and kerosene from the mixture ?
Ans. The mixture of oil and water is allowed to stand for some time it forms two layers that can be seprated by decantation.
6. What Method would you apply for seprating mixture of salt and sand?
Ans. Take a mixtue of salt and sand in a beaker containing water with the help of a glass rod stir the content. The salt gets dissolved in water, where as the sand remains suspended. Now make a cone of the filter paper. Fit this folded filter paper cone in a funnel and place the funnel in a funnel stand. Put a clear beaker below the funnel pour the mixture on the filter paper with glass rod slowly so that the liquid stand below the edge of the cone. The liquid collected in the beaker is salt water free from sand. The salt water is called the filtrate and the solid sand left on the filter paper is called the residue. From the funnel, the filter paper is removed and in dried to remove sand. Pour the filtrate in a wide mouthed bottle heat the content over a wire gauzeon a tripod stand. You will see after somtime, water evaporates leaving behind a white residue. This solid white residue is a pure sample of comman salt.
7. What are the methords of seprateion of gains after harvesting the wheat crop? Ans. The methords of sepration of gains after harvesting the wheat crops are threshing and winnowing.
Thershing :- Threshing is the process of seprating grains from the stalks Each. Stalk has many grains. To remove the grains from the stalks, the stalks are cut and made into bundles. These bundles are allowed to dry for a few days. When the stalks are dried, grains are separated from them either manually or with the help of a machine. In manual threshing stalks are beaten on a plank or stone to free the grians.
Winnowing :- This method is usually used by the farmers to separate husk from the grains. The grains separated by threshing need to be winnowed. In winnowing, the mixture of grains and husk is allowed to fall down from a certain height. The wind carries the lights husk with it. The grain being heavier fall vertically downward on the ground and form
a heap. The husk also forms a heap, a short distance away from the heap of grains.
8. What are the stages in which the river water is purified and made fit for drinking?
Ans. The purification of river water is done in the folowing stages :
i. Sedimentation :- The water is allowed to stand in big tanks where the heavier suspended impurities settle down, the rate of sedimentation is increased by adding some alum to it. The impurties settle down at the bottom.
ii. Filltration :- The semi clear water is allowed to pass through beds of sand, charcoal and gravel to remove suspended inpurities.
iii. Sterilisation :- The harmful bacteria present in filtered water can Cause very serions diseases such as typhoid, cholera, jaundice, dysentery etc. So, to the filtered water bleaching power or chlorine gas is added. This kills the micro organisms and makes the water fit for drinking this water is pumped into overhead tanks for supply.
9. Why is it necessary to separate different components from a mixture?
Ans. Some times naturally ocurring substance in nature may contain many harmful substances. These substances if taken as food, can cause serious diseases such as mustad oil may contain any more oil. This oil causes nervous disorders.
10. How the water is made safe for drinking with the help of aqua guard?
Ans. Aqua gurad is a filter in which a special kind of filter resins is used for filtering solid particles present in water. The filtered water then passed through another cylinder lighted with ultraviolet rays. These rays kill germs and harmful bacteria present in the water. Thus the water becomes safe for drinking.
II Match the statements in column A with those of column B :
III. State whether the following statement are ture or false :
Column - A
Column - B.
1. The process of separation of chaff from :
Sieving
wheat flour.
2. The process of making particles of wind heavy : with alum
Loading
3. The process of obtaining butter from curd.
:
Churning
4. The process of obtaining soluble salt from its : solution.
Evaporation
5. The process of removing insoluble particiles of : suspenstion by passing it through filter paper
Filtration
1. F, 2. T, 3. T, 4. T, 5. T, 6. F, 7. F, 8. F.
IV. Fill in the blanks with suitable words :
1. Ultra voilet rays kill the harmful micro-organisims present in the water.
2. The material from which home water filter is made is resins.
3. Cream is separated from milk by Centrifugation.
4. Iron articles are removed from metal scrap by magnectic sepration.
5. Two immiscible liquids are separated from each other by Decantation.
6. Cooking oil is separated from water by decantation.
7. Winnowing is used to separate husk from wheat grains.
8. The process of transferring clear liqid without disturbing the sediment is known as decantation.
9. The process in which a liquid changes into its gases state is called evaporation.
10. The clear liquid obtained after filtertion is caled the residue.
V. Define the following terms :
a. Loading :- The process of increasing the rate of sedimentation in a suspension by adding some chemical to it is called loading.
b. Decantation :- The process of transferring the clear liquid (after sedimentation) without disturbing the sediment is called decantation.
c. Sedimentation :- The process of setting down of heavier and insoluble particles in a mixture of water and insoluble substances is called sedimantation.
d. Evaporation :- When the water evaporates on heating the process is called Evaporation.
e. Filteration :- The process of Separating the insoluble and suspended solids of carious sizes from liquid, using a filter is called filtration.
VI Differentiate between :
1. A pure substance and a mixture.
Ans. Pure Substance
i. Pure Substance consists of particles of only one kind.
ii. Pure Substance are homogeneus
iii. Pure Substances have a definite melting point, boiling point and deusities.
Mixtures
Mixtures consist of two or more types of praticles.
Mixtures are heterogeneous.
A mixture has no definite physical properties such as boiling poin, meeting point deusity etc.
2. Filtrate and residue.
Ans. Filtrate :- The substance we got after filteration is called filtrate.
Residue :-The solid left on the filter paper is called the Residue.
3. Magnetic and non-magnetic substances.
Ans. Magnatic substances :- The substances which can be altracted by a magnet is called magnatic substance.
Non-magnatic substances :- The substance which can not be attracted by a magnet is called non-magnetic substances.
4. Sedimentation and decantation.
Ans. Sedmentaion :- The process of settling down of heavier and insoluble particles in a mixture of water and insoluble substances is called sedmentaion.
Decatation :- The process of transferring the clear liquid without disturbing the sediment is called decantation.
5. Sieving and winnowing.
Ans. Sieving :- The method to separate the various component of a mixture with the help of sieve is called sieving.
Winnowing :- The method to separate a husk from the grains is called winnowing.
VII Tick the correct option in each of the following :
1. a, 2. b, 3. d, 4. b, 5. c. 6. Changes that we See Around Us
I Answer the following questions :
1. What do you understand by physical and chemical changes?
Ans. Physical Change :- A physical change is a temporary and reversible change, in which the composition of the Substances remain unchanged.
Chemical Change :- A chemical change is a permanent change in which a new substance is formed with different properties.
2. With the help of an activity show that the solubility of substances increase with increase in temperature.
Ans. Dissolve copper sulphate powder in water you will see that the solubility of copper sulphate increase with the rise in temperature.
Similarly take some water in a tumbler and add a pinch of sugar to it. stir the content till, sugar disappears. Add another pinch of sugar to it and stir well. The sugar gets dissolved in water repeat the process till no more sugar gets dissolved in water. Now heat the content add some sugar to it. you would find that more sugar can be dissolved in water. This shows heat increase the solubilily of substances in water.
3. Differentiate between reversible and irreversible changes.
Ans. Reversible Changes :- A change which can be reversed on removing the cause is called a reversible change. In this type of change the products formed after the reaction can be converted into their original form.
Irreversible Changes :- A change which cannot be reversed even on removing the cause is called an irreversible change. In such reaction the new products formed cannot be converted back into their original form.
4. Give two examples of each of the following changes :
a. Reversible Change
b. Irreversible Change
c. Slow Change
e. Desirable Change
d. Fast Change
f. Undesirable Change.
Ans a. Reversible Change :-
i. When a twig of mimosa (touch me not) plant is touched its leaflets are closed. After sometime they open again.
ii. An electric bulb gives light when an electric current is passed through it. The bulb returns to its original state and does not give any light when the electric plug is switched off.
b. Irreversible Change :-
i. A fully grown up boy cannot be changed into a baby again.
ii. When a paper is burnt it changes into ash and smoke. These products cannot be converted back into paper.
c. Slow Change :-
i. Change of Season.
d. Fast Change :-
i. The lighting of a matchstick,
e. Desirable Change :-
i. Formation of day and night,
f. Undesirable Change :-
i. Spoiling of food stuffs.
ii. Floods
5. Give two example of each of Physical and Chemical changes.
Ans. Physical Changes :-
i. Tearing off a sheet paper, Chemical Changes :-
ii. Grinding of substances.
i. Cooking food,
ii. Burning of paper.
6. How would you prove that burning of paper is a chemical change ?
Ans. Burning of paper is a chemical change. When we burn paper smoke, carbon-di-oxide and other gases are formed and the ash is left behind. This properties of ash and carbon-dioxide are totally different from the properties of paper.
7. Define the following terms : Solution, Solvent, Solute, Saturates, Solution, Solubility of Solute.
Ans. i. Solution :- A homegenous mixture obtained by dissolving a solvent
is called Solution.
ii. Solvent :- A liquid which dissolves another substance in it is called Solvent.
iii. Solute :- A substance which dissolves in a liquid is called solute.
iv. Saturated solution :- A solution which cannot dissolve more of a substance at a given temperature is called saturated solution.
v. Solublity of the solute :- The amount of solute which dissolve in 100 gm of water at a given temperature is called the solubility of the solute at that temperature.
ii. Rusting of iron.
ii. Bursting of a balloon.
ii. Formation of curd from milk.
II State whether the following statement are true or false :
Ans. 1. T, 2. T, 3. F, 4. F, 5. T, 6. T.
III Fill in the blanks with sutable words :
1. Burning of coal is a irreversible change.
2. No new substance is formed during a physical change.
3. A liquid which dissolves another substance is called a Solvent.
4. Solubility of substance changes with the rise in temperature.
5. Changes which benefit us are called desirable changes.
IV Tick the right option in the following :
1. b, 2. c, 3. a, 4. b.
V Match the statement in Column A with Column B :
1. A solution which cannot dissolve more solute : Saturate solution at a room temperature.
2. A substance which dissolves in a liquid
: Solute
3. New substances are formed in this change
4. A liquid which dissolves a solute in itself
: Chemical change
: Solvent
5. A material made of two or more elements or compounds
: Substance
VI Solve the crossword puzzle by using the following clues :
1. Solvent,
2. Solute,
3. Slow Change,
77777.....
Things Around Us
I Answer the following questions :
1. How the balance of oxygen and carbon-di-oxide is maintained in the nature ?
Ans. Plants are the most important component of the enviroment. Plants manufacture their own food with the help of Carbon-di-Oxide, water and sunlight and release Oxygen and help in maintaining the balance of oxygen and carbon-di-oxide in the nature.
2. What are micro-organisms ?
Ans. Micro-organisms are very small organisms which cannot be seen with a naked eyes.
3. Write about interdependence between plants and animals ?
Ans. All animals depend on plants for food and shelter. Some animals and birds make home in the holes of the trees. Insects like ants, bettles, grasshoppers etc. also live on trees.
During breathing animals release carbon-di-oxide gas which is used by plants to make food by photosynthesis, pollination for fruit formation is done by insects, moths, butterflies and birds etc.
Animals also help in dispersal of seeds and fruits. Birds eat seeds
4. Fast Change,
5. Solution.
which come out with their excreta and the seeds are transported to other places. The excreta of animals acts as a manure for plants. It provides nutrients to plants. There are seeds with special mechanism to attach themselves to the bodies of animals and are thus, transported to other places.
4. What are the main charactersitics of living things ?
Ans.
i. All living things need food to grow.
ii. All living things move from one place to another.
iii. All living things have a definite life span.
iv. Respond to external stimuli.
v. Reproduce their own kind.
vi. Respire.
vii. Excrete their waste products.
viii. All living thing are made of very tiny cells.
5. What is habitat ? What does an organism's environment consist of?
Ans. The place where living things live is called their habitat. A habitat consists
of two components : Biotic (living) and Abiotic (Non-living).
6. What are the abiotic components of the habitat ?
Ans. The abiotic components of the habitat includes physical features, such as temperature, light, soil, water pressure.
7. What do you mean by aquatic habitat ? What are the types of aquatic habitat ?
Ans. Organisms living in water are called aquatic habitat.
On the basis of the types of water we find two types of aquatic habitats. They are a follows.
i. Fresh water habitat :
a. Running water habitat.
ii. Marine water habitat :
a. Coastal Sea.
b. Still water habitat.
b. Open Sea.
8. Write a short note on desert habitat ?
Ans. In deserts and dry areas conditions for both plants and animals are very difficult to adjust. Due to scarcity of water only a very few varities of plants and animals are found in this region camels are very well adapled for this type of habitat. Spiders, snakes and scorpions are also found in deserts. Among plants cacti are mainly found in these dry areas.
9. What is meant by adaptation ? Classify plants on the basis of their habitat with examples.
Ans. Plants and animals show features which help them to survive in specific habitats. This is called adaptation. On the basis of desert, land and water habitats plants can be classified into xerophytes, mesophytes and hydrophytes.
i. Desert adaptaions : Plants that live in dry places such as desert are called xerophytes. They are exposed to a very high temperature and low water conditions. To survive under such circumstances they have adapted the following features :
a. They have extensive root system with long roots to draw water from the deep ground.
b. Their stem becomes thick, fleshy and green to store water and to perform photosnthesis.
c. Their leaves are reduced to spines or thorns to minimize water loss through transpiration.
ii. Terrestrial adaptations : Plants growing on land are called mesophytes Cedar, mango, neem, pine, gulmohar etc. are some examples of mesophytes. Mesophytes grow in moderate conditions of temperature and water.
iii. Aquatic adaptations : Plants which live in water are called hydrophytes. Submerged leaves and stems of aquatic plants do not have a thick fibre to prevent evaporation as land plants do.
Many submerget plants do not have roots. They absorb water and minerals through the leaf surface. Lotus, water lily, water hyacinth and water chestnut (singara) are some common examples of hydrophytes.
II. Writer whether the following statements are true or false :
1. T, 2. F, 3. F, 4. T, 5. T, 6. F, 7. T, 8. F, 9. T, 10. F. III. Fill in the blanks with suitable words :
1. The soil is a very important abiotic factor.
2. Running water habitat is also known as Lotus habitat.
3. Movement of animals from one place to another is called Locomotion.
4. Coniferous forests are the chief sources of timber.
5. The earth's 3/4th part is covered with water.
6. Xerophytes are plants that live in the desert.
7. Temperate deciduous forests grow in regions with a moderate to climate.
8. The breathing organs of fish are called gills.
9. The place where an organism lives is called its habitat.
10. Plants found on the land are caled mesophytes.
IV. Define the following terms :
1. Decomposers :- Decomposers break down the complex organic compounds into simple substances. These are the micro organisms. Known are decomposers.
2. Adaptation : The presence of specific features or certain habits, which enable the organisms to live in their surrounding is called adaptation.
3. Hydrophytes : Plants which live in water are called Hydrophytes.
4. Global Warning : The increasing concentration of carbon-dioxide in the atmosphere is leading to rise in the temperature which causes warming of the earth is called Global Warming.
5. Photosynthesis : Green plants make their own food with water and carbon-di-oxide in the presence of sunlight is called Photosynthesis.
6. Respiration : All living things need energy to perform different activities. They obtain this energy from food. The food inside the body is broken down into energy, carbon-di-oxide gas and watervapors. This process is called respiration.
V Match the statements in column A with those in colomn B :
Ans. Column A
Column B
VI. Differentiate between :
1. Hydrophytes and xerophytes
Ans. Hydrophytes
i. Plants which live in water.
ii. They have extensive root system with long roots to water from the deep ground.
Xerophytes
i. Plants that live in dry places such as desert.
ii. Many submer get plants do not have roots they absorb water and minerals through the leaf surface.
iii. Their stem becomes thick, fleshy and green to store water and to perform photosynthesis.
iii. Stems of aquatic plants do not have a thick fibre to prevent evaporation.
2. Biotic and abiotic components of the environment.
Ans. Biotic :- i. Plants, ii. Animals, iii. Micro-organisms.
Abiotic :- i. Temperature, ii. Light, iii. Soil, iv. Water, v. Pressure.
3. Plants and animals.
Ans. Plants
i. Most plants prepare their own food.
Animals
i. Animals cannot prepare their own food.
ii. They cannot move from one place to another.
ii. They can more from one place to another.
iii. They keep on growing till their iii. They grow up to a cartain age in death. their life.
iv. They have external as well as internal growth.
iv. They have only internal growth.
v. Growth is not uniform.
vi. They respond very slowly to external stimuli
v. Growth is uniform.
vi. They respond very quickly to external stimuli.
4. Excretion and respiration.
Ans. Excretion :- The body of all living things perform a process through
which all harmful and useless products are removed out of it.
Respiration :- All living things need energy to perform different activities. They obtain energy from food. The food inside the body is broken down into energy, carbon-di-oxide gas and water-vapour.
5. Autotrophs and heterotrophs.
Ans. Autotrophs :- the process of manufacturing of foods is known as photosynthesis and the mode of nutrition is called autotrophic.
Heterotrophs :- Animals depend on plants or on other animals for their food so the animals are called consumers and their mode of nutrition is heteraphic.
VII. Tick the correct option in the following :
1. a, 2. d, 3. d, 4. a, 5. a, 6. b, 7. c.
8. and their Functions
Parts of A Flowering Plant
I. Answer the following questions :
1. Classify plants on the basis of their size, shape and life span. Give examples.
Ans. On the basis of size, shape and life span plants are classified as herbs, shrubs and trees.
Herbs :- Herbs are small plants with a green, soft stem. they are normally 3-4 feet in height. They have often juicy and fleshy stems. Common examples of herbs are mint, balsam, wheat, mustard, corn, paddy and coriander.
Shrubs :- Shrubs are medium sized plants with hard and woody stems. Many branches are seen rising just above the gorund. They are less than 3 metres tall but some shrubs may grow as tall as a small tree. Shrubs survive for many years yet their life span is less than the trees. Common examples of shrubs are Rose, China Rose, lemon.
Trees :- Trees are tall plants with hard and woody stem. They have a main trunk from which branches and leaves arise. Trees survive for a number of years. Common examples of Trees are Mango, Neem, Peepal.
2. What are the functions of the roots ? How would you prove that roots anchor the plants to the soil ?
Ans. Roots perform several functions for the plant. They fix the plant firmly with the soil, absorb water and minerals from the soil and also bind the soil particules tightly together. Roots help in holding the soil particles together thus, preventing erosion or blowing away of the soil particles. In some plants, roots are modified to perform additional function of storage and respiration.
The root system is the underground part. It fixes the plant in the soil. The root system has a main root going deep inside the soil and
from it many side pranches arise. They spread in the soil and provide extra support to the plant in the soil. That is why it is not easy to pull out a complete plant from the soil.
3. What are the main pars of a flowering plant ? Draw a labelled diagram of a flowering plant.
Ans. Parts of flowing plants are : root, stem, fruit, leaf, flower and bud.
4. What does the shoot system consist of ? What are the different functions of the stem ?
Ans. The shoot system consists of stem, branches, leaves, flowers, fruits and seed. The stem performs the following functions :
i. The stem keeps the plant erect.
ii. The stem bears leaves, flower and fruits. It serves as a link between the roots, the leaves and flowers.
iii. The stem and its branches hold the leaves in such a manner that the leaves get maximum amount of sunlight.
iv. When young, the stem is green and helps in the process of photosynthesis.
v. It carries water and mineral salts from the roots to the leaves and flowers.
vi. It carries the manufactured food from the leaves to the roots and other parts of the plant body.
vii. In some cases, the stem may be modified to perform the functions of storage, food manufacture (photosynthesis) and support.
5. How stems carry outsome additional functions in some plants ? Explain with examples.
Ans. Stem carries out the following additional functions in some plants :-
i. Modification of stem for storage :- Their structure becomes modified some stems store food and become swollen. This stored food is used by the plant during unfavourable conditions. Examples are potato, onion, ginger etc.
ii. Modification of stem for support :- In climbers like cucumber, gourd etc. The stem is very weak and need support. Some thread like structures called tendrils arise from the stem of these plants. These tendrils coil around the neighbouring object and thus help the plant to climb up. These tendrils are formed by the modification of the terminal or auxiliary bud.
iii. Stems modified for photosynthesis :- In deserts, water is scarce. The stem prepares food for the plant. So, the leaves of these plants are modified into spines to prevent the loss of water.
7.
Ans.
iv. Stems modified for protection :- In some plants, thorns develop in the axils of the leaves or at the apex of a branch. So, they are stem structures. Thorns are hard, straight and sharply pointed structures developed for the protection of the plants. Examples of such plants are lemon and bougainvillea.
6. With the help of a diagram write about the different parts of a leaf.
Ans. The leaf has three main parts.. The broad, flat green part of the leaf is called the lamina or leaf blade, its top is called leaf apex. The edge of the lamina is called the margin. The part joining the leaf to the stem is called petiole. The petiole continues in the leaf as mid-rib. The mid-rib branches into thread like structures are caled viens. Veins transport
Parts of a typical leaf
water and minerals to the leaf. the design made by veins in a leaf is called
Leaf-venation.
How many types of leaves are there ? Write with examples.
There are two types of leaves :
i. Simple leaf :- In a simple leaf the lamina is not divided into segments. So, the lamina is entire and whole. A simple leaf has an auxiliary bud in its axil. The leaves of hibiscus, mango, dahlia, sunflower etc. are some examples of simple leaf.
ii. Compound leaf :- In a compound leaf, the lamina is divided into segments called leaflets. The leaves of rose, tamarind, gulmohar, neem etc. are examples of compound leaves.
8. How do leaves perform additional functions in some plants ? Explain. Ans. In some plants leaves get modified to carry additional function. They are as follows :
i. Leaves modified for vegetative propagation :- In bryophytes, buds develop along with the leaf margin. These buds give out fibre roots. Roots on the lower leaves strike the soil and give rise to new plants.
ii. Leaves modified for climbing (support) :- In some weak stemmed plants leaves are modified into tendrils. Tendrils help plants to climb up the supports. For example the upper leaflets in sweet pea, the petiole in clematis, the aplex of the lamina in gloriosa and stipules in smilexare modified into tendrils.
9.
What are the main parts of a flower ? Explain with the help of a l belled diagram.
Ans. Each flower has a stalk called pedicel. But some flowers do not have pedicel. Such flowers are called sessile. Besides the stalk a flower, in general shows four sets of whorl parts arranged in rings.
The outermost ring or set is composed of green, leaf like
protective structures called sepals. They protect the flower while it is a bud. Usually a flower contains five sepals but their number may differ. Just inside the sepals are brightly coloured corolla or petals. Inside the petals are stamens. Stamens consist of anther and filaments. The central part of the flower is the female part, consisting of a flask-shaped organ called pistil or carpel. The carpel is the female reproductive part of the flower. The carpel consists of a stigma, a style and an ovary. The ovary contains one or more ovules, which later develop into seeds. The ovary is a basal swollen part of the carpel.
10. What are fruits and what are their main functions ?
Ans. All flowering plants produce fruits . A mature ovary with its seeds becomes fruits. Oranges, cherries, apples etc. fruits are called fleshy fruits. Nuts, corn and beans are called dry fruits.
Functions of fruits :-
i. Fruits enclose the seeds and thus, protect them from injury and unfavourable conditions.
ii. Some fruits like mangoes, chickoo, pear, apple etc. store food.
iii. Some fruits are very goods source of iron, protein and vitamins.
iv. Fruits are eaten by men and animals and thus, help in dispersal of seeds.
II. Write whether the following statements are true or false :
1. T, 2. T, 3. F, 4. F, 5. F, 6. F, 7. F, 8. F, 9. T, 10. T.
III. Match the statements in column A with those in column B :
1. Stamen
Flower
IV. Define each of the following :
1. Shrub :- Shrubs are medium sized plants with hard and woody stems. Many branches are seen rising just above the ground. They are less than 3 metres tall but some shrubs may grow as tall as a small tree. Shrubs survive for many years yet their life span is less than the trees. Rose, lemon, pomegranate, henna are some examples of shrubs.
2. Stamen :- Stamens are found inside the petals. Stamens consist of anther and filaments. The stamens are the male reproductive part of the flower. Anthers are swollen structures present at the tip of filaments. They produce a powdery substance called pollen grain.
3. Petals :- Petals are found in just inside the sepals and are bright in colour. It is also called corolla. They attract the insect and birds to the flower for pollination.
4. Lamina :- The broad, flat green part of the leaf is called lamine or leaf blade. Its tip is called leaf apex. The edge of the lamina is called the margin.
5. Pedicel :- Each flower has a stalk called pedicel.
V. Fill in the blanks with the suitable words :
1. The stamen is the male reproductive part of a flower.
2. Onion is a modified Stem.
3. Leaves are green because they have Chlorophyll.
4. The part of a plant under the soil is called root system.
5. The ovaries are transformed into stigma.
6. The stem hold the plant erect.
7. The embry has one or two leaves called Colyledons.
8. The design made by veins in a leaf is called Leaf-venation.
9. Thick and swollen roots are called tuberons roots.
10. Petiole is the corner place between the stem and the leaf-stalk.
VI. Tick the correct option in the following :
1. c, 2. b, 3. d, 4. a, 5. d, 6. a, 7. d, 8. c.
9. 9. 9. 9. 9.
Movement in Livings
I. Answer the following questions :
1. What is skeleton ? What are the different parts of human skeleton ?
Ans. Bones form the general framework of the body, is called skeleton. The human skelaton is divided into two parts called the axial skeleton and the appendicular skeleton. The axial skeleton has mainly three parts the skull, the spinal column or backbone and the ribcage.
2. Write a short note on the spinal column or backbone ?
Ans. The spinal column forms an axis that supports the other parts of the body. The skull is at the top of the backbone. The backbone consists of
separate bones called vertebrate with fibrous discs between them. The cervical vertebrate (neck bones) are made up of seven bones. The twelve thoracic vertebrate are at the back of the chest. The spine protects the delicate spinal cord. The main function of the backbone is to make the human stand erect. A large number of movable joints in it help the man to bend backward, forward and side ways.
3. Write a short note on the appendicular skeleton of human beings.
Ans. The bones of arms and legs and their supports make the appendicular skeleton. The shoulder gridle consists of a triangular shoulder blade called scapula and a collar bone called clavicle. The skeleton of the arms is divided into humerus (upper arm), radius and ulna (forearm), carpus (wrist bones), meta carpus (palm) and phalanges (fingers).
The bones of leg consist of femur (thigh), tibia and fibula (leg), tarsus (back of the foot, metatarsus (forefoot) and phalanges (toes), Pelvic girdle or hip gridle whichis made up of two hip bones attach the leg to the trunk. Each of these bones consists of three bones : the ilium, the ischium and the pubis. These bones are fused in adults.
4. What is meant by a joint ? What are the functions of joints ? How many types of joints you know about ?
Ans. The place where two bones meet is called a joint. The skeleton together with muscles enables the body to move. The bones of the arms and shoulders serve as levers against which the muscles that move the arm can pull. Joints are divided into two parts : Movable and Immovable joints. Freely movable joints are :
i. Ball and socket joint, ii. Hinge joint iii. Pivot joint. Immovable Joints :- These joints do not allow any movement of the bones. The bones of the skull except of the Jaw bones, meet in fixed joints.
5. Define muscles. What do you understand by the skeletal or voluntary muscles ? Give examples of a few voluntary muscles.
Ans. A muscle is a tough and elastic tissue that makes the body parts move. Muscles also help in performing different activities necessary for the growth and for maintaining a strong and healthy body.
Skeletal muscles :- These muscles help to hold the bones of the skeleton together and give the body its shape. Most skeletal muscles are joined to bones by a tough and flexible connective tissue called tendon.
Skeletal muscles are also called voluntary muscles because we can consciously control these muscles. Jaw muscle, Pectoral muscle, Abdominal muscles and calf muscle are the example of skeletal muscles.
6. How do the muscles perform their functions ?
Ans. The body muscles are like rubber bands. They can pull and not push the bones. They contract and relax when they work. Each movable joint has two sets muscles, one to pull the bones up and other to pull the bones down.
The arm has a set of muscles, the biceps above the arm and the triceps below the arm. When the biceps contract, the arm and hand get lifted up and when the triceps contract, the hand moves downward and gains its original position. Thus, the upward and downward movement of arm are brought about by the contraction and expansion of biceps and triceps.
7. What is the mode of locomotion in fishes ?
Ans. Fish swim in water with the help of fins and tails. To move forward by swimming their tail from side to side while curving the rest of their body alternately to the left and to the right. Their vertebral column has to be bent, to allow the fish's body to curve like this.
Fish have a swim bladder. This is an air filled sac just below the vertebral column. By adjusting the amount of air in the swim bladder, a fish can float at the right depth in the water. The streamlined body of the fish allows to slide easily through water.
8. What is the difference between movement and locomotion ?
Ans. The act of moving from one place to another is called locomotion. It involves the movement of the whole body. Movement is the change in position of only a part of the body without changing the position of the whole organism as the movement of stem towards light in plant. Fixed animals such as sponges, corals and sea anemones also show this kind of movement. Locomotion is found only in animals. They locomote by walking, running flying, swimming and jumping activities.
9. What are the flying organs of birds ? How do the birds fly in the sky ? Ans. There are special muscles attached in the birds. The fore limbs of birds are modified into wings for flight. There are special muscles attached to bones that are adapted for flight in the birds. Birds also have hollow, light and strong bones, easily supported in the air.
The body of a bird is covered with feathers. The feathers on the tail and wings give a large surface area, which helps to lift the birds upward and keep the bird flying in the air.
The fore limbs of birds are modified wings. They fly by flapping their wings up and down. Each flapping includes a down stroke and a upstroke.
To start, the wings are held vertically and fully spread in the down stroke they move obliquely forward, downward and backward. In the upstroke wings are rotated and partly folded to let the air slip through, thus making it easier to lift themselves and propel forward in the air.
II. Write whether the following statements are true of false :
1. T, 2. T, 3. F, 4. T, 5. T, 6. F, 7. T, 8. T, 9. T.
III. Fill in the blanks with suitable words :
1. Fish have stream lined body.
2. The skull is a part of axial skeleton.
3. Snakes crawl with the help of loop.
4. The joint where our neck joints the head is a pivot joint.
5. The fore limbs of birds are modified into wings.
6. Amoeba shows locomoton with the help of pseudopodia.
7. Fish swim in water with the help of fins and tail.
8. The elbow straightens when the striated muscles contract.
IV. Match the statement in column A with those in column B :
1. Locomotion :
Moving from place to place.
2. Movement :
Change in position of only a part of the body.
3. Insects :
Exoskeleton
4. Birds :
Endoskeleton
5. Cilia :
Paramaecium
6. Pseudopodia :
Amoeba
V. Name the type of muscles that :
1. are found in the heart :
Cardiac
2. are found below the arm:
Muscles
3. gibe the body shape
: Skeleton
4. have striations
: Striated
5. are not under concious control of the brain :
Involuntary
111110. 0.
Moving Things and Measuring Distances
I. Answer the following questions :
1. What is measurement and what is its importance ? What were the modes of measurement in older times ?
Ans. The comparison of an unknown quantity with a known fixed quantity of the same kind is called measurement. It is impotante because without measurement we cannot get the correct position. In ancient time men did not have any measuring device. So he used to measure things with the help of other object of by using hand spans.
2. What do you understand by unit ? What is the unit of length and why has it been chosen as the standard unit ?
Ans. The known fixed quantity of measurement is known as unit. The unit of length is metre. For the sake of uniformity, Scientists all over the world have been accepted 'metre' as the standard unit of length. Symbol for metre is 'm'.
3. What are the multiples and sub-multiples of metre ? What are the various devices for measuring length ?
Ans. Multiples of Metre :- One kilometre stands for one thousand metres. Symbol for kilometre is 'km'. 1 kilometre (1km) = 1000 metre (m).
Sub-multiples of metre :-
To express length shorter than metre a sub- multiple of a metre is used. It is called a centimetre (in short form cm).
The word milli means one thousandth part (1/1000). Thus, one millimetre is one thousandth part of a metre. In other words, one metre is equal to 1000 millimetres.
Various device for measuring length we use a scale for measuring length. A tailor uses a measuring tape. A cloth merchant uses a metre rod. In a school libraty we use a wooden metre scale.
4. What percaution should be taken while measuring the length of an object and why is it necessary to take these precautions ?
Ans. While taking measurement, we must be very careful. We have to take certain precautions while using devices for measuring are as follows :
i. Place the scale in contact with the object along its length.
ii. The eye must be positioned in front of and in line where the measurement is to be taken.
iii. The ends of the scale (or the rod) must not be damaged. If the ends of the scale are broken and the zero mark cannot be read clearly then use the mark 1 cm or any other.
iv. Subtract the mark you use (1 cm) from the reading at the other end.
v. The scale should be placed correctly along the length to be measured. There are certain things such as cloth, pipe or lace which are sold in terms of length. If you go to buy them, you must ensure that the metre scale is correct.
5. What do you understand by rest and motion ? What is the main difference between these two terms ? Explain with the help of example.
Ans. Body is in rest when its position does not change with time as compared to the things around it or when the position of a body with respect to its surrounding does not change with time, the body is said to be at rest.
When the position of a body with respect to its surroundings, changes with time is said to be in motion. Example :- When a boy runs down a street, its position changes continuously and thus, the boy is said to be in motion. The motion of an object should always be throught of with respect to a fixed point. for example, when a train passes a platform the train is in motion with respect to the platform. The rest and motion are quite opposite to each other and thus, these two terms are relative to each other.
6. What are the different kinds of motion ? Write in detail about any one of them. Ans. Different kinds of motion are :
i. Translatory motion :- These motion is also called linear motion because in this type of motion an object moves in a line, either straight or curved. Linear motion is of two type :
A. Rectilinear motion :- If an object moves in a straight line it has rectilinear motion. Examples of rectilinear motion are
a. A ball rolling on a plane ground. b. Opening of a tables drawer.
B. Curvilinear motion :- If an object moves in a curved line, it has curvilinear
motion.
ii. Circular motion :- Some object move in circle and their motion is said to be circular motion. Circulating motion is of two type :
A. Revolving motion. B. Rotatory motion.
iii. Vibratory motion :- In vibratary motion the object undergoes a change in shape and size.
iv. Oscillatory motion :- Some objects move as a whole to and fro or back and forth along the same path without any change in their size and shape. The motion of such object is called oscillatory motion.
v. Periodic motion :- A repetitive motion which repeats itself after a fixed interval or regular interval of time is called the periodic motion.
vi. Non- periodic motion :- A repetitive motion, which repeats itself, but not at fixed intervals of time is called non-periodic motion.
vii. Uniform motion :- When an object covers equal distances in equal intervals of time along a straight line, the object is said to move in uniform motion.
viii. Non-uniform motion :- When an object does not cover equal distances in equal intervals of time along a straight line, the object is said to move in non-uniform motion.
7. What do you mean by an oscillatory motion ? How will you show that a ball tied to a spring shows oscillatory motion ?
Ans. Some objects move as a whole to and fro or back and forth along the same path without any change in their size and shape. The motion of such objects is called oscillatiory motion.
Take a metallic ball and tie it to one end of a string. Tic the other end of the string to a support. When you move the ball to the right side and release it the ball moves from the right to the left and then back to the right. It does so repeatedly. This type of motion of the ball is called oscillatory motion.
8. What do you mean by uniform and non-uniform motion ?
Ans. Uniform motion :- When an object covers equal distances in equal intervals of time along a straight line, the object is said to move in uniform motion. Non-uniform motion :- When an object does not cover equal distances in equal intervals of time along a straight line, the object is said to move in non-uniform motion.
II. Write whether the following statements are ture of false :
1. T, 2. T, 3. F, 4. F, 5. F, 6. T, 7. F, 8. T, 9. T, 10. F.
III. Fill in the blanks withe the suitable words :
1. Metre is written as 'm' in short form.
2. Rectilinear and curvilinear motion are two types of translatory motion.
3. The distance between two cities is measured in Kilometre.
4. The motion of a simple pendulum is oscillatory motion.
5. When the position of a body changes with time, with respect to its surrounding the body is said to be in motion.
6. A multiple of metre is calledKilometre.
7. One thousandth part of a metre is called one millimetre.
8. A boy on a swing describes oscillatory motion.
9. Rest and motion are two relative terms.
10. The fundamental unit of length according to SI unit is metre.
IV. Match the statements in column A with those of column B :
1. A length equal to 1000 m.
: Kilometre
2. A length which is equal to 1/1000 the part
: Millmetre
of a metre
3. A repetive motion in which the moving object undergoes a change in shape
: Vibratory motion
4. A motion in which a body moves about a : Rotatory motion fixed axis, without changing its position
5. The motion which occurs again and again at irregular intervals of time
: Non periodic motion
6. The motion in which the particles of a body : Translatory motion
travel through the same distances
V. Slove the crossword puzzle using the clues given below :
Ans. Across :
1. Motion
2. Rectilinear
3. Meter
4. Length
Down :
5. Oscillatory
6. Vibratory
7. Millimetre
VI. Following statements are incorrect. Write the correct statements :
Ans.
1. The motion of a string of a sitar is Vibratory Motion.
2. One millemetre is equal to 1000 metres.
3. Metre is the S.I. Unit of length.
4. The revolution of the earth around the sun is Circulatory Motion.
5. The motion of describes by the needle of a sewing machine is Oscllatory Motion.
6. The motion on of a bus going around a curved track is Curvilineas.
VII. Differentiate between each of the following :
1. Periodic and non-periodic motion.
Ans. Periodic Motion :- A repelitive motion which repeats it self after a fixed interval or regular interval of time is called the periodic motion.
Non Periodic Motion :- A repetitive motion which repeats itself but at fixed intervals of time is called non-periodic motion.
2. Uniform and non-uniform motion.
Ans. Uniform Motion :- When body covers equal distance in equal interval of time is called Uniform.
Non-Uniform Motion :- When an object does not cover equal distance in equal interval of time is called Non-Uniform Motion.
3. Rectilinear and corvulinar motion.
Ans. Rectilinear Motion :- If an object moves in a straight line it has Rectilinear Motion.
Curvilinar Motion :- If an object moves in a curved line it has Curvilinear Motion.
4. Rest and Motion.
Ans. Rest :- A body is in a rest when its position does not change with line as compared to the things around it.
Motion :- When the position of a body with respect to its surroundings. Changes with time, the body is said to be in motion.
5. Centimetre and millimetres.
Ans. Centimetre :- To express length shortes than metre, a sub-multiple of a metre is used it is called centimetre.
Millimeters :- Some lengths are even shorter than one centimetre. To express such length we use another sub multiple of metre called millimetre.
VIII. Write the type of motion of the following :
1111111111.....
1. A vehicle moving straight on a road :
Rectilinear Motion
2. The motion of the wheel of your bicyle :
Revolving
3. Motion of the earth around the sun :
Periodic
4. Motion of a potter’s wheel :
Rolatory
5. Motion of your chest :
Periodic
6. Motion of a ceiling fan :
Rotatory Motion
7. Motion of the swing:
Periodic
8. Motion of an ant:
Rectitinear Motion
Light and Shadows
I. Answer the following questions :
1. What is light ? What are the main sources of light ?
Ans. A light is an invisible source of energy which causes sensation of vision in us. The main sources of light are Sun, Moon and man made sources of light like Candles, Lamps, Electric light etc.
2. Write some everyday phenomena which prove that light travels in a straight line.
Ans. There are many phenomena in everyday life which suggest that light travels in a straight line. They are as follows :
i. Formation of shadows suggests that light travels in a straight line.
ii. The light coming from smaller laser torches, used as pointers.
iii. The beam of light coming from the projection room in the cinema hall.
iv. The beam of search light used in a light house or airport.
v. When the head light of a car is switched on.
vi. If we almost close our eyes and look at the burning candle flame, it appears as if it is giving out a few beans of light which are travelling in a straight line.
vii. When a beam of light enters a dark room through a ventilator, we can see the light travelling in a straight line.
viii. Formation of day and night suggests that light travels in a straight line. If this were not so, then light would have curved around the earth and there would have been seen light during night too.
3. How will you construct pinhole camera ? Explain the working of this camera with the help of a diagram.
Ans. Construction of a pinhole camera :- It consists of a rectangular cardboard box in such a way that its one side is made of ground glass screen. The side opposite to the ground glass has a hole in the middle, whose size is equal to the pin head of common pin. The box is blackened from inside
s
o
as to absorb any light which falls on the walls of the box directly or indirectly.
Working of a pinhole camera :- Consider a lighted candle AB, infront of the pinhole camera. The rays coming from different points of the candle, travel in all directions. A ray of light starting from point A,
along AH, after passing through the pinhole falls on the ground glass screen at point A. Another ray starting from point B, along BH, after passing through the pinhole falls on the ground glass screen at point B. Thus, all the rays starting in between the point A and B, after passing through the pinhole camera will meet at screen in between point A, B. Thus A, B, is the image of the candle AB.
4. What is a shadow ? Write about the formation of shadow when source of light is a point. Take the help of a diagram.
Ans. Shadow is a dark patch formed behind an opaque body placed in the path of light.
Formation of shadow when the source of light is point :- As shown in the figure S is the point source of light PQ an opaque body and XY the screen placed in a dark room. The rays start from the point source S along SP and SQ and
reach the screen XY at points A and B. The region between point A and B does not receive any light and hence, is umbra region. The size of the shadow increases when the screen is moved backward to position X 1 Y 1 . Conversely, the size of the shadow decreases when the screen is moved towards the opaque region.
5. What is meant by the reflection of light ? How will you show that smooth surfaces cause reflection of light ?
Ans. The phenomenon due to which a ray of light travelling from one optical medium to another optical medium, bounces off the surface, with the change of angle is called reflection of light.
Smooth surfaces cause reflection of light :- Take a smooth surfaced plane mirror. Allow the sun rays to fall on it. Turn the mirror through various angles such that light of the sun on striking it, falls on a wall. You will motice that as the angle of the mirror is changed, the position of the light on the wall also changes. Thus, we can say that a smooth surfaced mirror reflects light.
6. Explain with the help of a diagram about the formation of image by a mirror. What are the characteristics of an image formed by a plane mirror ?
Ans. Formation of image by a plane mirror :- Take a plane mirror and place it upright with the help of a stand. Place a lighted candle before it. The light will be thrown in all directions from the flame of the candle O. To understand how
the image is formed, take two points A and B on the mirror on which the incident rays OA and OB fall respectively. These rays get reflected from the mirror. We see reflected rays AC and BD respectively. The reflected ray appears to reach the eyes from the point behind the mirror.
Characteristics of image formed by a plane mirror :-
i. The image formed is virtual. It cannot be taken on screen.
II.
III.
ii. Image is formed as far behind the mirror, as the object is infront of it.
iii. Image is of the same size as that of the object.
iv. Image is erect and laterally inverted. It means left hand side of the object appears as right hand side of the image and vicevarsa.
7. How long will it take the light from the moon to reach the earth, if distance of the moon from the earth is 4,00,000 km and light travels at a speed of 3,00,000 km/s.
8. What do you mean by the term lateral inversion ? How will you show that
a plane mirror produces lateral inversion ? Ans. The phenomenon due to which left hand side of the image and the left side of the object appears to be the right side of the image and vice verso is called Lateral Inversion.
Lateral Inversion :-In a plane mirror the
right side of an object appears to be the left side of the image and the left side of the object appears to be the right side of the image. To understand this effect stand infront of a mirror and raise your right hand. You will observe that your left hand is seen raised in the image.
Similarly if you write litter P on a paper and hold the paper infront of a mirror, you will observe that 'P' appears as ' '. Thus images formed by a plane mirror show left right inversion known as Lateral inversion.
Write whether the following statements are true or false :
1. T, 2. F, 3. F, 4. F, 5. T, 6. F, 7. F, 8. F.
Fill in the planks with the suitable words :
1. Objects that emit light of their own are called Luminious objects.
2. Light is an Invisible energy which causes in ussensation of vision.
3. A region of partial darkness is called Penumbra.
4. A pinhole camera is based on Straight line propagation of light.
5. The angle between the reflected ray and the normal is called the angle of reflection.
6. The distance covered by light in one second is called the speed of light.
7. The perpendicular drawn at the point of incidence to the surface of the mirror is called Normal.
8. Shadow is formed when the path of light is obstructed by an opaque body.
IV. Match the statements in column A with those in column B :
Ans. 1. A body emitting light on its own :
Luminous
2. The speed of light :
3x10 8 m/s
3. A body which does not allow light to pass : through it
Opaque
4. The path along which light energy travels : in a given direction
Ray of light
5. An optical medium which has different : composition at different points
Heterogeneous.
V. Tick the correct option of the following :
1. b, 2. d, 3. b, 4. d, 5. a.
111112. 2. Electricity and Electric Cir Electricity and Electric Circuits cuits
I. Answer the following questions :
1. What is an electric cell ? Describe it with the help of a well-labelled diagram. Ans. Electric cell is a source of electric energy produced from the chemicals within the cell.
An open up dry cell has a jelly like substance composed of ammonium chloride and starch. The positive terminal (+) consists of a carbon rod which is surrounded by a mixture of manganese dioxide and carbon. This is placed inside a can made of zinc. The zinc acts as the negative terminal (-). The top of the cell is sealed with a metallic disc. When the positive and negative terminals are connected in a circuit and electric current flows through it. This current is produced from the chemicals inside the cell. The cell stops producing electricity, when the chemicals are used up.
2. What is an electric circuit ? What are its components and how does an electric current pass through it ?
Ans. The complete path from one terminal of an electrial cell through the bulb and back to the other terminal of the electric cell is called an electric circuit. The closed path of an electric circuit is commonly called a circuit. The different parts of the circuit are called the components of the circuit. The circuit contains a single cell, a bulb and a switch. These components are connected together by wire leads. In an electric circuit, particles flow from the negative terminal of the cell through the wire and the bulb and again enter the cell through its positive terminals. If any of the terminals is disconnected from the cells or from the bulb, the circuit is broken and the current stops flowing.
3. What is the requirement of a closed conducting path ? Explain.
Ans. The closed conducting path extends from the positive terminal to the negative terminal. It is not enough that there is simply a closed conducting loop; the loop itself must extend from the positive terminal to the negative terminal of the electric cell. An electric circuit is like a water circuit at a
water park. The flow of charge through wires is similar to the flow of water through the pipes and along the sides at a water park. If a pipe gets plugged or broken such that water cannot make the complete path through the circuit, them the flow of water will soon stop. In an electric circuit, all connection must be made by conducting materials capable of carrying charge.
4. Describe the circuit inside a torch and make its labelled diagram.
Ans. There are two cells inside the torch. When we push the switch energy from the cells makes the bulb light up. The switch completes the circuit. So that the current can flow round the bulb. The circuit inside the torch connects the cells, bulb and switch. The current flows through all the components in turn. So we call it a series circuit. By symbols, the circuit can be shown as follows :
5. What is electriciy ? How many types of transformations of electricity are there ? Give examples of each type of transformation of electricity. Ans. Electricity is the energy associated with charged particles.
There are 5 types of transformation of electricity :-
i. Heat energy :- Used for heating and for cooling. Such as Room heater, Hot air blowers, electric iron and refrigerators, air conditioners etc.
ii. Light energy :- Devices used are electric bulbs and fluorescent tube.
iii. Sound energy :- Devices used as radios, transistors, loudspeakers and tape recorder.
iv. Mechanical energy :- Electric motors, mixers and grinders, vacum cleaners, lifts etc.
v. Magnetic energy :- Electromagnets electric bells, transformers etc.
6. Draw a parallel circuit diagram composing two bulbs, a cell and switch. Ans.
7. Discribe a simple experiment to differentiate good conductors from bad conductors.
Ans. Metals are good conductors where as paper is a bad conductor of electricity. Take a dry cell, conductivity wires and an electric bulb connect the wires keep a gap of 5 cm between the two wires and then place a piece of paper in the gap making sure that it touches the ends of the wires and check whether the bulbs lights up. The bulb does not light up, because paper is a bad conductor of electricity.
Now place a solid metal like iron, silver etc. between the gap of two ends. The bulb lights up, because metal is a good conductor of electricity.
8. Explain with the help of a diagram how to construct a simple electric switch. Ans. To construct a simple electric switch :- To construct a simple electric switch you need a small piece of soft wood or thermocol, a safety pin, two thumbtacks (drawing pins). Three plastic coated copper wires with bare ends, a torch bulb, an electric cell and cellotape. Take one thumbtack and tightly wire to its pin. Pass the loop at the end of the safety pin through the thumbtack. fix the thumbtack in the soft wood lightly in such a way that the safety pin can just turn around.
Now take the second thumbtack and in it tightly wind up the end of another plastic coated copper wire fix the thumbtack in the wooden board in such a way that the safety pin can easily make contact with it. The switch is ready for use.
II. Write whether the following statements are true and false :
1. F, 2. T, 3. T, 4. F, 5. F, 6. F, 7. T.
III. Fill in the blanks with suitable words :
1. A device that is used to break an electric corrent is called a switch.
2. In a dry cell, the positive terminal is made of carbon.
3. Electric current passes through conductors.
4. The positive terminal of an electric cell is always positive.
5. An electric circuit is a continuous path along which the current flows.
6. The dry cell was invented by Geogre leclanchi.
IV. Match the statements in column A with those in column B :
Ans. 1. A material which allows electric current to : Conductor flow through it
2. The energy which flows in a circuit :
Electric current
3. The path along which electric current flows :
Electric circuit
4. A device which converts chemical energy : into electrical energy
Cell
5. A material which does not allow electric : current to pass through it
Insulator
V. Difine each of the following :
Ans. 1. Electric current :- Electricicty is a kind of energy associated with charged partictes moving charged particles cause an electric current.
2. Electric circuit :- The complete path from one terminal of an electric cell through the bulb and back to the other terminal of the electric cell is called an electric circuit.
3. Electric switch :- A device by which an electric circuit can be easily completed or broken is called an electric switch.
4. Electric bulb :- An electric bulb is a simple device consisting of a filament attached to two wire's. When the electric current passes through the filament of the bulb through the terminal, it gets hot and produces light.
5. Terminals of an electric cell :- In a dry cell there are two elemants or connection points marked '+' and '-'. There terminals are connected by a metal wire to make the electric charge flow through the wire constiluting an electric circuit.
VI. Differentiate between :
1. Conductors and insulators.
Ans. Conductors :- Materials which allow an electric current to pass through them are called conductors.
Insulators :- Materials which do not allow an electric current to pass through them are called insulators.
2. Battery and cell.
Ans. Battery :- When two or more cells are joined together such that the nagative terminal of the first cell is joined to the positive terminal of the second cell and so on Such combinations of cells is called Battery.
Cell :- It is a dry cell which has two terminals or connection points, marked '+' and '-'. These terminals are connected by a metal wire to make the electric charge flow through the wire constituting an electric circuit.
3. Closed electric circuit and open electric circuit.
Ans. Closed electric circuit :- A complete electric circuit is called a closed electric circuit and electric current flows through it.
Open electric circuit :- The incomplete electric circuit is called open electric circuit. It is broken at some point and does not allow the electric current to pass through it.
4. The positive terminal of a cell and the negative terminal of a cell.
Ans. The positive terminal of a cell (+) consists of a carbon rod which is surrounded by a mixture of manganese-di-oxide and carbon placed in side a can made of zinc negative terminal of cell. The zinc acts as the negative terminal (-).
5. Series electric circuit and parallel electric circuit.
Ans. Series electric circuit :- When all the components of the electric circuit are connected in one loop, they form a series circuit.
Parallel circuit :-
Circuits which have branches and each branch has a component the circuit is called parallel circuit.
VII. Tick the correct option in each of the following :
1. d, 2. b, 3. a, 4. d.
111113. 3.
Magnets
I. Answer the following questions :
1. What is a magnet ? How many types of magnets are there ?
Ans. The black rock was infact an ore of iron. It was caled magnetite from the name of the town magnesia. Magnetite (Fe 3 O 4 ) was the world's first magnet. It was also called a natural magnet.
Magnets are of two types :-
i. Natural magnets
ii. Artificial magnets.
2. Differentiate between magnetic and non magnetic substances. Give example of each ?
Ans. Material that are attracted by a magnet are called magnetic materials such as iron nails, needles etc. Materials that are not attracted by a magnet are called non-magnetic materials such as plastic, gold, silver etc.
3. Explain the different properties of magnets.
Ans. Properties of magnets :-
i. A freely suspended magnet points towards north-south direction :If a magnet is suspended by a thread it will always come to rest to a position close to the north-south direction. The ends towards the north is there fore, called the north pole or north secking pole. It is denoted by the letter 'N'. The other end pointing towards the south is called the south pole or south secking pole. It is denoted by the letter 'S'.
ii. The attraction of a magnet is greatest at the poles :- When a bar magnet is dipped into a box of iron filling the tiny bits of iron cling to its ends. These preferred regions of attraction are magnetic poles. The force of attraction between two magnetic poles increases with the strength of poles and decreases with distance between them.
iii. Magnetic poles alwas exist in pairs :- If a magnet is broken in the middle, new poles are formed at the broken ends. If one of these pieces is again broken then each piece is again found to contain two
poles of opposite nature.
4. What is a magnetic compass ? What is its composition and what it is used for ?
Ans. A magnetic compass is a freely suspended magnetic needle placed in an aluminium box, at the base of which geographic directions are marked. From its centre, there rises sharp needle, over which a magnetic needle is placed. This needle is completely free to move in any direction on the top of the box, a circular glass plate is fixed.
This device is used by the pilots and navigators to find the direction in which the aeroplanes or ships are going.
5. How will you prove that earth also behaves like a huge bar magnet ? Ans. A freely suspended magnet always points in the north-south direction. It is because towards the geographic north pole is the magnetic south pole of the earth. Similarly towards the geographic south pole is magnetic north pole of the earth. The opposite poles of the magnets attract each other. Thus, when a bar magnet is suspended freely, the south magnetic pole of the earth attracts the north pole of the magnet. It is, because of this attraction of earth's magnet that north-pole of a freely suspended magnet points in the north direction.
6. Explain with the help of an activity that magnetic poles always exist in pairs. Ans. If a magnet is broken in the middle, new poles are formed at the broken ends. If one of these pieces is again broken then each piece is again found to contain two poles of opposite nature. As long as the process is repeated the same result is obtained i.e., a magnetic pole of one kind is always accompanied by a pole of opposite polarity. Thus, it is clear that a magnet cannot be broken into north and south pole separately and the magnatic poles exist in pairs.
7. What are the different methods of making magnets ? Explain. Ans. There are two methods of making magnets. They are as follows :-
i. Single touch method :- The iron bar AB to be magnetized is kept on a table. A powerful bar magnet is kept vertically with its pole touching one end of the iron bar. The magnet is moved along the iron bar to the other end. Then it is raised and brought back to the starting position.
This process is repeated 10-12 times, moving the magnet always in the same direction. The bar is then moved upside down and treated similarly. The bar is tested by bring it near some iron fillings. If the bar attracts then, it shows that it has been magnetized. Thus
the iron bar becomes a magnet.
ii. Double touch method :- The bar to be magnetized is kept on a table. Two powerful magnets of equal power are taken and their opposite poles are placed inclined at the centre of the bar. They are drawn apart stroking the bar. On reaching the ends, the magnets are raised, brought again to the middle of the bar. This process is repeated 10-20 times.
The other side of the bar is also treated similarly. By bringing the bar near iron filing, you will find it to be magnetized. The end of the bar stroked by the south pole of the magnet becomes the north pole; the other end stroked by the north pole becomes the south pole.
8. What are the important use of magnets ?
Ans. Magnets are used to make electric motors and generators. Some items that use magnets are tape recorders, doorbells, computers, telephones, car crushers, scrap metal, sorters etc. Some trains use super conducting magnets in the track and on the underside of the train to float above the track. These trains use magnetic repulsion. Many times magnets are used to sort out magnetic and non-magnetic materials.
II. Write whether the following statements are trun or false :
1. F, 2. T, 3. T, 4. F, 5. T, 6. F, 7. T, 8. T.
III. Fill in the blanks with the suitable words :
1. A freely suspended magnet always rests in north-south direction.
2. The attraction of a magnet is maximum at the ends.
3. A magnetic compass is used for finding geographic directions.
4. The similar poles of two magnets repel each other.
5. If a magnet is cut into two halves, then each half behaves like a reprate magnet.
6. Magnetite is the only natural magnet known to man.
7. The two ends of a magnet are called magnetic poles.
8. Magnets are used to make electric motors and generators.
IV. Match the statements in column A with tose in column B :
1. An artificially made magnet bent : in the form of U
Horse-shoe magnet
2. A magnet which occurs naturally :
Natural magnet
3. A magnetic device used for finding : geographic directions
Magnetic compass
4. A naturally occurring magnet :
Lode stone
5. The end of a freely suspended magnet which points towards north:
North pole
V. Define each of the following terms :
Ans. 1. Magnetic induction :- When a piece of iron is kept near a bar magnet, it is found to become magnetized and to exhibit polarity. This
phenomenon of magnetization under th inflnence of a magnet is called magnetic induction.
2. Directive property :- If shaped in a from of a needle and then suspended freely, it always points in the north-south direction. This property is called directive property.
3. Natural magnet :- The magnet which occurs naturally is caled a natural magnet. Magnatite is the only natural magnet known to man. It is an ore of irom (Fe 3 O 4 ).
4. Magnetic poles :- The ends of magnets where most of its magnetic power is acting are called magnetic poles.
5. Magnetic substances :- The substances which are strongly attracted by a magnet and can be easily magnetized are called magnetic substances.
VI. Solve the cross-word puzzle by using clues below :
Down
1. Magnetite
Across
111114.
4. Compass
5. North Pole
4. W Water ater ater ater ater-Natur -Natur -Nature's Pr e's Pr e's Precious Gift ecious Gift
I. Answer the fllowing questions :
1. What are the different sources of water ?
Ans. The main sources of water :- i. Rain water; ii. Rivers and lakes; iii. Sea water; iv. Ground water.
2. What are the various uses of water ?
Ans. Some of the important uses of water are as follows :-
i. Water is essential for life. Every organism consists mostly of water. Even human body is about 70% water by weight.
ii. The vegetables and fruits we eat contain water about 10% of water by weight.
iii. Water plays an important role in various life processes such as digestion circulation of blood and excretion of waste products from the body.
iv. Water helps in dispersal of seeds and fruits.
v. Water is used in many day-to-day activities such as bathing, cleaning utensils, washing and most necessarily drinking and cooking.
vi. Water is used for irrigation.
vii. Water is used to generate electricity.
viii. Water is used as a universal solvent.
3. In how many states can water exist ? What is evaporation ? Explain. Ans. In nature water exists in three states :- Solid (ice), Liquid (water) and gaseous (Water vapous). Evaporation is the process by which water changes from liquid state to gaseous state or water vapour. Heat is necessary for
2. Poles
3. Magnet
evaporation. The sun heats up water from the water sources and the water turns into vapour. This vapour goes into the air. About 90% evaporation is done by oceans, seas, rivers and lakes and the remaining 10% is contributed by plant transpiration.
4. How people make use of evaporation for making common salt from sea water ?
Ans. Sea water is collected in evaporation pond. Where water is heated in Sun and evaporated and Salt is left behind.
5. What is condensation ? How can you see condensation on your glasses ?
Ans. Condensation is the process by which water vapour in the air is changed into liquid water forming clouds. If you wear glasses and go from a cold air conditioned room to outside on a humid day, the lenses fog up as small water droplets coat the surface via condensation.
6. Why do clouds form and why does it rain ? Explain.
Ans. Clouds exist in the atmosphere because of rising air. As air rises and cools, the water in it condenses out, forming clouds. Since clouds drift the landscrape, they are one of the ways that water moves around the globe in water cycle. As air cools the evaporation rate decreases more rapidly than does the condensation rate with the result a temperature comes where evaporation is less than condensation and a droplet can grow into a cloud drop. When the temperature drops below the dew point temperature, the clouds become dense. When the droplets in the cloud get too big to stay up in the air, they come down to the earth in the form of rain.
7. What do you understand by the water cycle ? What is its importance ? Explain withe the help of a labelled diagram?
Ans. The journey of water from oceans to atmosphere and then back to oceans again is called water cycle. Water cycle is necessary because it maintain the balance of water in the atmosphere. If these is no water cycling there will be no rain .because water evaporaes from oceans into atmosphere if this water does not return to oceans, they would dry up. The evaporated water returns oceans in the form of rain by various means.
[47]
8. What are drought and floods ? How are they dangerous to mankind and animals ?
Ans. Drought :- Drought is a natural calamity. It occurs where it does not rain in a region for a year or more. The soil becomes dry due to continuous loss of water by evaporation and transpiration. Water supplies for industrial, agricultural and personal uses are greatly reduced. This condition is called drought.
Floods :- Excess rains may lead to flood in when the level of water rises in rivers, lakes and ponds. The water then spreads over large area.
Draught and floods are dangerous to human, animals and plants.
Effects of Drought :- Lack of rain causes crops damage. Extreme drought may lead to many human deaths. In times of draught, people become more vulnerable to diseases and less resistant to illness such as diarrhoea. Effects of Floods :- Floods are very harmful. They may damage homes and other valuables and even carry off the top soil. They cause extensive damage to crops and domestic animals.
9. What is conservaion of water ? What methods should be followed for the conservation of water ?
Ans. The wise and proper use of water without wasting it is known as conservation of water. We must use water judiciousy. Water can be conserved by the following methods :-
i. Conservation of forests.
ii. Planting more and more trees.
iii. Preventing water pollution.
iv. Building dams.
10. What is thunder and lightning ? What precautions should we take during lightning ?
Ans. Lightning is an electric change that moves from a cloud to the ground, from the ground to a cloud, or from one cloud to another. In humid and windy weather, clouds develop certain types of charges within them. Some clouds get negatively charged and others get positively charged. The oppositely charged clouds get attracted towards each other in the sky and come closer to each other. When this happens, lightning occurs. A large amount of heat energy is also produced in this process. This heat energy causes fire. If a person happens to be near the spot, where a lightning falls, he can be seriously burnt or even killed. The heat energy developed during lightning heats up the cooler air around it. This hot air expands compressing the colder air nearby. Because of this a long sound called thunder is produced.
Precaution during lightning :-
i. Avoid holding or touching metallic objects like T.V. antenna.
ii. Avoid standing near or under tall trees or buildings.
iii. Disconnect your computer, television, telephone etc.
iv. If caught outside, stand in the open, away from trees, buildings etc. Do not use an umbrella.
II. Write whether the following statements are true or false :
1. T, 2. F, 3. T, 4. F, 5. F, 6. F, 7. F, 8. T.
III. Fill in the blanks with suitable words :
1. Rain water is the main source of fresh water.
2. The rate of evaporation decreases the fall in temperature.
3. Water is sweet natural taste.
4. Sea water is salty in taste.
5. The water cycle is powered by heat of the sun and gravity of the earth.
6. Clouds are formed due to the condensation of water.
IV. Match the statements in column A with those in column B :
1. A gaseous state of water :
Steam
2. A solid state of water
: Hail
3. A mixture of air, dust particles and water vapour
: Cloud
4. Water from oceans to atmosphere : and back to oceans again
Water cycle
5. The wise and judicious use of : water, witheout wasting it.
Conservation of water.
V. Define each of the following :
1. Water cycling :- The journey of water from oceans to atmosphere and then back to oceans again is called water cycle.
2. Conservation of water :- The wise and proper use of water without wasting it is known as conservation of water.
3. Evaparation :- Evaporation is the proces by which water changes from liquid state to gaseous state or water vapour.
4. Condensation :- Condensation is the process by which water vapour in the air is changed into liquid water forming clouds.
5. Natural resources :- Substances found naturally on the earth that can be used by men are called natural resources.
6. Lightning :- Lightning is an electric change that moves from a cloud to the ground, from the ground to a cloud, or from one cloud to another. The opposit charged clouds get attracted towards each other in the sky and come closer to each other. When this happens, lightning occurs.
VI. Tich the correct answer of the following :
1. b, 2. d, 3. , 4. a, 5. b.
I. Answer the following questions :
1. What is atmosphere ? What are its uses ?
Ans. The envelope of air surrounding the earth is called atmosphere. Atmosphere is advantageous for all living beings in the following ways :-
i. It protects us from the harmful sunrays. Without atmosphere we can be burnt by the sun's radiations.
ii. The ultraviolet radiations from the sun are very harmful for all living beings. They cause diseases like cancer. These radiations if reach on earth, the survival of life on the earth would be impossible.
iii. It helps to keep heat of the sun near the earth.
iv. Without the atmosphere. the earth would go so cold at night that we could not live on it.
2. What is air ? Name its constituents. What are the uses of air ?
Ans. Air is a mixture of nitrogen oxygen and other gases such as carbon-dioxide, water vapour, helium, argon etc.
Uses of air :-
i. The envelop of air (atmosphere) protects all living beings from the harmful effects of ultraviolet rays coming from he sun.
ii. Moving air helps in the dispersal of seeds and pollen grains of different kinds of plants.
iii. Oxyen and nitrogen are separated from the air. Oxygin is used in hospitals for respiration and nitrogen is used for making fertilizers for agriculture.
iv. Fast moving air (wind) is used for running windmills. The windmills are used for drawing underground water, runing flour mills and for generating electricity.
v. Fast moving wind helps in the movement of sailing boats and gliders.
vi. Wind is a means of travel for flying birds.
vii. Air helps in the transmission of sound. Without air we cannot hear. It is also useful for wind based musical instruments.
viii. Air is compressed in the tyres of vehicles, which makes their movement smooth.
ix. Compressed air is used in the break-system for stopping trains. It is
also used in machines for digging, mining and breaking stones.
x. Air helps in drying agricultural products such as grains, pulses, dry fruits etc.
3. Hos will you prove that carbon-di-oxide is present in the air ? Give the uses of carbon -di-oxide.
Ans. Take a test-tube with a two hold rubber stopper. Fit a long benttube
through one hole and a short bent tube through the other hole. Pour clear lime water (Solution of calcium hydroxside) into the test-tube.
Through the short bent-tube suck out air. Air from outside now bubbles through lime water. The lime water turns milky.
Actually carbon-di-oxide present in the air reacts with lime water to form calcium carbonate which is a white precipitate. This leads to the milky white appearance of the solution in the test-tube. This shows that air contains carbon-di-oxide.
Use of carbon-di-oxide :-
i. The green plants use carbon-di-oxide to prepare their food with the help of sunlight.
ii. Carbon-di-oxide is dissolved in beverages like soda water and lemonad.
iii. It is useful for extinguishing fires.
4. Make a chart of significance of each component present in the air.
Ans. i. Oxygen :
Life supporting gas prominent in respiration.
ii. Nitrogen :
Dilutes the effect of oxygen in air. Rapid combustion and respiration is controlled.
: Vital for plant growth.
: Vital for protein formation in animals.
iii. Carbon-di-oxide :
Manufacture of food by the green plants.
iv. Water-vapour :
Provides moisture for plant and animal growth.
v. Helium:
Used in weather ballons and for deep sea breathing.
vi. Neon
In advertising neon signboards.
vii. Dust particles :
Water vapour condenses on dust particles and hence, causes rain.
5. How will you show that solid particles are present in the air ?
Ans. Air contains tiny particles of sand, dust, smoke air, pollen etc. Allow sunlight to enter a dark room by opening the window slightly. You may see dust particles floating in the way. This shows the presence of dust or solid particles in the air.
6. Explain that air is necessary for living beings.
Ans. i. Oxygen and nitrogen are separated from the air. Oxygen is used in hospitales for respiration and nitrogen is used for making fertilizers for agriculture.
ii. Air helps in the transmission of sound.
iii. Air helps in drying agricultural products such as grains, pulses, dry fruits etc.
iv. The fan or air conditioner circulates air. This helps in rapid evaporation of sweat. They feel cool when sweat evaporates from the body.
v. While winnowing the moving air helps to blow away the lighter husk
and thus helps to separate it from the grains.
7. What is air-pollution ? How are the winds produced ?
Ans. Due to human activites for development the quality of air is deteriorating everyday. Thus the air be comes impure and causes harm to human beings and animals. This process is called air pollution.
Winds are caused due to differences of temperature and pressure the greater the difference of temperature and pressure, the stronger are the winds caused by them.
8. What are the main sources of air-pollution ?
Ans. Main sources of air pollution are :-
i. Automobiles :- The most widely wellknown air-pollutants originate from automobiles exhausts. Automobiles contribute 60% of the air pollution. Due to compustion of petrol and disesel poisonous gases are produced together with a large amount of oxygen of the atmosphere depleted. Among the various toxic pollutants of automobile carbonmonoxide, nitrogen-oxide, sulphur-dioxide, ethylene etc. are notable.
ii. Industries :- Industries are also a great source of air pollution, Petrol refineries, chemical plants, steel plants and paper and pulp industries are main sources of air-pollution. They release carbon-monoxide (CO), carbon-dioxide (CO 2 ), sulphur-dioxide (SO 2 ), nitrogen-dioxide (NO 2 ), and some hydrocarbons into atmosphere.
iii. Smog :- Gases like sulphur-dioxide, nitrogen-oxide and unburnt hydrocarbons are released into the air from aircrafts, when these gases combined with sunlight ultra-violet radiations they form very harmful photochemical smog. In big cities smog formation is very common.
9. What are the adverse effects of air-pollution ?
Ans. Effects of air-pollution :-
i. The deadly poisonous gas carbonmonoxide released from automobiles, aircrafts and space rocket engines reduces oxygen carrying capacity of blood.
ii. Excess of carbon-di-oxide causes suffocation.
iii. Sulphur-di-oxide released from coal and oil combustion causes headache, irritation in the respiratory tract, vomiting and chest constriction etc.
iv. Sulphur-di-oxide and nitrogen-di-oxide when present in higher concentration, react with rain water and produce acid rain. This rain causes damage to the marble buildings and statues. It is also toxic to plant and animal life.
v. Nitrogen oxides released from automobiles affects respiratory system in animals and death of some plants.
vi. Photochemical smog causes loss of vision, eye irritation, abdominal pain and even cancer.
10. What measures should be adopted to minimize air-pollution ?
Ans. Air pollution can be reduced by adopting following measures :-
i. Factoy areas should be some distance away from residential area.
ii. Factories should change the method of manufacture and use fuels that cause lesser pollution.
iii. Smoking should be completely banned.
iv. Exhaust fumes given by automobiles should be controlled by changing the designs of engines, adding special ingredients in fuels and fitting pollution's control device to the vehicles.
v. Environmental awareness should be developed through education to let the people know about the ill-effects of pollution.
vi. Green plants should be planted in the vicinity of crowded cities and factories.
II. Write whether the following statements are true or false :-
1. T, 2. F, 3. T, 4. T, 5. F, 6. T, 7. F, 8. F.
III. Fill in the blanks with suitable words :-
1. The ultraviolet radiations are harmful to us.
2. Moving air is called wind.
3. Wet collectors must be used for mist and fogs.
4. Automobiles alone contribute to about 60% of the air pollution.
5. CO 2 is proved useful for fire extinguishers.
6. The blanket of air around us is called enviroment.
IV. Match the statements in column A with those in column B :-
Ans. 1. A gaseous blanket surrounding earth :
Atmosphere
2. A gas which helps in burning of fuels :
Oxygen
3. A gas which is useful for plants in making : their food
Carbon-di-oxide
4. A gas present in the air and is used in : making fertilizers
Nitrogen
5. A substance necessary for photosynthesis :
Chlorophyll
V. Tick the correct option in each of the following :-
Ans. 1. c, 2. c, 3. c.
111116. 6. W Waste Materials and Their Disposal aste Materials and Their Disposal aste Materials and Their Disposal aste Materials and Their Disposal aste Materials and Their Disposal
I. Answer the following questions :-
1. What is waste and what are biodegradable and non-biodegradable substances ? Explain with examples.
Ans. Waste materials are those which are of no use to you and which you throw away. Such as bag of clothes, rubbish, junked cans etc.
The wastes which can be broken down to harmless or non-poisonous substances by the action of micro-organisms are called biodegradable wastes. For example domestic sewage, newspaper, and vegetable matter. Biodegradable waste under go rotting.
The wastes which cannot be broken down to non-poisoninous substances easily are called non-biodegradable wastes. These wastes do not under go rotting or take a very long time for rotting. Example : polythene bags, plastics glass, aluminum cans, iron nail, D.D.T. etc.
2. What are the methods of disposal of solid wastes ? Give a detail description of disposal of solid wastes.
Ans. The disposal of solid waste is carried in the following two ways :
i. Land disposal :- Land disposal involves two methods :-
a. Open dumping :- In open dumping the waste is drown openly to decay. It is a poor method of waste disposal. The exposed waste gets rot and smells foul. Open dumps provide our home for many animals that spread diseases. If the waste is burnt, it will cause smoke and foul smell in the air rain wast can drain things refuse and carry harmful substances in streams.
b. Sanitary landfills :- These land fills cause a little damage to the environment. Deep tranches are dug by the tractors at a place away from the residential areas. The waste is dumped into the trenches. The wastes are packed firmly together by tractors and covered with earth every day. The cover of the earth prevents insects from getting into the refuse when the sanitary landfills fill up, then the sites are covered finally. Then this area is used for recreational or other purposes. This method is used mostly to dispose non-biodegradable or poisonouse substances. The wastes decompose and are used as manure.
ii. Incrineration :- Burning of the solid waste products is called incineration. This method is mostly used in big cities and towns because of lack of vacant areas for land disposal. Burning of wastes releases gases and solid particles that may harm human health. Besides, it damages property and kills plants.
3. How and what for does the sewage system work ?
Ans. In sewage treatment, solid wastes, harmful germs and foul smell are removed. The remaining water called effluent goes in the water ways. The system of pipes that carries sewage from houses and other buildings is called a sanitary sewage system. This system acts in the following ways :
i. Soak pit :- In areas where sewers are served, soak pit method is used to dispose off the waste water. It is a pit in the ground filled with pebbles or brick pieces. Sewage flows into the soak pit through
pipes or drain. This water is absorbed in the ground.
ii. Septic tanks :- Septic tanks are also used for the disposal of domestic liquid wastes. These tanks are concrete containers which are burried underground at homes and other buildings. Sewage flows into a septic tank through a pipe which connects the tanks with the building. Solids in the sewage sink to the bottom of the tank. This liquid then flows from the tank into street drains.
4. Describe reuse and recycling of waste material.
Ans. Some old materials when are of no use for us, thrown as waste. Some of these materials, however, are reused. It is made possible by recycling. Recycling is a process of getting materials from the wastes that can be reused.
Many substances in refuse have value glass, wood, fibres from paper products are such substances. Some metals like silver, iron, aluminium and copper also can be recycled and reused. Recycled wastes provide material for many new products. Recycled paper is used in making newspaper and recycled glass is used to make new glass products etc.
5. What are the agencies responsible for cleanliness of a locality and how are they helpful to us ?
Ans. Agencies responsible for cleanliness. Two local agencies are responsible to look after the sanitation and cleanliness of the locality. One is the municipality and the other is the village or gram panchayat.
i. Municipality :- The municipality is a bigger body to help the people in towns or cities. The municipality performs a number of functions :-
a. It looks after the health and cleanliness of the people.
b. It sets up public hospitals for humans and animals.
c. It runs schools, libraries and maintains them.
d. It builds roads, bridges, drains and parks in the towne and maintains them.
e. It maintains the supply of clean drinking water and electricity for streat lighting.
ii. Village or Gram Panchayat :- The main functions of the gram panchayat are as follows :-
a. It settles small disputes among the villagers.
b. It looks after the cleanliness of the villages.
c. It constructs and maintains light on these roads.
d. It digs wells and ponds to supply water for the villagers.
6. Mention the advantages of recycling of waste materials.
Ans. Advantages of recycling :-
i. Recycling saves natural resources that would be used to make new products. For example, recycling of paper saves trees.
ing.
Metals like iron, aluminium, copper etc. are found in nature and are used in making utensils. These metals are dug out from the earth. Recycling of metals reduces the amount of minerals that have to be dug out. It also saves the land from being hollowed by min-
ii. Recycling of wastes saves landfill space. Many big towns and cities have shortage of places to dispose of their wastes. Many landfills are being closed because they caused pollution.
iii. Recycling also helps to reduce the pollution that may be caused by disposing of various wastes. For example, paints, motor oil and old batteries contain poisonous substances. Improper disposal of these substances may cause contamination of water.
II. Write whether the following statements are true or false :-
1. T, 2. F, 3. F, 4. F, 5. T, 6. T.
III. Fill in the blanks with the suitable words :-
1. Recycling of paper saves many trees.
2. Solid waste is called refuse.
3. Incineration is the process of burning of waste products.
4. Recycling of waste materials saves landfill spaces.
5. Municipal solid waste is also called Sewage wastage.
6. Putting waste materials into new use is called Recycling.
IV. Differentiate between :-
1. Biodegradable and Non-biodegradable materials.
Ans. Biodegradable materials :- The wastes which can be broken down to harmless or non-poisonous substances by the action of micro-organisms. Biodegradable waste under go rolting.
Non-biodegradable materials :- The wastes which cannot be broken down to non-poisoninous substances easily. These wastes do not under go rotting or take a very long time for rotting.
2. Open dumping and sanitary landfills.
Ans. Open dumping :- Waste is thrown openly is decay. This provide our home for many animals that spread diseases.
Sanitary Landfills :- Waste is dumped into the trenches. It prevents insects from getting into the refuse.
3. Septic tank and soak pit.
Ans. Septic tank :-
Disposal of domestic liquid wastes. These tanks are concrets containers which are burried under ground at homes and other buildings.
Soak Pit :-
This method is used to dispose off the waste water. It is a pit in the ground filled with pebbles or brick pieces.
4. Sewage and refuse.
Ans. Sewage :- Sewage is a liquid waste. It carries harmful chemicals and disease carrying bacteria.
Refuse :- Refuse is a solid waste. It looks ugly, smells foul and attracts animals that spread diseases.
5. Municipality and Gram Panchayat.
Ans. Municipality :- The municipality is bigger body to help the people in town or cities. It builds road, bridges, drains and parks in the towns and maintain them. it maintains the supply of clean drinking water and electricity for street lighting.
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Key Points:
* Design is a key contributor to a sense of place and community vitality and should also be implemented to educational environments..
* Features of teaching/learning environments include: flexibility, acoustics, technology, lighting, and comfort.
Timothy A. Casai, FAIA is
President of TMP Architecture, Inc. of Bloomfield Hills with a branch office in Portage. He has over 40 years of professional architectural experience. In 2011, Tim was honored with the AIA Michigan Chapter Gold Medal Award, and in 1999 he was recognized as a Fellow in the AIA.
Published: May 2015
Previously published in: CAM Magazine
AIA Michigan www.aiami.com
PERSPECTIVES
Why Design Matters...to Education!
Tim Casai, FAIA, President, TMP Architecture, Inc.
As Dennis King, FAIA articulated in the January issue, design is a key contributor to a sense of place and community vitality. The strength of design excellence is evident in building spaces, places, and experiences that not only enrich the community, but also help to build the community. When we stop and analyze the factors that make our communities successful and desirable, the impact of design is at the top of that list. The effect of design excellence on education is similarly meaningful.
As information access and knowledge creation have accelerated and become more sophisticated in the 21st century, so too has the need to provide new learning environments that facilitate knowledge gathering and inquiry in ways not previously possible. Classrooms have remained relatively static for more than 100 years, but are now evolving into learning studios and collaborative laboratories that rely on design and critical elements that provide new learning experiences. Just as the stage is a platform for creative presentation in the arts, the classroom/studio has become a platform for creative sharing and access to information and ideas.
grows along with group problem solving through the creation of collaborative space. Presentation space has evolved through technology to become a center for shared content and group interaction. Informal space is designed to foster socialization, interaction, and social learning while providing an atmosphere of welcome and comfort.
Through the creative design process, space is shaped and invigorated in order to facilitate multiple learning styles and teaching platforms. Projectbased learning is facilitated through the creation of maker space with handson opportunities, and active learning
While learning studios sound very different from the classrooms of the 20th century and seem difficult to create, there are five key elements that all creatively-designed teaching/learning environments share. These necessary ingredients give students access to learning in multiple styles and methods. Some have walls, some do not. Some are more traditional, some are not. All, however, share these features:
Key Points:
* Design is a key contributor to a sense of place and community vitality and should also be implemented to educational environments..
* Features of teaching/learning environments include: flexibility, acoustics, technology, lighting, and comfort.
Timothy A. Casai, FAIA is
President of TMP Architecture, Inc. of Bloomfield Hills with a branch office in Portage. He has over 40 years of professional architectural experience. In 2011, Tim was honored with the AIA Michigan Chapter Gold Medal Award, and in 1999 he was recognized as a Fellow in the AIA.
Published: May 2015
Previously published in: CAM Magazine
AIA Michigan www.aiami.com
PERSPECTIVES
1. Flexibility. Furniture and fixtures that are easily moveable, comfortable, and provide a variety of individual and grouping options are essential to learning studio design.
2. Acoustics. Space that allows learners to hear each other clearly and to cleanly process presented content, whether from an instructor or through technology, is an essential key to understanding that content.
3. Technology.
The importance of seamless access to - and sharing content of - information and ideas through digital tools cannot be understated. Multiple output opportunities allow for critical thought, analysis, and collaboration.
4. Lighting. Creative design solutions should allow access to and control of natural light with generous use of windows, sun shades and other devices. Natural sunlight combined with a thoroughly developed artificial lighting system should allow learners to see both analog and digital material clearly.
5. Comfort. A heating and cooling solution that not only provides personal comfort, but does not affect hearing and flexibility is a cornerstone of today's learning environment. "Too hot" or "too cold" compromises the ability to focus and to process information. In addition, finishes and furniture that support acoustic and visual acuity contribute to learning comfort.
The challenges of creating new learning environments and the renovation of last century's classrooms depend on design to facilitate critical thinking and creative solutions. Our learning communities are as critical to our shared future as our living communities are, and therefore design matters… to education! | <urn:uuid:dc949512-7471-4659-ad1b-28d3132a1e1f> | CC-MAIN-2017-30 | http://aiami.com/resources/Documents/Design%20Perspectives/Positions%20Paper%20-%20Tim%20Casai,%20FAIA.pdf | 2017-07-24T08:36:05Z | crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00638.warc.gz | 13,505,071 | 998 | eng_Latn | eng_Latn | 0.997983 | eng_Latn | 0.998081 | [
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Brain In Nature Course
®
By Ron McComb © 1993 All rights reserved.
This is a program in which the individual interacts with primal nature. Such interaction, when incorporated with basic neurology and critical thinking strategies, assists in the release of the individual's dormant brain circuits. This progressive self-growth toward 100% neuron-powered brain results in increased creative problem solving intelligence, moral goodness, and individual happiness.
The success of this program is based upon seven criteria: (1) the duration of the program--one year, (2) participation and bonding within a support group, (3) primal nature, (4) self-therapy, (5) availability of role models, (6) physical discipline, and (7) mental discipline within the realm of critical thinking.
PHILOSOPHY:
This course is designed to provide students with the opportunity to discover and reinforce problem solving skills within the context of primal nature. Through the study of the triune brain and its associated minds, students will be introduced to the problem solving strategies used by each mind. The student will thus learn how to increase the efficiencies of each separate triune brain in order to learn how to harmonize them into a complementary super system. By interacting with primal nature students are given the opportunity for an experiential education that not only helps in establishing a work ethic, but also reinforces the learning of critical thinking strategies. Moreover, when free of the distractions of the city each individual is given the opportunity to focus all of his or her energies on himself/herself so as to enhance self-fulfillment.
The wilderness philosophy prescribed to here is similar to the one upon which America was built in that it draws upon the philosophies of Emerson, Thoreau, Muir, Leopold, et al. Thoreau first recognized "the physical and mental renewal" that resulted from exposure to the wilderness. Supreme Court Justice William O. Douglas claimed that in the wilderness the individual can find relief from "mass tendencies." Clinical evidence also supports the idea that the wilderness experience is an important ingredient in the maintenance of mental health of people who are hard pressed by a continually
expanding civilization. Research has also shown that interacting within the context of primal nature provides the establishment of self-identity.
Students will begin the course by learning how the human brain works. They will learn brain self-control methodologies and aspects of one's personal intelligence. Each student will be nurtured to discover his/her full brain potential. Students will be guided through their self-discovery via Socratic dialogue, extensive writing practices, and assigned readings all within the context of primal nature. Each student will be actively involved in various physical activities throughout the year. These physical activities will include trips into the wilderness that will serve to integrate the "wild" with the "civilized" and, more importantly, to provide the student with a wilderness experience.
As the year unfolds, each student will reveal his/her own unique internal neurologic and genetic programs (according to the triune brain model), then he/she will delve into natural intelligence, creative problem solving, and ethical/moral behavior. Consequently, the student will derive more meaning from his or her environment and acquire a sense of self-responsibility. Furthermore, students will experience increased happiness as they see themselves in control of their actions. An increase in personal happiness should, then, decrease negative personal behaviors such as alcohol/drug addiction, violence, suicide, and teenage pregnancy. The ultimate goal is to transform each individual into a contributing member of our society.
GOAL I: PERSONAL INTELLIGENCE.
This phase of the program will develop the students' understanding of the logical operation of their own triune brains. Each brain computes different values, attitudes, and behavior. Each of the four minds (the physical, emotional, intellectual, and spiritual) maps to one of the three brains. When speaking of the spiritual, we mean spiritual not in the religious sense but rather in the aesthetic or Aristotelian sense. Each student will learn to integrate and harmonize each mind with the other in order to increase his/her problem solving successes.
Students will learn the elements of reasoning within a point of view as dictated by each of the four minds. First, the individual will learn to construct behavioral truth tables by making an assumption that he/she is functioning within a specific mind set. From this mind set the learner will decide how the initial problem state is perceived and resolved using the same mind set. Once a conclusion, solution, or interpretation has been inferred, then the student will determine the consequences/implications of his/her generated solution. The student will learn to look at a specific problem state and base decisions upon the best problem solution as dictated by the most efficient mind set; consequently, he/she will learn that it is the brain alone that determines how one interacts with the environment and that the individual alone is responsible for his/her actions. Each student will also be taught to identify his/her existing triune brain blockages and breakthroughs--e.g., going from aggressive antisocial behavior to cooperative social behavior.
Through the acquisition of personal intelligence the student will be able to clearly analyze his/her actions. The individual will also be given the tools with which to clarify one's own values and beliefs and to question deeply who he/she is and what the meaning of life is. Finally, by learning basic neurology each student will be able to explore and evaluate similarities and differences in resolving a specific problem via a different component of the triune brain.
OBJECTIVES:
1.1. Brain Self-Control
1.1.a. Each student will demonstrate a basic understanding of how his/her brain works.
1.1.b. Each student be able to clearly state what types of behaviors are associated with each of the triune brains.
1.1.c. Each student will be able to distinguish and analyze his or her own thought processes, actions, emotions, and social behavior in a clear and accurate manner.
1.1.d. Each student will be able to reason the consequences of both existing and future behavior.
1.1.e. Each student will be able to clearly state and define how his or her brain produces pain/pleasure, happiness/unhappiness, and is the medium through which reality is perceived.
1.2. Philosophy of Life
1.2.a. Each student will be able to clearly state his or her philosophy of Life.
1.2.b. Each student shall be able to clearly answer the simple statement: "What do I want in my Life?"
1.2.c. Each student should be able to adequately answer the compound statement (based on ancient philosophies):
"Who am I?"
"What is Life?"
"Where am I going?"
1.2.d. Each student shall be able to consistently answer: "How shall I grow/improve myself a little each day?"
1.2.e. Each student shall develop a perspective into his or her self by being able to precisely and accurately answer the question "What negative emotions, behavior, and memories are blocking me from growing/improving each day?"
1.2.f. Each student shall be able to analyze and evaluate his or her value and belief systems accurately.
1.2.g. Each student will be able to perform a self-analysis to clearly identify any negative "head tapes" which waste time/energy by constantly repeating themselves in order to fulfill lower level Maslownian need drives resulting from adolescent and child trauma memories--the result being antisocial and antipersonnel behavior.
1.2.i. Each student will clearly state in logical sequence all trauma memories incurred as an adult, adolescent, child and infant in temporal sequence beginning with the most recent.
1.3. Intellect
1.3.a. Each student will demonstrate critical thinking strategies as defined in Richard Paul's Critical Thinking, and applied them to individual behavior in. . .
1.3.a.1. analyzing his/her problems.
1.3.a.2. contrasting analogous situations.
1.3.a.3. clarifying his/her values and standards.
1.3.a.4. questioning deeply.
1.3.a.5. analyzing actions.
1.3.a.6. exploring similarities and differences.
1.3.a.7. developing ones' perspective on his/her self/life.
1.3.a.8. evaluating solutions to various problem states.
1.3.a.9. analyzing arguments, interpretations, and beliefs.
1.3.b. Writing
1.3.b.1. Each student will keep a daily journal that will be used to. . .
1.3.b.1.a.
record positive and negative en- counters incurred during the day.
1.3.b.1.b. discharge negative daily encounters.
1.3.b.1.c. perform self-therapy.
1.3.b.1.d. record/perform other exercises as they pertain to the course.
Students will be required to read selected books. For example,
1.3.c.1.a. Henry David Thoreau's Walden.
1.3.c.1.b. Ralph Waldo Emerson's Essays.
1.3.c.1.c. Walt Whitman's Leaves of Grass.
1.3.c. Reading
1.3.c.1.
1.3.c.1.d. Aldo Leopold's Sand County Almanac.
1.3.c.1.e. Sigmund Freud's It's Discontents.
Civilization and
1.3.c.1.f. other books deemed appropriate by the instructor.
1.3.c.2. Students will be taught to analytically discuss books as per the method found in Mortimer Adler's and Charles Van Doren's, How to Read a Book, in order foster the discussion of ideas.
1.3.c.2.a. Classify book according to subject matter.
1.3.c.2.b. State what the book is about as succinctly as possible.
1.3.c.2.c. State the major parts of the book.
1.3.c.2.d. State the authors major point or theme. Do you agree or disagree? Why?
1.4. Focused Concentration
1.4.a. Students will be taught focused concentration techniques in order to. . .
1.4.a.1.
1.4.a.2.
1.4.a.3.
1.4.b. Technique #1
1.4.b.1.
1.4.b.2.
1.4.c. Technique #2
1.4.c.1.
1.4.c.2.
1.4.c.3.
1.4.d. Technique #3
1.4.d.1.
improve concentration.
reduce stress.
remain focused during time outs.
Assume a relaxed position.
With eyes closed count backwards from
100 to 1 while breathing deeply.
Assume a relaxed position.
Concentrate on breathing deeply.
Close eyes and focus on the color pat- terns that appear on the inside of the
eye lids (this may be difficult initially.)
Spend several minutes constructing sentences that describe what you perceive in your immediate environment. Begin each sentence with "I now. . ." or "At this moment. . ." This is especially effective while walking. Try to use all of your senses.
tions. Do not try to suppress any feel- ings that may arise.
1.5.b.12. Believe that your goal can become a reality.
1.6. Creativity
1.6.a. Students will practice one of the below creativity exercises in their journal on a daily basis:
1.6.a.1. divergent.
1.6.a.2. convergent.
1.6.a.3. inversion.
1.6.a.4. substitution.
1.6.a.5. leaping.
1.6.b. Divergent--move outward in as many possible directions as possible.
1.6.b.1. Choose and object.
1.6.b.2. Relate all secondary objects/actions to the initial object. For, example, "how many uses can you think of for a pen? A paper clip? A brick?
1.6.c. Convergent--move toward a single answer.
1.6.c.1. Choose a problem, i.e., propelling oneself across a body of water.
1.6.c.2. Generate as many ways as possible to solve the problem. These can be real (riding in a boat, swimming, etc.) and/or fantasy solutions (i.e., sitting on top of a skipping stone, riding a magic carpet, etc.)
1.6.d. Inversion--taking a thought, behavior, or object and flipping it into its unlikely opposite.
1.6.d.1. Choose an object, thought, or behavior.
1.6.d.2. Generate as many opposites as possible. For example, a pair of pants may be used for wearing over the head, wearing as a jacket, carrying potatoes in, etc.
1.6.f. Substitution--taking a normal relationship between objects and generating a new unique one.
1.6.f.1. Define your problem.
1.6.f.2. Break it down into a minimum of two elements.
1.6.g. Leaping--generating out from the initial problem state.
1.6.g.1. Choose an object.
1.6.g.2.
1.3.g. Recording emotions
1.3.g.1.
Students will be able to clearly quantify their subjective feelings by graphing their feelings three times daily on an "emotion curve."
GOAL II: NEURAL INTELLIGENCE.
This phase of the program will teach each student the skill of releasing and discharging his/her repressed adult, adolescent, child and infant trauma memories. When a specific trauma leaves the needs of a lower Maslownian need unresolved, say, the need for "love and belongingness," then the individual becomes stuck in recursive behavior in an attempt to fulfill the need. For example, an unresolved need of "love and belongingness" can lead to gang behavior. Accordingly, as individual energies are expended in the pursuit of lower level needs, then the higher level needs of "knowing and understanding" and the "aesthetic" are left unrealized. This aspect of the course attempts to help the student identify and fulfill his/her lower level needs so that he/she may pursue the higher level needs.
OBJECTIVES:
1.1. Release the least repressed adult trauma memories via essaying (stack-last in first out).
1.1.a. The student will be able to clearly state each specific memory when his or her personal dignity and integrity were violated-physically, intellectually, emotionally, and/or spiritually.
1.1.b. The student will be able to use specific uninhibited anger or compassionate understanding, which ever is more relevant to the situation, to clearly/precisely/accurately tell the evildoer what he or she now thinks of him/her for doing that pain-causing evil to him or her.
Leap from the initial state into a new state, but one that is logically related to the previous state. For example, I am a water molecule. I reside in a body of water. I evaporate and become part of a cloud. I am fluffy, etc. Describe how it feel to experience such. Or, take a pencil. The pencil is a spaceship. Use it to travel into space. Describe what it is like.
1.1.c. Repeat step 1.1.b. repeatedly until the individual excretes the emotional outrage that he or she fells against this injustice.
1.1.c.1.
Repeat this justice judgement until bored. Bored = Release.
1.1.d. Forgive the evil doer.
1.1.d.1.
The student shall be able to clearly explain to the evil doer--with loving intelligence--what he/she should have done in that Life-blocking episode. Forgiveness = Healing.
1.1.e. Re-write the script of that specific episode.
1.2. The student will repeat the above process with the second most recent adult trauma memory. With a third. With all, until all adult trauma memories have been erased.
1.3. Repeat the above process with the slightly more repressed adolescent trauma memories.
1.4. Repeat the above therapizing process with repressed child trauma memories.
1.5. Finally, repeat the above brain re-matrixing process with deeply repressed infant/birth/gestation trauma memories.
1.6. Each student will be able to clearly and accurately state his or her understanding of the neural facts that define and drive his or her individual acts of behavior, and codify these facts so as to meaningfully synthesize them into their personal definition of their Self.
1.1.e.1.
The student shall be able to clearly and logically rewrite the episode as they perceive it should have happened. Re- vision = Re -Vision.
1.1.f.
Repeat the memory in its revised positive form until bored. 1.1.f.1. The student will consistently repeat the tape until it is felt to be a significant component of the individual's Life. Replacement = Growth.
1.1.g. Celebrate growth.
1.1.g.1
The student will complete the cycle by celebrating in a way that he or she in- vents, and one that is relevant to the self.
GOAL III: SOCIAL INTELLIGENCE.
This phase of the program will address the development of the students' social intelligence. Along with dispelling negative values, beliefs, and behaviors via the selftherapy procedure, the adolescent must also learn to constructively pursue his/her idealism and genetically coded social intelligence via social action. If an idealistic adolescent is not provided with a viable means of expression and the channeling of social intelligence, then the self quickly regresses into the automatic behavior of self-defense and counter-attack. Adolescent idealism that does express itself through genetically mandated social behavior and commitment quickly finds perpetual joy and meaning. By the maturation of social intelligence various acts of anti-social behavior will become antiquated. The joy and meaning found in participating in acts of social commitment will also replace the wants of participating in such escapist behaviors as drug use, alcohol abuse, and indiscriminate sex.
OBJECTIVES:
1.1. Students will be guided into inventing their own neural cybernetics philosophy and be able to:
1.1.a. clearly state the nature of human nature,
1.1.b. clearly state the nature of human motivation,
1.1.c. clearly state the categorical behavior of acts driven by greed, violence, noncooperation, etc.,
1.1.d. and clearly state the categorical behavior of acts driven by empathy, compassion, altruism, cooperation, etc.
1.2. Each student will be guided into inventing ways to defend the self from attacks upon his or her personal integrity and be able to:
1.2.a. explain how he/she can protect himself or herself from the influences of peer pressure,
1.2.b. create ways to filter others into his or her Brain Growth Family,
1.2.c. clearly explain how to form an extended family of supporters,
1.2.d. and clearly explain how to maintain an extended family of supporters.
1.3. Students will be guided into reinventing the "Great Society" by:
1.3.a. choosing appropriate role models,
1.3.b. being a role model themselves--each one teach one,
1.3.c. creating a community of cooperative "fighters,"
1.3.d. networking with similar communities,
1.3.e. and being able to clearly state the characteristics of great leaders.
1.3.f. stating clearly those virtues pursued by the "Great Society." Those being:
1.3.f.1. Truth,
1.3.f.2.
Beauty,
1.3.f.3. and Goodness.
1.4. Altruism and community service.
1.4.a. Each student shall be able to consistently state: "How can I make the world a better place to live each day?"
1.4.b. Each student will be able to clearly define the various prob- lems within the community, i.e.
1.4.b.1. poverty,
1.4.b.2. homelessness,
1.4.b.3. drug use,
1.4.b.4. alcohol abuse,
1.4.b.5. crime,
1.4.b.6. housing,
1.4.b.7. teenage pregnancy,
1.4.b.8. and AIDS.
1.4.c. Students will select a problem area and clearly state a strat- egy of assistance.
1.4.d. Students shall be able to clearly state how to contact com- munity leaders.
1.4.e Students shall implement a plan.
1.4.f. Some possible activities of participation:
1.4.f.1. food drives,
1.4.f.2. mentor/mentee programs,
1.4.f.3. habitat for humanity programs,
1.4.f.4. elderly programs,
1.4.f.5. and health/medical programs.
1.5. Environment
1.5.a. Each student will be able to clearly define the various prob- lems within the environment, i.e.
1.5.a.1. greenhousing,
1.5.a.2. over-population,
1.5.a.3. de-forestation,
1.5.a.4. pollution,
1.5.a.5. and the shrinking wilderness.
1.5.b. Each student shall be able to clearly state a simple plan, and effective tactics needed to solve planetary survival problems and be able to:
1.5.b.1. prioritize them,
1.5.b.2. participate in global thinking,
1.5.b.3. and invent their own environmental eth- ics.
1.5.c. Some possible activities of participation are:
1.5.c.1. trail maintenance,
1.5.c.2. Arbor day activities,
1.5.c.3. Earth day activities,
1.6.
1.5.c.4.
help establish/run recycling programs within the community and schools,
1.5.c.5. and outdoor clean-up.
Social Bonding Groups
1.6.a. Each student will meet a minimum of three hours per week in order to:
1.6.a.1. form a support group,
1.6.a.2.
form bonds with the group and with individuals within the group,
1.6.a.3. take care of administrative business,
1.6.a.4. receive assignments,
1.6.a.5. go over assignments,
1.6.a.6. and prepare for activities.
GOAL IV: PHYSICAL INTELLIGENCE.
The purpose for placing emphasis on the physical is many fold. By holding the student accountable for seeing to his/her own physical needs (i.e., food and shelter), the individual will develop a sense of self-responsibility and a work ethic. Participation in challenging physical activities will improve self-esteem and self-confidence. Also, when an individual is pushed to the brink of physical exhaustion, then his/her ego defense mechanisms are significantly lowered and more efficient self-therapy can take place. Students will also learn the presentation skills necessary for procuring a job in order to meet their physical needs. Finally, students will learn to reduce their stress levels through physical exercise and relaxation techniques in order to increase the efficiency of their body.
OBJECTIVES:
1.1. Students will be able to demonstrate the following skills in order to meet their physical needs while living within primal nature:
1.1.a. personal hygiene,
1.1.b. food preparation,
1.1.c. shelter construction,
1.1.d. building a fire,
1.1.e. first aid,
1.1.f. choosing proper attire,
1.1.g. sanitation,
1.1.h. water treatment,
1.1.i. overcoming panic,
1.1.j. plant identification (edibles, poison ivy, etc.),
1.1.k. winter survival,
1.1.l. avalanche awareness,
1.1.m. mountaineering fundamentals,
1.1.o. and the care of tools/equipment.
1.2. Students will demonstrate the following orienteering techniques:
1.5
1.2.a. map reading,
1.2.b. using a compass,
1.2.c. and using the sun and stars for direction.
1.3. Students will participate in the following types of activities for a minimum amount of time.
1.3.a. One of the following shall be participated in for a minimum of two days per week, 90 minutes per day:
1.3.a.1. orienteering,
1.3.a.2. repelling,
1.3.a.3. rope confidence course,
1.3.a.4. physical conditioning,
1.3.a.5. and any other material/subject determined to be appropriate by the instructor.
1.3.b. One of the following all day activities will be participated in at least once every two weeks:
1.3.b.1. 10-16 mile hike,
1.3.b.2. Nordic skiing,
1.3.b.3. outdoor clean-up, trail maintenance, etc.,
1.3.b.4. or any outdoor physical activity requiring a minimum of 6 hours of participation.
1.3.c. The student will spend 10-20 days during the fall or summer attending a wilderness camp or backpacking.
1.3.d. Short backpacking trips may be held at the instructors discretion.
1.3.e. The program will culminate with the student being given the opportunity to volunteer for a three day "solo."
1.4. Rewards and Punishment
1.4.a. For each major offense (i.e., skipping, poor grades, fighting, etc.) incurred, the student will carry an additional ten pounds on the hikes. The weight shall not exceed the physical limitations of the student.
1.4.b. For each minor offense incurred the student will do a set number of: push-ups, rope climbs, etc.
1.4.c. Students will receive one positive token for each day they go without committing any offenses.
1.4.c.1. 20 tokens will negate one major offense.
1.4.c.2. 5 tokens will negate one minor offense.
1.4.d. Local, state, and federal laws regarding corporeal punishment will apply and be adhered to at all times.
Economics
1.5.a. Students will be able to state clearly the different vehicles that can be used to finance an education (i.e., work-study, grants, and scholarships).
1.6.b.3. Read about the specific mechanics involved in performing the act.
1.6.b.4. Very slowly go through all of the physical movements required for performing the physical act. If possible, hove someone help you go through the actual movements by directing your body movements.
1.6.b.5. Whenever possible, imagine yourself performing the act in its idealized form. See yourself going through each of the physical movements. Try to visualize each muscle going through the act. Do not just run a head tape showing the act.
1.7. Relaxation
1.7.a. Students will demonstrate various relaxation techniques throughout the day in order to reduce both physical and mental stress.
1.7.b. Breathing
1.7.b.1. Take a deep, slow breath.
1.7.b.2. While exhaling, the diaphragm/stomach should protrude/extend.
1.7.b.3. Exhale slowly.
1.7.b.4. While exhaling, the diaphragm/stomach should be drawn in.
1.7.b.5. Students can increase their concentration level by repeating to themselves "I breathe in, I breathe out," while inhaling and exhaling.
1.7.c. Muscles--Technique #1
1.7.c.1. Concentrate on a specific muscle group, i.e.
the shoulder muscles.
1.7.c.2. How do the muscles feel?
1.7.c.3. If they are tight then consciously relax them.
1.7.c.4. Gently massage any tight or sore muscles.
1.7.c. Muscles--Technique #2
1.7.c.1. Assume a comfortable position lying down or sitting. Close your eyes, place your hands to your sides, and breathe naturally.
1.7.c.2. Tighten you right foot, then your right calf, knee and thigh as tightly as possible. While continuing to tighten the muscles, lift your leg off of the ground for 30 seconds. Drop you leg and feel the release of tension from your leg.
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Course Outline, Book 3
Ruhi Book 3: Teaching Children's Classes, Grade 1 is designed to develop the capabilities needed to conduct children's classes. It is the third in a course sequence designed to raise up human resources capable of fostering the growth of the Baha'i Community with efficiency and love.
Excerpted from "To the Collaborators": This book is the collection of three units aimed at helping individuals who wish to undertake the highly meritorious service of teaching regular classes for the spiritual education of children. It is assumed that those who study it have already participated in courses in which at least the content of Book 1 of the Ruhi Institute has been covered.
Baha'is who have taught the Faith in receptive areas will not be surprised to see that the Ruhi Institute places a strong emphasis on children's classes. The insistent desire of newly enrolled believers, especially in rural areas and the outskirts of large cities, for their children to be educated by Baha'i teachers is well-known. Unfortunately, there have never been enough teachers to respond to this well-justified demand, and for some reason or another, many capable Baha'is who could teach children have not attached the necessary importance to this act of service on which the future of new generations depends.
It is important to mention that Baha'i children's classes are not like the classes of indoctrination which are common in many other religions. Even though children are instructed in the principles, teachings and basic beliefs of the Faith, the emphasis is on learning to think, to reflect and to apply spiritual laws to the life of the individual and society. Especially during the early years of childhood, great attention is given to the development of spiritual qualities and to those beliefs, habits and behaviors that constitute the essential attributes of a spiritual being.
The desire to avoid indoctrination or catechism should not, however, lead to laxity in religious instruction. Doctrines that have disregarded religious education for children and have left them to acquire their own standards and beliefs, supposedly by free choice, from their interactions with society, have greatly contributed to the present state of moral disintegration. The proponents of these doctrines do not seem to appreciate the fact that there are political, economic and cultural interests in society which aggressively promote their own desired patterns of thought and behavior. But even in this were not so, there is no reason to suppose that a new generation of children will be able to create a better world without an education which is basically spiritual. Humanity, left to its own devices without divine guidance, has produced nothing more than chaos, injustice and suffering.
Although the dynamics of educating children vary greatly from community to community in the Baha'i world, the importance of the enterprise is a matter on which all can agree. Moreover, it is evident that the key to success in any ambitious plan for the spiritual education of large numbers of children is the training of teachers. It is hoped that this book will help Baha'i institutions and their agencies, especially regional and national institutes, in their efforts to substantially increase the number of dedicated and well-prepared Baha'i children's class teachers.
Unit 1: Some Principles of Baha'i Education
Purpose: To understand some of the basic principles of Baha'i education of children.
Excerpted from "To the Collaborators": The first unit of the book, "Some Principles of Baha'i Education", is concerned with certain basic concepts. There is no educational system in the world today that can properly be called "Baha'i". Such a system can only be created through the efforts of numerous educators working in diverse settings and cultures over an extended period of time. Nevertheless, certain principles and concepts can be identified that should influence endeavors to develop elements of Baha'i education, and this unit briefly examines some of them.
One of the basic concepts discussed in the unit is the nobility of man. It is essential for the participants in the course -- future teachers of children -- to understand the impact this extremely important principle will have on the kind of education he or she will eventually offer. By the mere acceptance that each student is a "mine rich in gems of inestimable value", the teacher of a beginning children's class takes an enormous step away from current educational practices. Yet the acceptance of this concept is not, in itself, sufficient. Baha'i teachers should also be familiar with the nature of spiritual qualities and know enough about human talents and capacities to be able to discover these gems in their students and actively help polish them. They also have to be fully aware of the importance of helping children develop habits and patterns of behavior that are in keeping with a Baha'i way of life.
In general, this unit is not complex and, like all Ruhi Institute materials, is taught in courses that are conducted tutorially. This is best done by dividing the participants into small groups and allowing each group to move along at its own pace and according to its own rhythm. This point is crucial, because an attempt to accelerate or slow down any participant's pace, forcing him or her to move at the same rate as the others, can hamper the learning process. In this respect it should be noted that the tutor's role is not any less important for the fast learners than it is for those who learn at a slower pace. The tutor should discuss all of the sections with each group of students. A Ruhi Institute course should not be treated as an independent study by the participants, the results of which are merely checked by the tutor. Some discussion with the tutor is needed so that participants understand the materials presented in each section at three levels of comprehension: the meaning of the words and sentences, the application of the concepts in one's life and work, and their implications for certain related situations. For a fuller explanation of these three levels of comprehension and how to help participants achieve them, please refer to the introduction in Book 1 entitled "To the Collaborators".
Unit 2: Lessons for Children's Classes, Grade 1
Purpose: To learn to teach simple children's classes consisting of memorization of prayers and quotations, songs, stories, games and coloring.
Excerpted from "To the Collaborators": The second unit, "Lessons for Children's Classes, Grade 1", is designed for the training of teachers of first grade Baha'i children's classes. To achieve this purpose, it examines methods that help teachers conduct classes effectively. The unit also contains 15 lessons for the children's classes themselves. Each lesson consists of five parts: memorization of prayers and quotations, songs, stories, games and coloring. It is suggested that these 15 lessons be repeated with the children two or three times throughout the year, making a total of 30 to 45 classes. In helping the participants in the course understand the lesson plans and the methods for conducting them, the tutor should keep the following points in mind:
* The development of capacity for holding a simple children's class, and the acquisition of the corresponding skills, require a great deal of practice. It is to be expected, then, that this course will be long and sometimes even difficult. Teaching a lesson to children demands more than reading the material and understanding its content. The tutor should allow a great deal of time for the future teachers to practice giving the classes as they study the course.
* The majority of people who teach children generally try to recreate for them the same learning experiences they had in their own formative stages. To counteract this normal tendency, this unit offers detailed suggestions to which the tutor and the participants should pay close attention.
* It is hoped that children's classes will provide a means for developing in the children attitudes and spiritual qualities that will bring them closer to God. In the lessons for grade one, the emphasis is on spiritual qualities, and little attention is given to general knowledge about the Faith. When the foundation of the child's character has been established, there is ample time in later years to impart the necessary knowledge.
* The methodology of the children's classes combines different activities, all focused on the principal goal of motivating the development of attitudes and spiritual qualities. All these activities revolve around the Creative Word, which alone has the power to awaken spiritual
susceptibilities in the children, and a strong emphasis is placed on memorizing the Creative Word. Memorization has an even greater effect if what is being memorized is well understood. For this reason, each lesson includes material to help children understand the meaning of the quotation, as well as activities to help further this understanding. Unfortunately, at this point, there is not an abundance of songs, games and stories which directly reinforce the ideas presented in the quotations to be memorized. It is hoped that, in the future, many more such activities will be created and compiled for the use of Baha'i children's class teachers.
* The stories of 'Abdu'l-Baha presented in the lessons are of the greatest importance, because He is the Exemplar of Baha'i life. They illustrate in a concrete way the spiritual qualities that are being explored, and it is well known that concrete situations help, especially children, understand abstract explanations. Some participants may have trouble learning how to tell stories in a way that brings them to life for the children. The ability to remember the details that give excitement to a story and to present the events of the story in an effective way can be acquired by means of constant practice.
* The lesson plans that are included in the unit require very little in the way of materials and outside resources. Besides the teacher's knowledge, acquired through the training offered in this course, only coloring sheets and crayons are needed. The coloring sheets can be simply reproduced by the teachers themselves by tracing them from the sample sheets corresponding to each lesson.
* It is recommended that participants begin putting their new skills into practice as they go through the course. This will allow them to prepare themselves for the time when they will take on their own classes. New teachers may feel nervous the first time they face a class of, say, 20 children, so it is advisable to let them start out alongside experienced teachers or with a small number of children -- perhaps four or five. It is also possible to hold classes which only teach the quotations at the beginning, without worrying about stories, songs and other activities. As the teacher develops confidence, more children can be added to the class and other elements can be introduced.
* A cassette tape of the songs used in the lessons accompanies this material. Teachers may wish to use the cassette, not only to prepare themselves for the class, but also to help the children learn the songs.
Unit 3: Conducting Classes for Children
Purpose: To develop the skills and abilities needed to conduct classes for children, managing the class with a great deal of love and understanding and, at the same time, with the discipline necessary to create a proper learning environment.
Excerpted from "To the Collaborators": When the results of the initial efforts of the Ruhi Institute to help train teachers were evaluated, it became evident that a course on how to manage a children's class was also necessary, especially for those who choose the education of children as a special area of their service to the Cause. The last unit in this book, "Conducting Classes for Children", was developed to answer that need. As in the other courses, the participants should study the unit in small groups with a more experienced person as their tutor. Each section should be read aloud once or twice and then consulted upon by the participants. Each section should be read aloud once or twice and then consulted upon by the participants. An important objective of the unit is to help the participants achieve a balanced understanding of how to keep a class happy and full of love, yet also highly disciplined. Baha'i teachers of children should develop a capacity to inculcate in each child the spiritual discipline that results from love and trust in God, and not impose discipline through fear of punishment. | <urn:uuid:77b70696-4d2c-42fd-b358-322740ac61e7> | CC-MAIN-2017-30 | http://phoenixbahaicommunity.org/wp-content/uploads/2012/07/Ruhi-Book-3-Teaching-Childrens-Classes.pdf | 2017-07-24T08:41:40Z | crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00642.warc.gz | 248,553,872 | 2,485 | eng_Latn | eng_Latn | 0.998395 | eng_Latn | 0.998538 | [
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Opinion
Dr Patricia Edgar
Biting off more than we can chew
Children are targeted relentlessly by fast food companies with irresponsible marketing campaigns. As teachers – your voices should be raised in this debate.
I sat on the beach last summer observing the parade of bodies, recalling photographs taken of my children playing on that same beach one generation before. The difference was massive.
for the first time in more than a century, life expectancy may fall.
all on shelves at children's eye level so they can pester their parents.
Australians are now among the fattest people on the planet. Twenty per cent of Australian children are overweight and 10 per cent are obese. These young people will battle illness for most of their lives – type 2 diabetes, bone disease, respiratory and cardiovascular diseases. Studies put the cost of obesity in children and adults in Australia in excess of $21 billion dollars. Researchers are warning that,
The psychological impact of obesity can be as damaging as the physical effects with many children demonstrating increased levels of stress with effects on their behaviour, concentration, learning ability and mood. I am sure teachers observe these symptoms in classrooms across the state.
We are hearing more and more messages about healthy eating but they get lost under the welter of products designed to tempt, which are thrust under our noses. In supermarkets there are lollies, chips, chocolates and biscuits
It's not just the amount of food we now eat but also what is in the food – the saturated fats and the quantity of sugar – that make the battle to keep weight within normal range a challenge for many people. The way food and drink is advertised creates confusion about what are the contents of food products and what represents healthy eating. Labels trumpet: 20 per cent less fat; 70 per cent less sugar, but the real meaning is less clear.
Children are targeted relentlessly by companies and advertisers with irresponsible
marketing campaigns. Fast foods with high fat, sugar and salt content are linked with promotions for toys, movies and characters. Shrek promoted the 'Belly Bulge Combo' – popcorn, Coke and M&Ms.
610 calories. What was once a 590 calorie McDonald's meal became 1550 calories.
We seem to admire excess and extol the newsworthiness of extreme eating habits. Without urgent action our eating and
Without urgent action, our eating and exercise habits will lead to a very unhealthy society, and our social and health systems will collapse under the demand for services.
Sophistry bedevils the debate about the food industry's role in the obesity epidemic. The industry insists we should exercise more; the media industries insist it is not their problem, they only offer entertainment. Government calls on parents to be the guardians of their children: they can turn off the telly, say no, refuse to buy, feed their children healthy food.
But business conspires against us. Marketers are way ahead of the game as they bring the best minds to bear on ways to access and develop the market. They discovered that people generally would not buy two servings of french fries or two burgers, but they would buy the super size, the value-added meal. Super-sizing led to a revolution in eating.
exercise habits will lead to a very unhealthy society and our social and health systems will collapse under the demand for services. Prevention is the answer. We should start with television, which has been a defining factor in shaping children's views of the world since the late 1950s: television carries millions of dollars worth of advertisements directed straight at children.
In Sweden, television advertising to children under 12 has been banned since 1991. In the UK, television regulator Ofcom banned junk food advertising in and around children's television programs in 2007.
A serving of McDonald's french fries ballooned from 200 calories in 1960 to habits is unclear. ACMA is unwilling to take precautionary action because of the impact on the revenue of the commercial television stations.
Industry self-regulation is not working. The obesity crisis requires government intervention by regulation of the food industry, the media industries (both advertising and programming), and the introduction of healthy lifestyle initiatives for all children.
As with smoking, we may need to put warnings on the packaging of fast food and junk food: "Eating this product may be hazardous to your health."
As teachers who see the evidence of overweight children in classrooms every day, your voices should be raised in this debate.
Dr Patricia Edgar is an author, television producer, educator and founding director of the Australian Children's Television Foundation. Her latest book is The New Child: In search of smarter grown-ups.
But our television regulator, ACMA (Australian Communication and Media Authority), claims the evidence linking food and beverage advertising to children's eating
Tell us what you think. Email email@example.com | <urn:uuid:3f8cef4c-599c-439d-93f5-01d8cb2be61a> | CC-MAIN-2017-30 | http://patriciaedgaranddonedgar.com/Content/Article/pdf/shine_issue7.pdf | 2017-07-24T08:45:41Z | crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00648.warc.gz | 243,065,174 | 976 | eng_Latn | eng_Latn | 0.999243 | eng_Latn | 0.999243 | [
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Solving problems and achieving goals i
Structured problem solving is a simple and effective technique for dealing with problems in your life. It is a step-by-step approach for tackling those aspects of a problem that can be changed. Tackle only one problem at a time.
Step 1: Identify the problem
This first step sounds simple and sometimes it is. However, sometimes it is hard to get clear what exactly the problems are and which is the best one to tackle first. If this is the case, it may help to talk to someone you trust and who knows you well. Then write down exactly what you believe to be the main problem or goal.
Step 2: List as many solutions as possible
List all ideas that occur to you, even if some seem silly or `way out'. Don't censor any solutions at this stage. List all possibilities without any evaluation of them.
1.
2.
3.
4.
5.
6.
Step 3: Discuss the pros and cons of each possible solution
Go down the list of possible solutions and assess the main advantages and disadvantages of each one. Keep going, even if all options seem unpleasant. Sometimes there is no easy answer.
Step 4: Select the best or most promising solution
Choose the solution that can be carried out most easily with your present resources (time, money, skills, etc.). It may help to discuss this with someone you trust.
Step 5: Plan how to carry out your chosen solution
List the resources needed and the main problems that need to be overcome. Practise difficult steps and make notes of information needed.
Step 6: Try it out, review what happens and praise all efforts
The solution you have chosen may work perfectly or it may not. If it doesn't, go back to your list of solutions and try something else. Many solutions are helpful, but do not provide the complete answer. Whether your solution has worked completely, partially or not at all, praise yourself for your efforts. Revise your plans if necessary. Continue with the problem-solving process until you have resolved your problem or achieved your goal.
i The leaflet has been adapted with permission from Andrews G, Jenkins R. Management of Mental Disorders (UK Edition). Sydney: World Health Organization Collaborating Centre for Mental Health and Substance Abuse, 1999. Distributed for the publishers in the UK by IN 2 Mail Ltd; Fax: +44 (0)1252 322315, PO Box 35, Aldershot, Hampshire GU12 4FP. | <urn:uuid:bf018b51-420e-4bb1-8369-ae0f7bfeb95a> | CC-MAIN-2017-30 | http://www.mentalneurologicalprimarycare.org/downloads/primary_care/01_1_solving_problems_and_achieving_goals.pdf | 2017-07-24T08:38:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00647.warc.gz | 488,276,085 | 512 | eng_Latn | eng_Latn | 0.998101 | eng_Latn | 0.998101 | [
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How I Coped When Mommy Died
A documentary tale of love, loss and life anew by Brett Hardy Blake
Viewers' Guide
This Viewers' Guide was created for use with the 30-minute documentary film How I Coped When Mommy Died.
The Guide was made possible by a generous grant from The Breast Cancer Fund and by contributions and assistance from the following:
Barbara Bogard Rabbi Earl A. Grollman, D.H.L., D.D. Wendy Wank
How I Coped When Mommy Died was written by 13-year-old Brett Hardy Blake, and co-produced and directed by his Emmy-winning adoptive mother, Lori Hope. The film was edited by Eleanor Tydings Gollob. Animation was created by Siri Margerin and Carter Tomassi. Original music was written by Nasús Aransu. The film was produced in association with KQED, Inc.
My Heart Will Go On (Love Theme from TITANIC) written by James Horner and Wil Jennings. Copyright 1997 Famous Music Corporation, Ensign Music Corporation, Fox Film Music Corp., TCF Music Publishing, Inc. and Blue Sky Rider Songs.
Funding for the film was provided by The Breast Cancer Fund, the Lucius and Eva Eastman Fund, the American Cancer Society, the Fleishhacker Foundation, the East Bay Community Foundation, and many generous individuals. In-kind donation was provided by the Reikes Center for Human Enhancement.
How I Coped When Mommy Died premiered on KQED-TV, Channel 9, San Francisco on April 16, 2000. The Theatrical Benefit Premiere was held on June 8, 2000 at Grand Lake Theater, Oakland, California, to benefit East Bay Agency for Children.
How I Coped When Mommy Died is available for purchase and for screenings from:
Fanlight Productions 4196 Washington Street, Boston MA 02131 (800) 937-4113, fax: (617) 469-3379
Outside the U.S. Call (617) 469-4999
e-mail: email@example.com
Web Site: www.fanlight.com
This guide is intended to educate and inform and should not be used as a substitute for professional counseling or advice. In no case should any information be interpreted or construed as clinical professional advice, and under no circumstances can the authors of this guide or of How I Coped When Mommy Died be held responsible for the outcome or result of any action taken based on advice from this guide. Listing of resources does not imply endorsement of those resources or responsibility for the products or services made available by those resources. Although the authors have made every effort to ensure that the information presented is accurate at the time of publication, there is no guarantee that this information will remain current over time.
Copyright 2001. Lori Hope and Brett Hardy Blake.
- 2 -
"The day the parent dies. Whether it's preceded by a prolonged illness or comes unexpectedly, the ground shakes and nothing remains the same."
Leslie Simon and Jan Johnson Drantell, in A Music I No Longer Heard: The Early Death of a Parent
BRETT HARDY BLAKE WAS 10 YEARS OLD WHEN breast cancer claimed his mother's life, shaking the ground beneath his world, changing his life forever. He had seen it coming when his mother's cancer recurred three years earlier, shortly after his parents' divorce. An only child, Brett had grown even closer to his mother during her illness, which deepened the pain of her death at age 42.
Although no one could ever take the place of his mother, Brett knew he would not be alone. Several months before his mother died, he learned that Lori Hope and David Blake wanted to make him part of their family. That meant moving—an all too common experience of children after the death of a parent. Brett moved from his all-white world in suburban Denver to the diverse city of Oakland, California. New family, new home, new city, new school, new friends, new life--a lot to deal with when you're only 10. Brett saw the move as a chance for a new start but, for some children, moving means simply another loss to cope with.
When he was 13, Brett wrote and co-produced How I Coped When Mommy Died to help other children faced with the death of a parent. He shares his personal journey, talking openly about his feelings, from the fear during his mother's seven-year struggle with breast cancer to his numbness after her death. With mature insight and engaging humor, he tells how he survived his mother's death with the support of family, friends and professionals, such as counselors, health care providers, and hospice workers.
"This film is not just about my mother dying," Brett explains. "It's about a life, a love, and just going on and being helped." It shows how, with the right support at the time of the loss and afterward, individuals can survive
- 3 - and grow through the most tragic of circumstances. Ongoing support, not just for weeks or months but sometimes for years, may be needed, especially at anniversaries and holidays.
Many people find strength in personal counseling. But for Brett, the right support was not individual therapy but a support group called PediatriCare at the East Bay Agency for Children. There, children experiencing loss met to help each other. Working with adult facilitators, they talked about their fears and other feelings. "It helps normalize the loss," he explains. Today Brett continues to work with children experiencing the loss of a parent, not only through the film but also through writing and speaking about his experience.
Although Brett's story is a unique incident, variations of the story happen each year to thousands of children who experience the death of a parent from breast cancer or other diseases. Each child's grief is unique, depending on his or her developmental age, culture, family relationships and circumstances. How I Coped When Mommy Died is particularly helpful to older children and teens. However, the documentary is important for anyone who has had to deal with a loss, or who has had to support someone grieving a death, divorce, or other personal tragedy.
Experts working in the field of loss and grief recommend that adults discuss these topics with adolescents before they see this film because it can evoke powerful, sometimes frightening emotions. Adolescents may have questions about the possibility of their own parents' death or about who would take care of them if one of their parents were to die. Education about death and grief as part of life should begin before crisis strikes.
Many experts on children's grief and loss, including Rabbi Earl Grollman, author of more than 25 books about death and grief, have told us that children especially need guidance and support after seeing How I Coped When Mommy Died. They also need to know about other resources for support, including books, web sites, videos and national support organizations. This Viewers' Guide brings those resources together with common questions that arise after seeing the film and appropriate ways to answer them, and a discussion of common feelings and coping mechanisms in bereaved children.
The Guide is intended to help families, friends, teachers and health care professionals as they support and counsel children grieving the loss of a parent. "Ideally, I would be there whenever the film is shown to talk with people afterward," Brett says. "Since that isn't possible, the Viewers' Guide is the next best thing." Brett has agreed to respond to e-mails, however. His address is: firstname.lastname@example.org
- 4 -
Some Helpful Concepts About Grief
* Grief is natural. It is also complex. There is no way to avoid the pain. Grief is the price you pay for love.
* Grief is individual. Like fingerprints or snowflakes, each person's grief is different. Different people grieve in different ways, and children and adolescents may grieve differently from adults.
* Grief has no timetable. Just as there is no "normal" way to grieve, there is no "normal" timetable for grief. Resolution may take longer than people expect.
* Grieving can include every possible emotion: anger, depression, joy, loneliness, guilt, fear, sadness, happiness, unfairness, relief, despair, denial, freedom, and anxiety. It's possible to have several, even contradictory emotions all at once. For example, you can feel love for someone who has died and yet feel anger at the person for leaving you. Feelings can change from day to day, even from hour to hour.
* ALL EMOTIONS ARE OK. They aren't "good" or "bad," although what people do with feelings can be a bad idea. Adolescents need to feel permission from themselves and others to experience ALL their feelings.
* The grieving person needs to identify and honestly communicate emotions and find safe, unharmful ways to express them.
* Support groups as well as individual therapy for people experiencing grief and loss can be helpful.
* Adolescents need help in identifying people, both peers and adults, with whom they feel comfortable sharing their thoughts and feelings.
* Grieving children and adolescents need to learn to ask for and accept help. They need to see that others consider it a privilege to help, just as they would if the roles were reversed. Asking for and accepting help gives people an important opportunity to serve. Seeking professional help is not a sign of weakness but rather of the courage to take charge of what's happening.
* Grief can have both physical and psychological effects. It's important to eat well, exercise, and avoid the abuse of alcohol and drugs. Alcohol and drugs offer a tempting escape from feelings but can interfere with the natural grieving process and cause long-term physical and psychological problems.
* Seeing others grieve helps children and adolescents feel OK about express ing their feelings.
- 5 -
10 Guidelines for Parents Helping Children Who Have Experienced the Death of a Loved One
1. Do take the word "death" off the taboo list. Allow it to be discussed openly in the home, the school, the church, and the synagogue.
2. Do understand that mourning and sadness are appropriate for people of all ages. Children are people.
3. Do allow children to release their emotions. Let them name their feelings: "I am angry. I am sad. I am hurt." Expressing these emotions is not harmful. Suppressing them is.
4. Do tell your children's school about the loss in the family. This will help teachers understand possible sudden changes in behavior.
5. Do seek help if you feel unable to deal with your children during this crisis. Even the best-informed and well-intentioned parent or other adult may be unable to counsel a bereaved child, especially if the adult is also grieving.
6. Do not tell a child that he or she is now the man or woman of the house. It is difficult enough for a child to lose a loved one. Do not deprive them of their childhood.
7. Do not use stories and fairy tales as an explanation for the mystery of death. For example, do not say "Your mother has gone away on a long journey." This gives the impression that she may someday return. A child's greatest need is for trust and truth.
8. Do not let children believe that you have all the final answers. Leave room for their doubts, questioning, and differences of opinion. Eventually they must find their own answers to the problems of life and death.
9. Do not be afraid to express your own grief. Repressing your feelings suggests that children should do the same. Children receive permission to mourn from adults. Showing grief openly and mourning without fear or embarrassment helps both children and parents to accept that death is natural but painful.
10. Do not forget to continue to give assurance of love and support. The greatest gift that parents can give a child is themselves. Be willing to listen for minutes, hours, days. Children need to talk, not just be talked to.
Help children recall happy times together with the person who has died, not just the sadness of death. Remind children that the loss of one important relationship does not necessarily mean the loss of others, including the one with you.
When words fail, touch! Physical demonstrations of love and support can be more important than words.
Excerpted and adapted with permission from Talking About Death: A Dialogue Between Parent and Child, by Earl A. Grollman (1990, Beacon Press)
- 6 -
Common Questions from Viewers of How I Coped When Mommy Died
When responding to a child's question, keep in mind:
What does the child need to know? What does the child want to know? What can a child understand?
Remember, it's okay to admit that you don't have all the answers: no one does. Even as you share with your children, you will gain fresh insights for yourself. In other words, before you can explain death to children, you have to begin to explain it to yourself.
1. Why do people die?
Dying is part of life. Every living thing in the world—trees, flowers, animals, and people—dies at the end of life. As it says in the Bible, "To everything there is a season…a time to be born, a time to die."
2. When do people die?
People die when their bodies no longer work right. Sometimes people die when they are very old. Other people die because they are very sick. Sometimes accidents such as a car crash cause people to die, even young children and babies.
3. When will I die?
No one can know when you will die. We hope you will live a long, healthy, happy life and die only when you are very old.
4. Could you die at any time? Could I die at any time? It's possible that an accident could cause you or me to die suddenly but because we are well and healthy, we can expect to live for a long, long, long time. We can help avoid accidents by being careful when crossing streets, for example, and by fastening our seatbelts when riding in a car.
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5. What do dead people do all the time?
Be factual in answering this question: We don't know what dead people do. We do know that when someone dies, their body is put in a casket and buried in the earth (or burned in a place called a crematory and the ashes are scattered—or however the remains were handled). Many people believe that the dead person's spirit goes to heaven but no one knows for sure what happens.
6. Can someone die because you wished they
were dead?
No. Wishing someone would die cannot make it happen. Nothing you can do or say or think can cause someone to die. Even if you feel you did or said something bad, you were not the cause of your someone's death.
7. I feel bad. Why don't I cry?
You can feel sad without crying. Sometimes the death of someone you love is so hard to believe that you don't cry at first. Some children don't cry because they're afraid their tears will upset their family members. Others don't cry because they don't want their friends or schoolmates to know how sad they are. But it's okay to cry grownups cry too. It's also okay not to cry if you don't feel like it. Grieving is different for each person.
8. Will I ever come back to life again?
No. Once you die, you don't come back again. No one does. People say that a loved one who has died "lives on" when they remember the loved one but that doesn't mean the person has come back to life. Many people believe that their spirit or soul lives on after death.
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9. Who will take care of me if my parent(s) die?
If father dies, for example, you and your mother will still be a family so you will have someone to take care of you. Many parents make sure that someone in the family who loves you will take care of you in the unlikely event that both your parents die. They do this by making a will, a legal document that says who is to be your guardian if they both die. Before he died, Brett's mother arranged with Lori and David that they would have him come and live with them in Oakland. That way he still has a family, although a different family than when his mother was alive.
10.Brett's mother died after her cancer came back.
Does cancer always come back?
No, cancer doesn't always come back. Some people live for many years after they have been treated for cancer and eventually die from another cause. Millions of people are alive today who were once diagnosed with cancer. If cancer does come back, it is more serious but new methods of treatment helped people live many years. Often the disease may not return, allowing the person to live a full, complete life
Children may pose many other questions as well. Listen carefully to their concerns and always respond in a compassionate, caring and age-appropriate way.
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Resources
Books for Parents
Christ, Grace Hyslop, Healing children's grief: Surviving a parent's death from cancer. (Oxford, 2000).
Colorosa, Barbara. Parenting through crisis: Helping kids in times of loss, grief and change. (Harper Resource, 2000)
Doka, Kenneth, ed., Children mourning, Mourning children. (Hospice
Foundation of America, 1995)
Edelman, Hope. Motherless daughters: The legacy of loss. (Bantam Doubleday Dell Publishing Group, 1994)
Emswiler, Mary Ann and James P. Emswiler. Guiding your child through grief. (Bantam Doubleday, 2000)
Fitzgerald, Helen. The grieving child: A parent's guide. (Simon & Schuster, 1992)
Gaffney, Donna. The seasons of grief: Helping your children grow through their loss. (New American Library, 1988)
Goldman, Linda. Life & loss: A guide to helping grieving children, 2nd edition. (Hemisphere, 2000)
Grollman, Earl A. (ed.), Bereaved children and teens: A support guide for parents and professionals. (Beacon Press, 1995).
Gullo, Steven. Death and children. (Dobbs Ferry, 1985)
Harris, Maxine, The loss that is forever: The lifelong impact of the early death of a mother or father. (Dutton, 1995).
Huntley, Theresa, Helping children grieve: When someone they love dies (Augsburg, 1991).
Johnson, Joy. Keys to helping children deal with death and grief. (Centering Corporation, 1999)
Johnson, Joy, and Marvin Johnson. Children grieve, too: A book for families who have experienced a death. (Centering Corporation, 1998).
Kroen, William C. and Pamela Espeland, ed. Helping children cope with the loss of a loved one. (Free Spirit Publishing, 1996)
Rubel, Barbara. But I didn't say goodbye: For parents and professionals helping childhood suicide survivors. (Griefwork Center Inc., 2000)
Schaefer, Dan and Christine Lyons, How do we tell the children? A step-by-step guide for helping children two to teen cope when someone dies. (Newmarket Press, 2000)
Silverman, Phyllis Rolfe, Never too young to know: Death in children's lives. (Oxford, 1999)
Simon, Leslie and Johnson Drantell, Jan, A music I no longer heard: The early death of a parent. (Simon & Schuster, 1998).
Wass, Hannelore, and Charles Corr, eds. Helping children copy with death: Guidelines and resources, 2nd edition. (Hemisphere, 1984)
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Resources cont'd.
Books for pre-school children
Brown, Margaret Wise, The dead bird (Addison-Wesley, 1958)
Clifton, Lucille, Everett Anderson's goodbye. (Henry Holt, 1983)
Grollman, Earl A., Talking about death: A dialogue between parent and child, 3rd edition. (Beacon Press, 1990).
Joslin, Mary. The goodbye boat. ( W.B. Erdsman Publishing, 1999)
Mellonie, Byron, and Roberg Ingpen. Lifetimes. (Bantam Books, 1987)
Mundy, Michaelene, Sad isn't bad. (Abbey Press, 1998)
Varley, Susan, Badger's parting gifts. (Mulberry books, 1992)
Wilhelm, Hans, I'll always love you. (Crown, 1989
Books for young readers
Cleaver, Vera, and Bill Cleaver. Grover. (J.B. Lippincott, 1970)
Cohen, Cindy Klein. Daddy's Promise. (Promise Publications, 1997)
Corley, Clizabeth A. Tell me about death, Tell me about funerals. (Grammatical Sciences, 1973)
Gerstein, Mordecai, The mountains of Tibet: A child's journey through living and dying. (Barefoot Books, Ltd., 1987)
Kohlenberg, Sherry. Sammy's mommy has cancer. (Magination, 1993)
Linn, Erin. Children are not paperdolls. (Harvest Printing, 1982)
Little, Jean. Mama's going to buy you a mockingbird. (Viking Kestrel, 1984)
Mills, Joyce. Gentle willow: A story for children about dying. (Magination, 1993)
Powell, E. Sandy. Geranium morning. (CarolRhoda Books, 1990)
Silverman, Jan. Help me say goodbye: Activities for helping kids cope when a special person dies. (Fairview Press, 1999)
Spelman, Cornelia. After Charlotte's mom died. (Albert Whitman & Co., 1996)
White, E.B. Charlotte's web. (Harper, 1952)
Winsch, Jane L. After the funeral. (Paulist Press, 1995)
Books for older children and adolescents
Adler, C.S. Daddy's climbing tree. (Clarion Books, 1993)
Blume, Judy. Tiger eyes. (Laurel Leaf , 1982)
Bode, Janet. Death is hard to live with: Teenagers talk about how they cope with loss. (Laurel Leaf Press, 1995)
Cleaver, Vera and Bill Cleaver. Where the Lilies Bloom. (Harper Trophy, 1989)
Forged by Fire.
Draper, Sharon.
(S & S Children's Books, 1997)
Fitzgerald, Helen. The grieving teen: A guide for teenagers and their friends. (Simon & Schuster, 2000)
Fry, Virginia Lynn, Part of me died too: Stories of creative survival among bereaved children and teenagers. (Dutton Children's Books, 1995)
Grollman, Earl A. Straight talk about death for teenagers: How to cope with losing someone you love. (Beacon Press, 1993)
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Resources cont'd.
Krementz, Jill, How it feels when a parent dies. (Knopf, 1981)
Kuklin, Susan. After a suicide: Young people speak up. (G. P. Putnam, 1994)
Palmer, Pat. I wish I could hold your hand. (Impact Publishers, 1994)
Richter, Elizabeth. Losing someone you love. (Putnam, 1986)
Talbert, Marc. Dead birds singing. (Little, Brown, 2000)
Traisman, Enid S. Fire in my heart, Ice in my veins: A journal for teenagers experi- encing a loss. (Centering Corporation, 1992)
Books for Professionals
Adams, David W., and Eleanor J. Deveau. Beyond the innocence of childhood: Helping children and adolescents cope with death and bereavement (Beyond the innocence of childhood, Volume 3) (1995)
Baxter, Grant and Wendy Stuart, Death and the adolescent: A resource handbook for bereavement support groups in schools. (University of Toronto Press, 1999)
Bertman, Sandra L. Facing death: Images, insights and interventions (Hemisphere, 1991)
Bode, J. Death is hard to live with: Teenagers and how they cope with death. (Delacorte, 1993)
Corr, Charles A. Death and dying, life and living, 3rd edition. (Wadsworth, 1994)
Cunningham, L. Teenage grief: A training manual for initiating and facilitating grief support groups for teens. (1990)
Linzer, Norman, ed. Understanding bereavement and grief (Yeshiva University Press, 1977)
Luchterhand, Charlene, and Nancy E. Murphy. Helping adults with mental retardation grieve a death loss. (Accelerated Development, 1998)
Margolin, Sylvia. Complete group counseling program for children. (Center for Applied Research in Education, 1996)
O'Toole, Donna. Growing through grief: A curriculum. (Mountain Rainbow Publications, 1989)
Perschy, Mary Kelly. Helping teens work through grief. (Taylor & Frances, 1997) Sutherland, Sandra. Good grief: Helping groups of children when a friend dies. (2000)
Wass, Hannelore and Charles Corr, Helping children cope with death: Guidelines and resources, end edition. (Hemisphere, 1984)
Webb, Nancy Boyd, Ed. Helping bereaved children: A handbook for practitioners. (Guildford Publications, 1993)
Wofelt, Alan D. Healing the bereaved child. (Center for Loss and Life Transition, 1996)
Worden, J. William. Children and Grief: When a parent dies. (Guilford Press, 1996)
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Resources cont'd.
Films/Videos
After the tears: A gentle guide to help children understand death. Directed by Diane Crandall. 23 minutes. $19.95 from amazon.com.
Grief: How to help children feel, deal, and heal. By Dr. David Crenshaw and Phyllis Rubin. 85 minutes. $29.95 from www.griefsupportvideo.com A Place Prepared: Helping Children Understand Death and Heaven. Paraclete Video Productions. Directed by Charity Spatzeck-Olson. 40 minutes. $34.95 from Paraclete Press, P.O. Box 1568, Orleans, MA 02653.
www.paracletepress.com
The Yearling(MGM/UA Home Video, 1985)
Organizations/Websites/Newsletters
Amanda the Panda www.AmandaThePanda.org
1000 73rd Street, Suite 12, Des Moines IA 50311
515-223-4847; 515-223-4782 fax
Support groups and camps for grieving children, college students and adults.
American Academy of Child & Adolescent Psychiatry www.aacap.org
3615 Wisconsin Avenue NW, Washington DC 20016-3007
202-966-7300; 202-966-2891 (fax)
Professional organization assists parents and families in their most important roles.
Association for Death Education and Counseling www.adec.org
342 North Main Street, West Hartford CT 06117-2507
860-586-7503; 860-586-7550 (fax)
Multi-disciplinary organization dedicated to death education, bereavement counseling, and care of the dying. Publishes Forum newsletter.
Barr-Harris Children's Grief Center www.barrharris.org
Institute for Psychoanalysis
122 S. Michigan Avenue, Suite 1300, Chicago IL 60603
312-726-6300, extension 308
Help for children facing death, divorce, separation, or abandonment.
Bereavement: A Magazine of Hope and Healing www.bereavementmag.com
5125 North Union Blvd., Colorado Springs CO 80918
888-604-HOPE (4673)
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Resources cont'd.
Center for Loss & Life Transition 3735 Broken Bow Road, Fort Collins CO 80526 970-226-6050
Center for Personal Recovery
P.O. Box 125, Berea KY 40403
606-986-7878
Publishes a quarterly newsletter, "Renew," covering grief and bereavement.
Centering Corporation www.centering.org
email@example.com
7230 Maple Street, Omaha NE 68134
402-552-1200
A publisher of books, tapes and videos about death for children and adults.
Centre for Living with Dying
554 Mansion Park Drive, Santa Clara CA 95054
408-980-9801
An educational program for students, teachers, staff and parents.
Compassionbooks.com
A clearinghouse for books and other resources on serious illness, death, loss, grief and bereavement.
The Dougy Center www.dougy.org
P.O. Box 86852, Portland OR 97286
503-775-5683
The first grieving children's center established in the U.S. Publishes a newsletter, guidebooks, and other resources for grieving children and the parents and professionals who care for them.
Fernside: A Center for Grieving Children
2303 Indian Mound Avenue, Cincinnati OH 45212
513-841-1012
Peer group support for children and families in mourning.
Good Grief Groups www.goodgriefgroups
firstname.lastname@example.org
Fike Enterprises, Inc.
226, 3605 Sandy Plains Road, Suite 240, Marietta GA 30066-3066
770-977-6377; 770-926-3743
Provides training for teachers, administrators, group leaders, parents, and publishes a workbook to help those who are grieving.
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Good Grief Program
Boston Medical Center
1 Boston Medical Center Place, Boston MA 02118
617-414-4005
Provides crisis intervention to schools and community groups, consultation to teachers, administrators, group leaders, and parents. Maintains a resource library of films, books and other materials.
Grief Support Services
2400 86th Street, Unit 13A, Des Moines IA 50311
515-276-5056; 800-843-3496
Offers a quarterly newsletter plus information sheets on a family's loss and personalized correspondence.
The Griefwork Center, Inc.
P.O. Box 5104, Kendall Park NJ 08824
732-422-0400; 732-422-4609 fax
Offers educational and professional training programs on loss and grief.
Growth House, Inc.
www.growthhouse.org
The leading on-line community for end-of-life care.
Loss, Grief and Care: A Journal of Professional Practice
The Haworth Press, 12 West 32nd Street, New York NY 10001
National Hospice Organization Hotline
800-658-8898
A nonprofit organization with more than 2200 member programs.
Omega: The Journal of Death and Dying
Baywood Publishing Company, 26 Austin Avenue, Amityville NY 11701
PediatriCare
303 Van Buren Avenue, Oakland CA 94610
510-208-3535
Support groups, information and referral for children and families coping with bereavement or life-threatening illness.
T.I.G.E.R. (Teens in Grief: Educate, Rebuild, Support)
521 Garden Court, Quincy IL 62301
Support and grief education for young people who are grieving.
- 15 -
Resources cont'd.
The End
My skin is white and so am I With fears of death and loss. Cancer cells and long black caskets Fill my mind with thoughts So bleak and cold that I will one day fall to this as prey. I suck in my tears just long enough to say That I won't be caught in this big mousetrap without a fight And I will climb these fortress walls with all my might.
Although I feel a part of me Has been taken rather fast I know this memory and all its pain Will soon become the past. Although this dolphin is wounded It will soon swim again And I will come to realize that The end is not the End.
Brett Hardy Blake, age 11
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Directorate of Education
Govt. of NCT of Delhi
Additional Support Material on Value Based Questions
for the Session 2012-2013
Subject: Mathematics
Class: XII
Under The Guidance Of:
Dr. Sunita S. Kaushik
Addl.DE (School/Exam)
Coordination by:
Sh. R.P.S. Chaudhary
V. Principal, GBSSS, Dev Nagar
Prepared by:
1. Mr. Inder Kumar
Lecturer SBV No .2 Tilak Nagar
2. Mr. R.K.S. Chauhan
Lecturer GCo-Ed SSS Sec. 6, R.K. Puram
3. Mr. Joginder Arora
Lecturer SBV Subhash Nagar
4. Mr. Manoj Kumar
Lecturer RPVV Kishan Ganj
5. Mr. Pramod Kumar Gupta
TGT GBSSS Dev Nagar
VALUE BASED PROBLEMS
MATHEMATICS
CLASS-XII
RELATIONS AND FUNCTIONS
Q.1 Prove that f: R → R is a bijection given by f(x) = +3. Find f -1 (x). Does the truthfulness and honesty may have any relation?
Q.2 Set and when ai 's and bi 's Are school going students. Define a relation from a set A to set B by x R y iff is a true friend of . If R=
Is R a bijective function? Do you think true friendship important in life? How?
Q.3 If h denotes the number of honest people and p denotes the number of punctual people and a relation between honest people and punctual people is given as h = p+5. If P denotes the number of people who progress in life and a relation between number of people who progress and honest people is given as P = (h/8) +5. Find the relation between number of people who progress in life and punctual people. How does the punctuality important in the progress of life?
Q.4 let A be the set of all students of class XII in a school and R be the relation, having the same sex on A, and then prove that R is an equivalence relation. Do you think, co-education may be helpful in child development and why?
MATRICES & DETERMINANTS
Q.5
Three shopkeepers A, B, C are using polythene, handmade bags (prepared by prisoners), and newspaper's envelope as carry bags. it is found that the shopkeepers A, B, C are using (20,30,40) , (30,40,20,) , (40,20,30) polythene , handmade bags and newspapers envelopes respectively. The shopkeepers A, B, C spent Rs.250, Rs.220 & Rs.200 on these carry bags respectively .Find the cost of each carry bags using matrices. Keeping in mind the social & environmental conditions, which shopkeeper is better? & why?
Q.6 In a Legislative assembly election, a political party hired a public relation firm to promote its candidate in three ways; telephone, house calls and letters. The numbers of contacts of each type in three cities A, B & C are (500, 1000, and 5000), (3000, 1000, 10000) and (2000, 1500, 4000), respectively. The party paid Rs. 3700, Rs.7200, and Rs.4300 in cities A, B & C respectively. Find the costs per contact using matrix method. Keeping in mind the economic condition of the country, which way of promotion is better in your view?
Q.7 A trust fund has Rs. 30,000 is to be invested in two different types of bonds. The first bond pays 5% interest per annum which will be given to orphanage and second bond pays7% interest per annum which will be given to an N.G.O. cancer aid society. Using matrix multiplication, determine how to divide Rs 30,000 among two types of Bonds if the trust fund obtains an annual total interest of Rs. 1800. What are the values reflected in the question.
Q.8 Using matrix method solve the following system of equations
x + 2y + z = 7 x – y + z =4 x + 3y +2z = 10
If X represents the no. of persons who take food at home. Y represents the no. of parsons who take junk food in market and z represent the no. of persons who take food at hotel. Which way of taking food you prefer and way?
Q.9 A school has to reward the students participating in co-curricular activities (Category I) and with 100% attendance (Category II) brave students (Category III) in a function. The sum of the numbers of all the three category students is 6. If we multiply the number of category III by 2 and added to the number of category I to the result, we get 7. By adding second and third category would to three times the first category we get 12.Form the matrix equation and solve it.
Q.10 for keeping Fit X people believes in morning walk, Y people believe in yoga and Z people join Gym. Total no of people are 70.further 20% 30% and 40% people are suffering from any disease who believe in morning walk, yoga and GYM respectively. Total no. of such people is 21. If morning walk cost Rs 0 Yoga cost Rs 500/month and GYM cost Rs 400/ month and total expenditure is Rs 23000.
(i) Formulate a matrix problem.
(ii) Calculate the no. of each type of people.
(iii) Why exercise is important for health?
Q.11 An amount of Rs 600 crores is spent by the government in three schemes. Scheme A is for saving girl child from the cruel parents who don't want girl child and get the abortion before her birth. Scheme B is for saving of newlywed girls from death due to dowry. Scheme C is planning for good health for senior citizen. Now twice the amount spent on Scheme C together with amount spent on Scheme A is Rs 700 crores. And three times the amount spent on Scheme A together with amount spent on Scheme B and Scheme C is Rs 1200 crores. Find the amount spent on each Scheme using matrices? What is the importance of saving girl child from the cruel parents who don't want girl child and get the abortion before her birth?
Q.12 There are three families. First family consists of 2 male members, 4 female members and 3 children. Second family consists of 3 male members, 3 female members and 2 children. Third family consists of 2 male members, 2 female members and 5 children. Male member earns Rs 500 per day and spends Rs 300 per day. Female member earns Rs 400 per day and spends Rs 250 per day child member spends Rs 40 per day. Find the money each family saves per day using matrices? What is the necessity of saving in the family?
CONTINUITY AND DIFFERENTIABILITY
Q.13 A car driver is driving a car on the dangerous path given by
Find the dangerous point (point of discontinuity) on the path. Whether the driver should pass that point or not? Justify your answers.
APPLICATION OF DERIVATIVES
Q.14 A car parking company has 500 subscribers and collects fixed charges of Rs.300 per subscriber per month. The company proposes to increase the monthly subscription and it is believed that for every increase of Re.1, one subscriber will discontinue the service. What increase will bring maximum income of the company? What values are driven by this problem?
Q.15 Check whether the function + is strictly increasing or strictly decreasing or none of both on . Should the nature of a man be like this function? Justify your answers.
Q.16 If , when denotes the number of hours worked and denotes the amount (in Rupees) earned. Then find the value of (in interval) for which the income remains increasing? Explain the importance of earning in life?
Q.17 If performance of the students 'y' depends on the number of hours 'x' of hard work done per day is given by the relation.
Find the number of hours, the students work to have the best performance.
'Hours of hard work are necessary for success' Justify.
Q.18 A farmer wants to construct a circular well and a square garden in his field. He wants to keep sum of their perimeters fixed. Then prove that the sum of their areas is least when the side of square garden is double the radius of the circular well.
Do you think good planning can save energy, time and money?
Q.19 Profit function of a company is given as where x is the number of units produced. What is the maximum profit of the company? Company feels its social responsibility and decided to contribute 10% of his profit for the orphanage. What is the amount contributed by the company for the charity? Justify that every company should do it.
Q.20 In a competition a brave child tries to inflate a huge spherical balloon bearing slogans against child labour at the rate of 900 cubic centimeters of gas per second. Find the rate at which the
radius of the balloon is increasing when its radius is 15cm. Also write any three values/life skill reflected in this question.
Q.21 In a kite festival, a kite is at a height of 120m and 130m string is out. If the kite is moving horizontally at the rate of 5.2m/sec, find the rate at which the string is being pulled out at that instant. How a festival enhance national integration.
Q.22 An expensive square piece of golden color board of side 24 centimeters. is to be made into a box without top by cutting a square from each corner and folding the flaps to form a box. What should be the side of the square piece to be cut from each corner of the board to hold maximum volume and minimize the wastage? What is the importance of minimizing the wastage in utilizing the resources?
Q.23 A student is given card board of area 27 square centimeters. He wishes to form a box with square base to have maximum capacity and no wastage of the board. What are the dimensions of the box so formed? Do you agree that students don't utilize the resources properly? Justify.
INTEGRATION
Q.24 Evaluate, , Discuss the importance of integration (unity) in life.
APPLICATIONS OF INTEGRALS
Q.25 A farmer has a piece of land. He wishes to divide equally in his two sons to maintain peace and harmony in the family. If his land is denoted by area bounded by curve and and to divide the area equally he draws a line what is the value of a? What is the importance of equality among the people?
Q.26 A circular Olympic gold medal has a radius 2cm and taking the centre at the origin, Find its area by method of integration. What is the importance of Olympic Games for a sportsman and why?
Olympic game is a supreme platform for a sportsman. In Olympic Games all countries of the world participate and try their best and make their country proud.
Q.27 A poor deceased farmer has agriculture land bounded by the curve y= , between x = 0 and x=2 π. He has two sons. Now they want to distribute this land in three parts (As already partitioned).Find the area of each part. Which parts should be given to the farmer & why? Justify your answer.
Q.28 If a triangular field is bounded by the lines x+2y = 2, y-x = 1 and 2x+y = 7Using integration
compute the area of the field
(i)If in each square unit area 4 trees may be planted. Find the number of trees can be planted In the field.
(ii)Why plantation of trees is necessary?
DIFFERENTIAL EQUATIONS
Q.29 Solve the differential equation
Given that when x=2, y=1.If denotes the people who are Polite and y denotes the % of people who are intelligent. Find when .
A polite child is always liked by all in society. Do you agree? Justify.
Q.30 =0, where x denotes the percentage population living in a city & y denotes the area for living a healthy life of population. Find the particular Solution when Is higher density of population is harmful? Justify yours answer.
VECTORS & 3-DIMENSIONAL GEOMETRY
Q.31 considering the earth as a plane having equation , A monument is standing vertically such that its peak is at the point (1, 2, -3). Find the height of the monument.
How can we save our monument?
Q.32 Let the point p (5, 9, 3) lies on the top of Qutub Minar, Delhi. Find the image of the point on the line
Do you think that the conservation of monuments is important and why?
Q.33 Two bikers are running at the Speed more than allowed speed on the road along the Lines
Using Shortest distance formula check whether they meet to an accident or not? While driving should driver maintain the speed limit as allowed. Justify?
LINEAR PROGRAMMING PROBLEMS
Q.34 A dietician wishes to mix two types of food in such a way that the vitamin content of the mixture contain at least 8 unit of vitamin A and 10 unit of vitamin C. Food I contains 2unit/kg
of vitamin A and 1unit/kg of vitamin C, while food II contains I unit/kg of vitamin A and 2unit/kg of vitamin C. It cost Rs.5.00 per kg to purchase food I and Rs.7.00 per kg to produce food II. Determine the minimum cost of the mixture. Formulate the LPP and solve it. Why a person should take balanced food?
Q.35 A farmer has a supply of chemical fertilizers of type 'A' which contains 10% nitrogen and 6% phosphoric acid and type 'B' contains 5% of nitrogen and 10% of phosphoric acid. After soil testing it is found that at least 7kg of nitrogen and same quantity of phosphoric acid is required for a good crop. The fertilizers of type A and type B cost Rs.5 and Rs.8 per kilograms respectively. Using L .P.P, find how many kgs of each type of fertilizers should be bought to meet the requirement and cost be minimum solve the problem graphically. What are the side effects of using excessive fertilizers?
Q.36 If a class XII student aged 17 years, rides his motor cycle at 40km/hr, the petrol cost is Rs. 2 per km. If he rides at a speed of 70km/hr, the petrol cost increases Rs.7per km. He has Rs.100 to spend on petrol and wishes to cover the maximum distance within one hour.
1. Express this as an L .P.P and solve graphically.
2. What is benefit of driving at an economical speed?
3. Should a child below 18years be allowed to drive a motorcycle? Give reasons.
Q.37 Vikas has been given two lists of problems from his mathematics teacher with the instructions to submit not more than 100 of them correctly solved for marks. The problems in the first list are worth 10 marks each and those in the second list are worth 5 marks each. Vikas knows from past experience that he requires on an average of 4 minutes to solve a problem of 10 marks and 2 minutes to solve a problem of 5 marks. He has other subjects to worry about; he cannot devote more than 4 hours to his mathematics assignment. With reference to manage his time in best possible way how many problems from each list shall he do to maximize his marks? What is the importance of time management for students?
Q.38 An NGO is helping the poor people of earthquake hit village by providing medicines. In order to do this they set up a plant to prepare two medicines A and B. There is sufficient raw material available to make 20000 bottles of medicine A and 40000 bottles of medicine B but there are 45000 bottles into which either of the medicine can be put. Further it takes 3 hours to prepare enough material to fill 1000 bottles of medicine A and takes 1 hour to prepare enough material to fill 1000 bottles of medicine B and there are 66 hours available for the operation. If the bottle of medicine A is used for 8 patients and bottle of medicine B is used for 7 patients. How the NGO should plan his production to cover maximum patients? How can you help others in case of natural disaster?
PROBABILITY
Q.39 Probability of winning when batting coach A and bowling coach B working independently are ½ and ⅓ respectively. If both try for the win independently find the probability that there is a win. Will the independently working may be effective? And why?
Q.40 A person has undertaken a construction job. The probabilities are 0.65 that there will be strike, 0.80 that the construction job will be completed on time if there is no strike and 0.32 that the construction job will be completed on time if there is strike. Determine the probability that the construction job will be completed on time. What values are driven by this question?
Q.41 A clever student used a biased coin so that the head is 3 times as likely to occur as tail. If the coin tossed twice find the probability distribution and mean of numbers of tails. Is this a good tendency? Justify your answer.
Q.42 A man is known to speak truth 5 out of 6 times. He draws a ball from the bag containing 4 white and 6 black balls and reports that it is white. Find the probability that it is actually white?
Do you think that speaking truth is always good?
Q.43 A drunkard man takes a step forward with probability 0.6 and takes a step backward with probability 0.4. He takes 9 steps in all. Find the probability that he is just one step away from the initial point. Do you think drinking habit can ruin one's family life?
Q.44 If group A contains the students who try to solve the problem by knowledge, Group B contains the students who guess to solve the problem Group C contains the students who give answer by cheating. If n (A) = 20, n (B) = 15, n(C) = 10, 2 Students are selected at random. Find the probability that they are from group c. Do you think that cheating habit spoils the career?
Q.45 In a school, 30% of the student has 100% attendance. Previous year result report tells that 70% of all students having 100% attendance attain A grade and 10% of remaining students attain A grade in their annual examination. At the end of the year, One student is chosen at random and he has an A grade. What is the probability that the student has 100% attendance? Also state the factors which affect the result of a student in the examination.
Q.46 A man is known to speak truth 3 out of 4 times. He throws a die and reports that it is six. Find the probability that it is actually a six. Write any three benefits of speaking the truth.
Q.47 There are 20 People in a group. Out of them 7 people are non –vegetarian, 2 people are selected randomly. Write the probability distribution of non–vegetarian people. Explain whether you would like to be vegetarian or non- vegetarian and why? Also keeping life of animals in mind how would you promote a person to be vegetarian?
Q.48 Two third of the students in a class are sincere about their study and rest are careless Probability of passing in examination are 0.7 and 0.2 for sincere and careless students
respectively, A Student is chosen and is found to be passed what is the probability that he/she was sincere. Explain the importance of sincerity for a student.
Q.49 A company has two plants of scooter manufacturing. Plant I manufacture 70% Scooter and plant II manufactures 30%. At plant I 80% of the scooter's are maintaining pollution norms and in plant II 90% of the scooter maintaining Pollution norms. A Scooter is chosen at random and is found to be fit on pollution norms. What is the probability that it has come from plant II. What is importance of pollution norms for a vehicle?
Q.50 A chairman is biased so that he selects his relatives for a job 3 times as likely as others. If there are 3 posts for a job. Find the probability distribution for selection of persons other than their relatives.
If the chairman is biased than which value of life will be demolished?
Q.51 A manufacturer has three machine operators A (skilled) B (Semi- skilled) and C (nonskilled).The first operator A Produces 1% defective items where as the other two operators B and C produces 5% and 7 % defective items respectively. A is on the job for 50% of time B in the job for 30% of the time and C is on the job for 20 % of the time. A defective item is produced what is the probability that it was produced by B? What is the value of skill?
Q.52 In a group of 100 families, 30 families like male child, 25 families like female child and 45 families feel both children are equal. If two families are selected at random out of 100 families, find the probability distribution of the number of families feel both children are equal. What is the importance in the society to develop the feeling that both children are equal?
Q.53 In a group of 200 people, 50% believe in that anger and violence will ruin the country, 30% do not believe in that anger and violence will ruin the country and 20% are not sure about anything. If 3 people are selected at random find the probability that 2 people believe and 1 does not believe that anger and violence will ruin the country. How do you consider that anger and violence will ruin the country?
Q.54 In a group of students, 200 attend coaching classes, 400 students attend school regularly and 600 students study themselves with help of peers. The probability that a student will succeed in life who attend coaching classes, attend school regularly and study themselves with help of peers are 0.1, 0.2 and 0.5 respectively. One student is selected who succeeded in life, what is the probability that he study himself with help of peers. What type of study can be considered for the success in life and why?
RELATIONS AND FUNCTION
Ans.1 f
-1
(x) =
,
Truthfulness and honesty among people may have the bijective (one-one onto) relation as people who are honest usually truthful and vice versa.
Ans.2 Neither one-one nor onto hence not bijective
Yes, true friendship makes life easier.
Ans.3P= ,
Punctuality develops discipline in life and hence progressive in life.
Ans.4 The relation R is reflexive, symmetric and transitive .Co-education is very helpful because it leads to the balanced development of the children and in future they become good citizens.
MATRICES & DETERMINANTS
Ans.5 [Polythene=Re.1]
[Handmade bag = Rs.5] [Newspaper's envelop=Rs.2]
Shopkeeper A is better for environmental conditions. As he is using least no of polythene. Shopkeeper B is better for social conditions as he is using handmade bags (Prepared by prisoners).
Ans.6 Cost per Contact:
Telephone = Rs0.40
House calls = Re1.00
Letters = Rs0.50
Telephone is better as it is cheap.
Ans.7 Rs.15000 each type of bond.
(i) Charity.
(ii) Helping orphans or poor people.
(iii)Awareness about diseases.
Ans.8 X = 3, Y =1, Z = 2
Food taken at home is always the best way.
Ans.9 x+y+z=6, x+2z=7, 3x+y+z=12 where x,y,z represent the number of students in categories I,II,III respectively.
X=3, y=1, z=2
Participating in co-curricular activities is very important. It is very essential for all round development.
Ans.10 (i) x+y+z=70, 2x+3y+4z=210, 5y+4z=230
(ii) x=20, y=30, z=20
(iii) Exercise keeps fit and healthy to a person.
Ans.11Rs300crores, Rs200crores and Rs100 crores
(i) Our In country, male population is more than female population.
(ii) It is essential for a human being to save the life of all.
Ans.12 Rs880, Rs970, Rs 500. Saving is necessary for each family as in case of emergency our saving in good time helps us to survive in bad time.
CONTINUITY AND DIFFERENTIABILITY
Ans.13 [Point ]
No, because
Life is precious. Or
Drive carefully.
APPLICATION OF DERIVATIVES
Ans.14 Increase of Rs.100 monthly subscription for Max. Income of the company.
1. The sharing (2-3 persons on the same route) will be promoted.
2. Decrease pollution
3. Decrease vehicle density on road.
4. Saving of energy.
[Neither strictly increasing nor strictly decreasing].
Yes, because strictness in not always good in life.
Ans.15
Ans.16
To support the family, regular increasing income is must.
Ans.17 4 hours per day. By hard work, we can create skill in using the things Learnt by us. So we Don't make mistake in the competition when the things are asked.
Ans.18 Yes, every work done in a planned way proves to be more fruitful.
If a student makes a planning for his studies he can do wonders.
Ans.19Maximum profit = Rs76 when x=240.
Yes it is good for society
Ans.20 15/2π Cm. /Sec.
(i) Bravery
(ii) Awareness about child labour
(iii) Right of a child
Ans.21 4.8m/sec.
In a festival many people participated with full happiness and share their lives and enjoy it.
Ans.22 4 centimeters. As our country is still developing and most of the Indian people are from the middle class, so we should utilize our resources in proper way. Students should buy only those books which they feel really important. Instead of buying books for only one or two chapters. They should borrow it from the library.
Ans.23 length of square base is 3 centimeters and height of the box is 1.5 centimeters. Yes, I agree that students don't utilize the resources properly. They get various notes photocopies and waste one side of the paper. Whereas other side of paper can be utilized for making comments on those notes.
INTEGRATION
1. United we stand, divided we fall.
2. Union is strength.
APPLICATIONS OF INTEGRALS
Ans.25
Ans.26 4π
Ans.27 1, 2, 1
1. Respect the parents
2. Help the elders (parents)
Ans.28 Area of the field= 6 Sq. unit
(i) 24 trees
(ii) Plants provide us oxygen and play major role in rain, so plantation is essential for all human beings.
DIFFERENTIAL EQUATIONS
Ans.29 , 8. Yes polite child has a peaceful mind and peaceful mind grasps the ideas easily and understand the complicated concept
Ans.30
Yes, as the population increases area for living decreases, that is very harmful for us.
1/3 . Equality helps to maintain peace and harmony in all aspect of society
VECTORS & 3-DIMENSIONAL GEOMETRY
Ans.31 (i) Units
(ii) We should not harm any monument.
(iii) We should not write anything on it.
(iv) We should respect our national heritage.
Ans.32 The point of image is (3, 5, 7)
Conservation of monuments is very important because it is a part of our history and their contribution.
Ans.33 S.D =0, this means they meet to an accident. If a driver follow speed limit there will be minimum chance of accident.
LINEAR PROGRAMMING PROBLEMS
Ans.34Minimum cost = Rs. 38.00
x=2, y=4
Balanced diet keeps fit, healthy and disease free life to a person.
Ans.35 Type A fertilizers = 50 kg, Type B = 40 kg. Minimum cost =Rs. 570/infertility of land.
Excessive use of fertilizers can spoil the quality of crop also it may cause.
```
Ans.36 1. Max. Z= x + y, + 2x+7y X , y
```
Where x & y represents the distance travelled by the speed of 40km/hr & 70 km/h respectively.
1. X=1560/41Km., y= 140/41Km.
2. It Saves petrol. It saves money.
3. No because according to the law driving license is issued when a person is above the 18 years of age.
Ans.37 20 problems from first list and 80 problems from second list. Students who divide the time for each subject per day according to their need don't feel burden of any subject before the examination.
Ans.38 10500 bottles of medicine A and 34500 bottles of medicine B and they can cover 325500 patients. We should not get panic and should not create panic in case of natural disaster. Must have the helpline numbers of government agencies and NGO working in case of Natural Disaster.
PROBABILITY
Ans.39
1. Chances of success increase when ideas flow independently.
2. Hard work pays the fruits.
Ans.40 [0.488]
Peace is better than strike. As the probability of completion of job on time if there is strike is less then ½.
Ans.41
| x | 0 | 1 | 2 |
|---|---|---|---|
| P(x) | | | |
Mean =
1. No, it may be good once or twice but not forever.
2. Honesty pays in a long run.
Ans.42 , speaking truth pays in the long run. Sometimes lie told for a good cause is not bad.
Ans.43
Yes, addiction of wine or smoking is definitely harmful for a person and its family.
Ans.44 (i)
(ii) Yes, because a cheater finds it to do any work independently. But it is harmful in long run.
Ans.45 3/4
Factors :-(i) Regular study
(ii) Hard work
(iii) Good memory
(iv) Well time management
(v) Writing skills
Ans.46
3/8
(i) It gives positive thinking &satisfaction
(ii) Everyone loves it.
(iii) It is good life skill
Ans.47
I would like to be a vegetarian because vegetarian food is much easier to digest than non vegetarian (may be given other reason) Or For non- vegetarian food we have to kill animals this is not good thing because everybody has right to survive, etc.
Ans.48
A Student is future of a country. If a student is sincere then he/she can serve the country in a better way.
Ans.49
Pollution free environment minimize the health problems in the human being.
Ans.50
| X | 0 | 1 | 2 | 3 |
|---|---|---|---|---|
| P(x) | | | | |
Values lost by chairman – Honesty, Integrity
Ans.51 , skilled person can complete a work in better way than other person
Ans.52
| X | 0 | 1 | 2 |
|---|---|---|---|
| P(x) | | 2 | |
To maintain the ratio of male and female equally. This is important to consider both children are equal.
Ans.53 0.225, People in anger cannot use their presence of mind and become violent and destroy public property in riots which is indirectly their own property.
Ans.54 0.75 self studies with the help of peers is best as through it students can get the knowledge in depth of each concept. But students should be regular in school and if they feel need they could join different classes. | <urn:uuid:a1c86529-adaf-494e-8aec-d1a482969c2c> | CC-MAIN-2017-09 | http://www.edudel.nic.in/welcome_folder/support_material_12_13/2012_13/12/vb_maths_eng_12.pdf | 2017-02-26T12:35:13Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00590-ip-10-171-10-108.ec2.internal.warc.gz | 376,803,043 | 6,943 | eng_Latn | eng_Latn | 0.95147 | eng_Latn | 0.998334 | [
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Bringing your lunch to work or preparing lunches for your children to take to school is a tradition that ensures your loved ones eat a healthy and balanced lunch.
http://phc.amedd.army.mil 1-800-222-9698 APHC Food Protection
More information is available at the United States Department of Agriculture Animal and Food Safety and Inspection Service website: http://www.fsis. usda.gov/wps/portal/fsis/topics/food-safetyeducation/get-answers/food-safety-fact-sheets/ This information brochure was written by Army Veterinary Services personnel and published by the Army Public Health Center to inform and educate Service members, beneficiaries, and retirees about Food Safety. Comments or questions regarding content can be directed to ARMY-VSPublications@ mail.mil. Locate your local Veterinary Treatment Facility at https://tiny.army.mil/r/JG66r/VTFs
Approved for public release, distribution unlimited. TA-378-0716
Food Safety
Brown Bag Lunch
Learn how to keep packed lunches free from foodborne illnesses
"BROWN BAG" LUNCHES AND FOOD SAFETY
Bringing your lunch to work or preparing lunches for your children to take to school is a tradition that ensures your loved ones eat a healthy and balanced lunch. However, lunchtime food safety begins before the brown bag, when food brought from home is first selected, prepared, transported, and stored safely before eating. To keep the lunch safe from spoilage during the day, keep the following food safety tips in mind.
Choose Safe Foods
The humble peanut-butter-and-jelly sandwich comes from a time before the widespread availability of home refrigeration and is still a staple of today's lunches. The foods generally found in lunches can be split into two categories: Non-Perishable and Perishable.
Non-Perishable foods do not have to stay cold to be safe. Most famously, bread, peanut butter, and jelly are non-perishable and this combination as a sandwich makes it perfect for brown bag lunches. Other non-perishable foods that are safe for lunches include whole fruits, crackers, pickles and unopened cans/packets of meat and fish.
Perishable foods are foods that must be kept cold during the day to be safe for us to eat during lunch. Most commonly they are lunch meats, such as cold cuts, and pre-made salads with tuna, egg, or chicken as an ingredient. All of these foods must be kept refrigerated. However, it's not just homemade sandwiches and salads that need refrigeration. If you choose to use readymade lunches with meat or cheese in them, these must also be kept refrigerated and cold throughout the day.
Prepare the Lunch Safely
Be sure you wash your hands before making the lunch and make sure the countertops, cutting boards, utensils, and storage bags/boxes/pails are sanitized before and during their use.
Don't cross-contaminate: use separate and clean cutting boards and utensils for meats, produce, and breads.
Keep cold foods cold and hot foods hot, and don't leave food out for longer than 2 hours.
You may wish to prepare the food the night before. That's okay, but pack lunch bags right before leaving home. Freezing sandwiches helps them stay cold. However, don't freeze sandwiches containing mayonnaise, lettuce, or tomatoes. These items can be added later.
Packing, Transporting, and Storing
The very nature of bag lunches makes it difficult to keep food properly refrigerated [40°F (4.4°C) or colder] while commuting to work or school and storing before lunch.
The best choice for keeping lunches cold is an insulated bag or box. Metal or plastic lunch boxes without insulation are your next best choice, followed by paper bags. No matter the bag or box, use ice packs to keep food cold. Freezing a juice box or water bottle, then placing it in with the food is also a way to keep the lunch cold during the day. This will serve to keep the lunch cold and as a drink during lunch time.
For hot foods like soup, chili, or stew, use an insulated container to keep food hot. Fill the container with boiling water, let stand for a few minutes, empty, and then put in the piping hot food. Keep the insulated container closed until lunchtime to keep the food hot—140 °F (60°C) or above.
Reheat lunch food items to at least 165°F (73.9°C); use a food thermometer to check that a safe temperature has been reached before eating. When microwaving, cover food to hold in moisture and promote safe, even heating. Cook frozen convenience meals according to package instructions.
Clean Up
Remember to pack only what can be eaten at lunch time. Lunch leftovers that aren't stored properly for the rest of the day may not be safe to eat later. If you cannot refrigerate the food, it is best to throw it out.
Do not reuse paper lunch bags, sandwich bags, foil, or plastic wrap. Unfortunately, once these items have been used, they can contaminate other food and cause foodborne illness. The safest thing to do is to discard them. | <urn:uuid:689934d1-44c2-413b-8b8c-be0864396874> | CC-MAIN-2017-09 | http://commissaries.com/documents/healthy-living/food-safety/808-brown-bag-lunch-brochure.pdf | 2017-02-26T12:21:19Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00583-ip-10-171-10-108.ec2.internal.warc.gz | 48,856,027 | 1,080 | eng_Latn | eng_Latn | 0.992392 | eng_Latn | 0.998331 | [
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Introduction
Resources for LET'S TAKE A DIP
In this Web site activity, the students will learn about the organisms found in four different wetland habitats at Hard Bargain Farm (HBF). Students will be instructed to "virtually" dip their nets in the creek, then proceed to the swamp, the marsh, and finally the river, dipping ten times in each habitat. Each time they dip, they will see a graphic image of their catch. They will be expected to read information on the screen about that organism and fill in their "Habitat Populations Frequency Table".
Similar to the field studies at HBF, scientists conduct stream investigations to evaluate the health of an aquatic system, to gain insight into the relationships between species, and to acquire knowledge about the dependency of organisms on the environmental conditions around them. Students, like scientists, learn about the world around them through observation and experience. For many elementary school children, the field studies at Hard Bargain Farm are their first "real-life" exposure to wetland areas.
"Let's Take A Dip" can be used either as a pre- or post-field trip activity. One option would be to perform the computer lab "dipping" as a pre-trip activity and complete the classroom
data analysis as a post-trip activity. As a pre-trip activity, this activity introduces, or augments the student's knowledge of, the scientific method, introduces the students to the habitats and creatures they may discover in the outdoor experience and encourages them to predict what they may find. As a post-trip activity, it can reinforce what they learned outdoors and gives them a basis to compare the
"virtual" data with their "actual" field experience.
Overview
Students will "virtually" dip their nets ten times in each of four different aquatic habitats. They will read the information from the screen about each organism and keep a tally of the number and kinds of creatures caught using the "Habitat Populations Frequency Table" after each dip. Students will draw conclusions using their own data, then they will combine their data with their classmates and draw conclusions from the combined data. Finally, they will compare their individual conclusions to the conclusions from the group data.
Materials
For each student or pair of students (We suggest having students work in pairs):
* one blank Habitat Populations Frequency Table
* access to PC with Internet capability (or a CD of HBF's Web site, call 301-292-5665 for information)
* pencil
For the class:
* one large poster version of the Habitat Populations Frequency Table or a transparency used with an overhead projector.
Procedure
Engage Classroom instruction immediately prior to computer activity
1. Explain to the students that in this exercise they will collect data on the number and kinds of organisms (living things) found in four different aquatic (watery) habitats. Scientists conduct this type of research to learn about the health of the environment and look for patterns to help understand relationships between different living things and between organisms and their surrounding environment. Refer to "Scientific Method Applications" (pg 4) for discussion ideas.
2. Distribute a copy of the Habitat Populations Frequency Table (pg 5) to each student. This table allows the students to easily keep track of the data they collect. Discuss the meaning of the words habitat, population, and frequency. Review the classifications for the organisms (amphibian, fish, mollusk, reptile, crustacean, insect, plant, etc).
habitat - a place that has the minimum required amounts of food, water, shelter and space for a particular species population - the total of individuals or organisms occupying a particular area
frequency - the number of measurements in an interval of a frequency distribution. The ratio of the number of times an event occurs in a series of trials of an experiment to the number of trials of the experiment performed. For example, a banded killifish was caught in four out of ten dips in the marsh.
3. Demonstrate what is meant by a tally mark. Explain that instead of actually dipping with real nets, they will dip by clicking (pressing the left mouse button with the index finger). Each dip will be recorded as one tally mark, regardless of how many organisms are pictured on the screen.
Note: Advise them to click carefully, one at a time, and record their data as they go.
4. Determine the level of computer/Internet expertise among students. Consider pairing inexperienced students with more experienced students, if necessary. Remind them to take turns at the controls. It is not useful if one student is always recording or "dipping".
Note: If a large number of students are inexperienced and computer lab time per session is limited, it would be advisable to schedule an exploratory session in the computer lab prior to attempting the "Let's Take a Dip" activity. The students should practice getting on the Internet and exploring the Hard Bargain Farm Web site. We also advise that you, as the teacher, are familiar with how to navigate the Internet and the HBF Web site.
Explore
Computer lab activity (requires approximately 30 minutes)
5. Write the Web site address on the board in the computer lab -
www.hardbargainfarm.org (no spaces). Instruct students to access Web site using the school's Internet browser.
6. When the HBF Web page appears on the screen, students will go to the Kids' Zone, then to the "Let's Take a Dip" activity.
7. Instruct them to read the information and directions on the screen, then to proceed at their own pace following those instructions. Use reminders as appropriate. (Reminders: start in the swamp first, click carefully, record data after each dip (click), dip and record 10 times in the swamp, then repeat in the next habitat, read the information about each critter caught, write the classification for each creature in the column on the data sheet.)
Note: This provides an excellent opportunity for them to read to follow instructions and read to acquire information. Students should work independently as much as possible.
8. If they didn't catch a certain creature, they can go to the "Critter List" to read about it.
Explain
Follow-up discussion and analysis in the classroom
9. Stimulate students to think about what conclusions they could make using only their data. Have them complete the "Data Analysis Questions" (pg 7), and provide supporting evidence that helps justify their answers.
10. Combine data from the class using large poster version of frequency table or transparency with overhead projector.
11. Draw conclusions as a group about the organisms and habitats using "Data Analysis Questions" as a guide. Do the group conclusions differ from their individual conclusions? Are conclusions based on more data more accurate than those based on less data?
Elaborate
Field Study at Hard Bargain Farm or other outdoor education facility
12. A staff-led exploration of various habitats within the Potomac River watershed, including a sampling activity (dip net or other technique) in at least one habitat, weather and water conditions permitting.
13. Discussion of actual sampling results compared to virtual results from Web activity.
Evaluate
14. Evaluate completed Tally Sheets and Data Analysis worksheets, use Data Analysis Background Information (pg 10) and Scientific Method Applications (pg 4) to assist with evaluation of responses.
SCIENTIFIC METHOD APPLICATIONS FOR LET'S TAKE A DIP
Introduction
Scientists make observations and collect data in order to learn about the world around us. Students will formulate a question that can be answered by looking for creatures using dip nets. They will evaluate whether the experimental design used in the Web site activity is a fair test. BEFORE KIDS DO THE EXERCISE - Class discussion of scientific method
* Lead the students in a discussion to complete the remaining steps
* Which steps have been done for the students?
Steps in the Scientific Method
* Formulate Question -
* Ask a Question - what, how, when (not why)
How do the number and type of organisms differ between the creek, swamp, marsh, and river habitats?
ex. Let's look for creatures using dip nets, in order to answer the question: Is it comparable to dip 40 times in one place and 5 times in another? How do we make the study more fair? (same size nets, same number of dips, same method of dipping every time, same date, etc.)
* Design an Experiment - Fair Test
* Expectations - Hypothesis
ex. We will find different creatures in different habitats.
ex. We will find more fish in the creek versus the swamp.
Data is numerical, recorded in easy-to-use chart or table.
* Collect Data
* Data Analysis
* Evaluate the Results
Compare results. Does it answer the question posed at the beginning of the investigation? Did your findings support your hypothesis? Explain your findings. Can it be reorganized and presented in a different way that will give us more information quickly by looking at a graph?
WHAT KIDS WILL DO WHILE ON-LINE - dip, record data on chart, read information about creatures
WHAT TO DO WITH THE DATA - Analysis
* Combine data from the class members and compare using group data.
* Compare the number and types of organisms found in each habitat by first using one individual's data. What can we say about ____ ? Refer to "Data Analysis Questions" (pg. 7).
* Do conclusions differ? Which is better, that based on one sample set or many? Which data give more accurate information? Short of draining the entire habitat and counting every creature, we will never know exactly what organisms and how many of each are in the different habitats. Sampling gives us an estimate or approximation. This is how scientists conduct population studies!
Habitat Populations Frequency Table
Name:_____________
Date:______________
Tally and classify the organisms caught in each of the four habitats: creek, swamp, marsh, and river. Classify the organisms as AMPHIBIAN, CRUSTACEAN, FISH, INSECT, MOLLUSK, PLANT, or OTHER.
| NAME OF ORGANISM | CLASSIFICATION | CREEK | SWAMP | MARSH |
|---|---|---|---|---|
| American Toad | | | | |
| Arrow Arum | | | | |
| Backswimmer | | | | |
| BandedKillifish | | | | |
| Blacknose Dace | | | | |
| Bluegill | | | | |
| Caddisfly Larva | | | | |
| Cranefly Larva | | | | |
| Crayfish | | | | |
| Dragonfly Nymph | | | | |
| Eastern Mudminnow | | | | |
| Freshwater Mussel | | | | |
| Green Frog | | | | |
| Hydrilla | | | | |
| Isopod | | | | |
| Mosquitofish | | | | |
| Mud | | | | |
| Mummichog Minnow | | | | |
| Pill Clam | | | | |
| Scud | | | | |
| Silverside Minnow | | | | |
| Snail | | | | |
| So. Leopard Frog | | | | |
| Tadpole | | | | |
| Water Boatman | | | | |
| Water Strider | | | | |
Sample Habitat Populations Frequency Table
This table shows the relative frequencies of the species caught in each habitat. You can use this information to compare to the data your class collects.
| NAME OF ORGANISM | CLASSIFICATION | CREEK | SWAMP | MARSH | RIVER |
|---|---|---|---|---|---|
| American Toad | amphibian | | | 1 | |
| Arrow Arum | plant | | 1 | 1 | 1 |
| Backswimmer | insect | 1 | | | |
| BandedKillifish | fish | 111 | 111 | 1111 | 11 |
| Blacknose Dace | fish | 1 | | | |
| Bluegill | fish | 1 | | 1 | 1 |
| Caddisfly Larva | insect | 11 | | | |
| Cranefly Larva | insect | 1 | | | |
| Crayfish | crustacean | 11 | 11 | 11 | |
| Dragonfly Nymph | insect | 1 | 11 | 11 | |
| Eastern Mudminnow | fish | 1 | | 1 | |
| Freshwater Mussel | mollusk | | | | 11 |
| Green Frog | amphibian | | | 1 | |
| Hydrilla | plant | | | | 11 |
| Isopod | crustacean | | 11 | 11 | |
| Mosquitofish | fish | 1 | 1111 | 1111 | |
| Mud | other | | | | |
| Mummichog Minnow | fish | 1 | | | 1 |
| Pill Clam | mollusk | | | | 1111 |
| Scud | crustacean | 1 | 1111 | 111 | |
| Silverside Minnow | fish | | | | 111 |
| Snail | mollusk | | 1 | | 111 |
| So. Leopard Frog | amphibian | | | 1 | |
| Tadpole | amphibian | 1 | 111 | 11 | |
| Water Boatman | insect | 1 | | 1 | |
| Water Strider | insect | 11 | | 11 | |
| Whirligig Beetle | insect | 11 | | 1 | |
Let’s Take a Dip
Let’s Take a Dip
Let’s Take a Dip
Let’s Take a Dip
Let’s Take a Dip
Data Analysis Questions
Data Analysis Questions
Data Analysis Questions
Data Analysis Questions
Data Analysis Questions
Part 1
1. Did you catch any amphibians? Make a list of the amphibians that you caught and a list of amphibians that you did not catch.
2. Which kind of fish did you catch most often?
3. In which habitat did you catch the largest number of different types (species) of fish?
4. Which habitat had the greatest diversity (the largest number of different species)?
5. In which habitat did you catch the most:
Amphibians
Crustaceans
Mollusks
Reptiles
Insects
Fish
Part 2
6. Construct a bar graph to display the data you collected for one habitat. How would you organize your information differently to display the data for more than one habitat?
7. Use a bar graph to show how your data compares to the data displayed on the Sample Habitat Populations Frequency Table (in the Teacher Resources Section)? Do your data reflect the typical distribution of organisms in each habitat? Use your data from both sources to support your answer. (Explain how your dipnet results are similar to, or different from, the data on the Habitat Populations Frequency Table.)
8. Select two habitats you visited to collect information. What similarities and differences did you observe between the populations of the two habitats? What are some reasons that might explain the differences you observed? (You might choose to organize your information in a Venn diagram)
9. Mosquito larvae live in the swamp water. They are 3-15mm in length.
a. Why do you suppose you didn't catch any in your dipnet?
b. If you had used a net with smaller holes, would your data have been different? Explain your answer.
Challenge Questions
10. Why is it important to dip your net many times when collecting information about the organisms living in any of the habitats? How can combining your data with data collected by others affect the accuracy of your information?
11. According to the data from the Sample Habitat Populations Table (in the Teacher Resources Section), there are usually about 3 killifish for every 4 amphipods caught in the swamp at Hard Bargain Farm. You know killifish are predators of amphipods.
a. Make a prediction about the changes that would occur in the distribution of organisms living in the swamp if the killifish population suddenly doubled. Use your knowledge of the swamp and the organisms living there to explain your prediction.
b. If you were to use a net with much smaller holes, would your data and predictions have been different?
12. Does your collection technique give you a true idea of what actually lives in an aquatic environment? Justify your answer.
Let’s Take a Dip Let’s Take a Dip Let’s Take a Dip Let’s Take a Dip Let’s Take a Dip Data Analysis Background Information Data Analysis Background Information Data Analysis Background Information Data Analysis Background Information Data Analysis Background Information
There are no set right or wrong answers for the data analysis questions because the data may vary from group to group. For your convenience we have put together some background information and sample answers for each question in Part 2.
Part 2
6. Construct a bar graph to display the data you collected for one habitat. How would you organize your information differently to display the data for more than one habitat? Sample graphs:
7. Use a bar graph to show how your data compares to the data displayed on the Sample Habitat Populations Frequency Table (in the Teacher Resources Section)? Do your data reflect the typical distribution of organisms in each habitat? Use your data from both sources to support your answer. (Explain how your dipnet results are similar to, or different from, the data on the Habitat Populations Frequency Table.)
8. Select two habitats you visited to collect information. What similarities and differences did you observe between the populations of the two habitats? What are some reasons that might explain the differences you observed?
A Venn diagram or a bar graph would be a great way to see the similarities and differences for a selected habitat. Let's say you compared the number of killifish in a swamp versus a river. Reasons for similarities might be that similar food is available in both places, predators might be equally common in both habitats, or hiding places (shelter) might be similar in both habitats. Some reasons for differences might be different water currents, a larger area for organisms to get away, or predator populations may be different for each habitat. Basically, think how the fish get their food, where they hide from predators, and the numbers of fish. Too many fish might mean less food for all, or not enough hiding places. Also, consider water depth, water temperature, or water clarity as possible explanations for data differences.
9. Mosquito larvae live in the swamp water. They are 3-15mm in length.
a. Why do you suppose you didn't catch any in your dipnet?
Perhaps the net holes were not small enough to catch the tiny larvae. Maybe you sampled in the wrong season, when larvae were not present. Maybe a predator ate most of them.
b. If you had used a net with smaller holes, would your data have been different? Explain your answer.
A net with holes smaller than the tiniest larvae would very likely catch any larvae present in the water. If the holes are larger, the larvae simply slip through the holes back into the water before you actually see them.
Challenge Questions
10. Why is it important to dip your net many times when collecting information about the organisms living in any of the habitats? How can combining your data with data collected by others affect the accuracy of your information?
The more times you dip your net (assuming that the organisms are stored in a bucket), the more likely you are to catch all the organisms. Therefore, more dips will more accurately represent the actual composition of organisms in your habitat. However, one dip might scare the organisms away and you would not collect any other organisms. If you used that information for your graph, it would not accurately depict the actual number of organisms present in the habitat. Combining data is like taking more samples. Therefore, it is a more accurate representation of the habitat's populations.
11. According to the data from the Sample Habitat Populations Table (in the Teacher Resources Section), there are usually about 3 killifish for every 4 amphipods caught in the swamp at Hard Bargain Farm. You know killifish are predators of amphipods.
a. Make a prediction about the changes that would occur in the distribution of organisms living in the swamp if the killifish population suddenly doubled. Use your knowledge of the swamp and the organisms living there to explain your prediction.
The amphipods are food for the fish. If you suddenly have more fish competing for the same amount of food, this larger population will either drastically deplete the number of amphipods or totally wipe them out. Either way, this means less food for each fish, which could affect their long term health. Overcrowding often leads to the easier spread of diseases, which in turn, leads to a population decline. Keep in mind that killifish are also food for other swamp residents. An increase in the fish numbers might make them an easier target for larger predators. The food chain is clearly complicated.
b. If you were to use a net with much smaller holes, would your data and predictions have been different?
If we used nets with smaller holes we might have caught more amphipods. If the holes were already small enough to capture any size amphipod or baby fish, then it is unlikely that our data would be affected. If either amphipods or baby fish slipped through our net holes, then the population numbers we recorded would have been different.
12. Does your collection technique give you a true idea of what actually lives in an aquatic environment? Justify your answer. | <urn:uuid:d7ad9288-a5f0-4c64-89fd-21884a5e72dd> | CC-MAIN-2017-09 | http://www.nclark.net/lets_dip_lesson_plan.pdf | 2017-02-26T12:42:50Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00586-ip-10-171-10-108.ec2.internal.warc.gz | 528,679,832 | 4,684 | eng_Latn | eng_Latn | 0.987824 | eng_Latn | 0.997533 | [
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Tutorial: Basic Weaving Techniques
By Donna Spadafore - www.Gailavira.com ©2008 Donna Spadafore, Gailavira Jewelry
This tutorial teaches a few basic weaving techniques. These techniques are very important to know when you first start weaving with wire. Most weaving projects you encounter will incorporate some form of at least one of these techniques.
For this tutorial, I am using 16g wire for the frame wires and 26g wire for the weaving wire. I'm using these gauges to better show the detail in these weaves. That is why this tutorial calls for those two gauges of wire. If you would prefer, you can use different gauges for your practice work. Just keep in mind that the weaving wire gauge should be 8-10 numbers higher than the gauge of the frame wire.
Materials:
* 16g round practice wire (dead soft or half hard)
* 26g round practice wire (dead soft)
Tools:
* Wire Cutters
* Flat Nose Pliers
Weave 1
Materials:
* 2 pieces 16g wire, at least 5" long
* 2-3' 26g wire
Step 1
Wrap the 26g wire onto one of the 16g wires 4-5 times to secure the wire.
Step 2
Place the 2 nd 16g wire next to the first. Bring the weaving wire underneath the 2 nd wire. Then pull it up over the 2 nd wire and back up underneath the first wire.
Step 3
Bring the weaving wire up over the 1 st wire again, then back under the 2 nd wire. Notice you will be weaving in a "figure 8" pattern.
Step 4
Continue weaving as in the previous steps until you have about 1-2" of wire left.
Note: in some tutorials, you will be told to leave more than 2" of weaving wire at the end, depending on the type of project.
Secure the end of the weaving wire by wrapping it around one of the 16g wires a few times. Cut the weaving wire close to the 16g wire and press it flat with your flat nose pliers.
Weave 2
Materials:
* 3 pieces 16g wire, at least 5" long
*
2-3' 26g wire
Step 1
Wrap the 26g wire onto one of the 16g wires 4-5 times to secure the wire..
Step 2
Place the 2 nd 16g wire next to the 1 st . Bring the weaving wire underneath the second wire.
Step 3
Pull the weaving wire up towards you.
Place the 3 rd wire next to the 2 nd wire and push the weaving wire over the 3 rd wire.
Step 5
Bring the weaving wire around the bottom of the 3 rd wire and up between the 2 nd and 3 rd wires.
Step 6
Pull the weaving wire down between the 1 st and 2 nd wires, then underneath the 1 st wire.
Step 7
Continue weaving in the same over/under pattern.
Continue weaving as in the previous steps until you have about 1-2" of wire left.
Finish off as in Step 5 of Weave 1.
Note: You can add as many frame wires as you like and still weave in the same over/under pattern.
Weave 3
Materials:
* 2 pieces 16g wire, at least 5" long
* 2-3' 26g wire
Step 1
Wrap the 26g wire onto one of the 16g wires 4-5 times to secure the wire.
Step 2
Place the 2 nd wire next to the first wire. Bring the weaving wire underneath the 2 nd wire and wrap around it once.
Step 3
Pull the weaving wire down between the two wires, then underneath the 1 st wire. Wrap around the 1 st wire one time.
Continue weaving as in the previous steps until you have about 1-2" of wire left.
Finish off as in Step 5 of Weave 1.
Note: Try wrapping the weaving wire around each frame wire more than once to achieve different results.
Weave 4
Weaving around a curve. This is a combination of weaves 1 and 3. This technique helps to eliminate the unsightly gaps that occur when weaving around a curve.
Materials:
* 2 pieces 16g wire, at least 5" long
* 2-3' 26g wire
Step 1
Begin weaving wire as in the first weaving technique in this tutorial. Continue weaving until you reach the beginning of the curve.
Step 2
On the outside of the curve, wrap the weaving wire around the 16g wire 1x.
Step 3
Bring the weaving wire back down between the two wires. Pull it up from underneath the wire on the inside of the curve. Pull it back between the two wires, then up underneath the wire on the outside of the curve.
Continue steps 2 and 3 until you reach the end of the curve.
Step 5
Finish weaving the straight area as in the first weave.
Finish off as in Step 5 of Weave 1.
Note: If the curve is sharper than the one shown, or the wires are farther apart, you may need to wrap the weaving wire around the outer curve wire more than once between each weave to achieve the desired effect.
The weaves taught in this tutorial are the basis for many wire weaving projects. You will encounter several forms of these same basic weaves as you learn new techniques. Therefore, it is important for a beginning weaver to practice these few basic techniques.
As you learn to make more projects with these basic weaving techniques, you will find lots of ways to combine and alter them to create many wonderful, one of a kind designs.
© 2008 Donna Spadafore, Gailavira Jewelry
The techniques in this lesson are public domain, and can be used by anyone for any reason.
The images and text in this lesson are protected by US copyright law and may not be used for any reason without the express written consent of the author.
For more information on US copyright law, see http://www.copyright.gov | <urn:uuid:71844bb0-9a81-452c-9833-f9923a188c28> | CC-MAIN-2017-09 | http://www.gailavira.com/tutorials/bw1.pdf | 2017-02-26T12:13:44Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00580-ip-10-171-10-108.ec2.internal.warc.gz | 415,101,748 | 1,316 | eng_Latn | eng_Latn | 0.988303 | eng_Latn | 0.994681 | [
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Build Your Own
Biogas Generator
Basic Principles
What Is Biogas?
Biogas is actually a mixture of gases, usually carbon dioxide and methane. It is produced by a few kinds of microorganisms, usually when air or oxygen is absent. (The absence of oxygen is called "anaerobic conditions.") Animals that eat a lot of plant material, particularly grazing animals such as cattle, produce large amounts of biogas. The biogas is produced not by the cow or elephant, but by billions of microorganisms living in its digestive system. Biogas also develops in bogs and at the bottom of lakes, where decaying organic matter builds up under wet and anaerobic conditions.
A microscope photo of the methane-producing bacteria. Photo courtesy of University of Florida, Agricultural and Biological Engineering Department
Besides being able to live without oxygen, methaneproducing microorganisms have another special feature: They are among the very few creatures that can digest cellulose, the main ingredient of plant fi bres. Another special feature of these organisms is that they are very sensitive to conditions in their environment, such as temperature, acidity, the amount of water, etc.
Plant-eating animals such as bison release large amounts of biogas to the atmosphere.
Biogas is a Form of Renewable Energy
Flammable biogas can be collected using a simple tank, as shown here. Animal manure is stored in a closed tank where the gas accumulates. It makes an excellent fuel for cook stoves and furnaces, and can be used in place of regular natural gas, which is a fossil fuel.
Biogas is a form of renewable energy, because it is produced with the help of growing plants.
Biogas is considered to be a source of renewable energy. This is because the production of biogas depends on the supply of grass, which usually grows back each year. By comparison, the natural gas used in most of our homes is not considered a form of renewable energy. Natural gas formed from the fos
Build Your Own Biogas Generator
silized remains of plants and animals-a process that took millions of years. These resources do not "grow back" in a time scale that is meaningful for humans.
Biogas is Not New
People have been using biogas for over 200 years. In the days before electricity, biogas was drawn from the underground sewer pipes in London and burned in street lamps, which were known as "gaslights." In many parts of the world, biogas is used to heat and light homes, to cook, and even to fuel buses. It is collected from large-scale sources such as landfi lls and pig barns, and through small domestic or community systems in many villages.
For more information about biogas, read the backgrounder entitled Biomass Energy.
Build It!
The apparatus you are going to build uses a discarded 18 litre water container as the "digester." A mixture of water and animal manure will generate the methane, which you will collect in a plastic balloon. The 18 litre water container performs the same task as the stomach of a livestock animal by providing the warm, wet conditions favored by the bacteria that make the methane.
Safety Precautions
The main hazards in this activity are from sharp tools such as tubing cutters and scissors. Exercise caution while using any tool. There is no risk of explosion due to the leakage of methane because the gas develops so slowly that it dissipates long before it can reach fl ammable concentrations in room air. Exercise the normal precautions in the use of Bunsen burners: keep hair and clothing away from the burner while it is lit.
Tools
* Scissors
* Tubing cutter
* Adjustable wrench
* Electric drill with ¼" bit, or cork borer
* Rubber gloves
* Hot glue gun, with glue sticks
* Sandpaper (metal fi le will also work)
* Electrical or duct tape
Materials
* Large Mylar helium balloon
* Used 18L clear plastic water bottle
Plastic water bottle cap (with the "no-spill" insert-see photo)
* T-connector for plastic tubing (barbed, 6mm or ¼" long)
* Copper tubing (40 cm long, 6.5mm (1/4") inside diameter)
* 1 cork (tapered, 23mm long)
* 2 barb fi ttings (¼" x ¼")
* Clear vinyl tubing (1.5 m long, 4mm or ¼-inch inside diameter)
* Ball valve (1/4")
* Rubber gloves
* 6-8L manure pellets (goat, sheep, llama, rabbit, or other ruminant)
* Large plastic funnel (can be made from a 4L plastic milk jug with bottom removed)
* Wooden dowelling or stick (30 to 50 cm long, 2-3 cm thick)
Build Your Own Biogas Generator
Sources
Water bottle: Many hardware and grocery stores now sell purifi ed water that they bottle on site. They often collect containers that can no longer be refi lled because of dirt or damage to the bottle. These unrefi llable bottles are frequently available for free. Ask to speak to the clerk in charge of refi lling bottles. Ask for a used cap as well.
Mylar balloons: Check with any local fl orist or novelty store.
Tubing, valves, T-connectors, barb fi ttings: Check at your local hardware or plumbing supply store.
Manure: If you do not know someone who has domesticated rabbits, sheep, llamas or other similar pellet-producing animals, you can often purchase sheep or steer manure by the bag at your local garden center.
A. Prepare the biogas collection system
1. Cut a 20cm piece of copper tubing. Round off the sharp edges of the freshly cut tubing using sandpaper or a metal fi le.
2. The Mylar balloon has a sleeve-like valve that prevents helium from escaping once it is fi lled. This sleeve will help form a leak-proof seal around the rigid tubing. Push the tubing into the neck of the balloon, past the end of the sleeve, leaving about 2cm protruding from the neck of the balloon, as shown below.
Inserting copper tubing.
Teach...build...learn... renewable energy!
3. Test the tube to be sure air can enter and leave the balloon freely, by blowing a little in through the tube. The balloon should infl ate with little or no resistance, and the air should be able to escape easily through the tube.
4. Securely tape the neck of the balloon to the tube as shown in the illustration.
5. Using a drill or cork borer, make a small (4mm) hole in the center of the stopper. Add a few drops of hot glue around and inside the hole and insert the stem of the ¼-inch T-adapter into the cork.
Build Your Own Biogas Generator
6. Screw the two barb fi ttings into the body of the ball valve. Tighten with the adjustable wrench.
7. Cut two sections of vinyl tubing, each 25cm long. Use them to connect the balloon to the T-adapter, and to connect the ball valve to the Bunsen burner. Assemble the rest of the gas collection system according to the diagram below.
Assembly of the biogas collection system.
B. Prepare the manure mixture This is a job best done outside, with rubber gloves!
1. Cut the bottom off a 4L plastic milk jug to make a wide-mouthed funnel.
2. Place the funnel into the neck of the plastic water bottle and scoop in small amounts of manure.
3. Use a stick or piece of dowelling to push the manure through the neck of the bottle if it gets plugged.
4. Add enough water to bring the level close to the top of the water bottle.
Build Your Own Biogas Generator
5. Use the stick to stir up the manure and water mixture, releasing any bubbles of air that might be trapped.
6. Clean up carefully. Use soap and wash hands thoroughly.
C. Final Set-up
1. Snap the cap onto the top of the manure-fi lled 18 litre water bottle.
2. Be sure the ball valve is closed, but that gas moving from the water bottle can pass freely through the T-adapter to the balloon.
Completed biogas generator.
the biogas generator is placed in a window, be sure to wrap the outside of the container in black plastic or construction paper, to discourage algae from growing inside the bottle.
3. Set the biogas generator in a warm location, such as over a heat register or radiator or in a sunlit window. If
Test It!
For the fi rst few weeks, your biogas generator will produce mainly carbon dioxide. When the aerobic bacteria use up all the oxygen inside the bottle, the anaerobic bacteria, which make methane, can take over. It can take up to a month for the generator to start making biogas with enough methane to be fl ammable.
When gas begins to accumulate in the balloon, test it by attempting to light the Bunsen burner:
1. First, open the clamp or valve so that biogas can fl ow back from the balloon to the Bunsen burner.
2. Have a friend squeeze the Mylar balloon gently while you attempt to light the Bunsen burner with a match or spark igniter.
3. If your Bunsen burner ignites, your biogas generator is a success!
Questions
1. Why is biogas considered a source of renewable energy?
2. In what appliances or to what uses could biogas be applied?
3. What are some of the practical limitations to using biogas as an energy source on a large scale?
4. Where in Canada would biogas be a viable alternative to fossil fuels?
5. Why do you not want photosynthetic algae (see Part C, # 3) growing in your "digester"?
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"Distant Neighbours, Close Memories: 600 Years of Turkish-Polish Relations" at Sakıp Sabancı Museum
Sabancı University's Sakıp Sabancı Museum is hosting the "Distant Neighbours, Close Memories: 600 Years of Turkish-Polish Relations" exhibition on 7 March – 15 June 2014 to commemorate the 600th anniversary of relations between Turkey and Poland.
The exhibition is opening under the patronage of the presidents of Turkey and Poland, supported by the ministries of foreign affairs and culture in both countries, with exhibits loaned from the collections of museums, archives, libraries, monasteries and churches in Poland, together with objects from Topkapı Palace Museum, the Museum of Turkish and Islamic Art and Sadberk Hanım Museum in Turkey, making a total of 348 exhibits.
The exhibition has been organized with the financial and institutional support of Sakıp Sabancı Museum and its esteemed sponsors and the Minister of Culture and National Heritage of the Republic of Poland. It is accompanied by a wide range of cultural and art events.
The "Distant Neighbours, Close Memories: 600 Years of Turkish-Polish Relations" exhibition covers a period beginning in the first half of the 15th century and continuing with trade, peace and war up to the late 17th century, when the Second Siege of Vienna became a turning point not just in relations between Ottoman Turkey and Poland, but in the history of Europe.
In this context, historical developments in the Ottoman Empire and the Kingdom of Poland are reflected in documents, maps, paintings, personal possessions of eminent figures, accessories and printed material. The exhibition presents visitors with examples of trade goods, and Ottoman tents, weapons and other artefacts abandoned after the army's defeat at the Siege of Vienna, alongside objects that illustrate the border clashes and other stages leading up to the siege.
In the wake of the Treaty of Carlowitz, Poland and the Ottoman state, which over the centuries had shared the stage of history sometimes as neighbours and sometimes as enemies, now shared a similar fate, despite one being on the losing and the other on the winning side. While the Ottoman state went into decline, struggling for survival by diplomacy or war as circumstances required; the kingdom of Poland was attacked by Austria, Prussia and Russia, its powerful neighbours and former allies at the victory of Vienna, which now seized vast tracts of Polish territory in both east and west. Finally in 1795 the country was partitioned by these powers and Poland ceased to be an independent state.
The Ottoman state refused to recognize the right of the invading powers to partition Poland and in palace protocol the place of the Polish ambassador was preserved. On formal state occasions it was always declared that the Polish ambassador was "delayed on his journey and so unable to attend". During this period the wars of the past were forgotten as and Polish political refugees who included members of diverse political groups attempting to restore the country's independence, intellectuals, high ranking officers, soldiers and diplomats received their most steadfast support from the Ottoman state. A Polish batallion made up of political refugees and known as the Sultan's Cossacks fought side by side with Ottoman soldiers against Russia on several occasions, notably in the Crimean War of 1853-1856. Some of these people are known to have played influential roles in Ottoman reform movements. This period is illustrated by documents, paintings and other diverse objects.
Sakıp Sabancı Museum director Dr. Nazan Ölçer said the following about the exhibition: "Commercial and cultural relations between Poland and Ottoman Turkey, which began in the 15th century and reached their zenith in the 17th and 18th centuries, made major contributions to the arts in both countries, in particular influencing the tastes, dress and way of life of the Polish elite. Since a relationship going back 600 years could not be represented by material from Poland alone, we were obliged to find a contemporary Ottoman equivalent for every object brought from that country. Official and private correspondence between the kingdom of Poland Kingdom and the Ottoman state, portraits of ambassadors, their retinues, and important Polish and Ottoman figures and their families, as well as personal notes reflecting contemporary events, have taken their place in the exhibition scenario that tracks this eventful history almost step by step.
We wanted church vestments made of Turkish fabrics worn by high ranking Polish clerics, tents and weapons presented as gifts or left behind on the battle field, and diaries kept on battle fronts to give insight into diverse aspects of the past. We have always upheld the principle that history should not be just a series of victories and defeats, so one of our main aims has been that this exhibition should reveal the factors lying behind these and penetrate the power equations and human personalities with all their strengths and weaknesses. The objects, documents and pictures included in this exhibition demonstrate that notes taken by a contemporary observer can sometimes provide more insight than long historical accounts, and that even battle fields can have an aesthetic dimension."
Polish Minister of Culture and National Heritage, Bogdan Zdrojewski, said of the exhibition: "There are few countries that have established such uninterrupted partnerships during their history. The commemoration of the 600th anniversary of diplomatic relations between our two countries this year is an outstanding opportunity to promote awareness of Poland. During this year more than a hundred cultural events will be held and we plan to present the Turkish public with matchless examples of
Polish culture. This exhibition at Sakıp Sabancı Museum is one of the major events on the Polish cultural programme. The exhibition's title symbolizes and perfectly reflects the character of our relations; it is indeed true that despite the distances between us, both countries have many similarities and share old memories."
Director of Warsaw National Museum Agnieszka Morawińska commented as follows on the exhibition: "Our exhibition brings together diverse elements that demonstrate the rich history shared by Turkey and Poland. By means of this exhibition we aimed to present art lovers with the most beautiful examples of Poland's secular heritage and church collections. At the same time our exhibition examines the shared aspects of art history between both countries. Dedicated work by experts from Poland and Turkey has played a major part in the outstanding achievement of this project. I wish to say that owing to their meticulous and dedicated efforts in the course of preparing this exhibition, it has avoided superficiality and biased conclusions."
As part of the "Distant Neighbours, Close Memories: 600 Years of Turkish-Polish Relations" exhibition, a two-day programme of lectures will take place on 7-8 March from 14:00 to 18:00. Turkish and Polish academics who are participating in this conference programme will discuss various aspects of art and commerce at different times over the six centuries covered by the exhibition, and examine political and cultural relations between the Ottoman Empire and Poland in the 19th and early 20th centuries.
In addition Polish films will be screened throughout the exhibition, accompanied by discussion forums to be attended by the leading directors of contemporary Polish cinema, Krzysztof Zanussi and Dorota Keszierzawska. In addition there will be concerts by musicians from Poland and educational workshops for children. The museum's Changa restaurant will continue its series of menus on the theme of the current exhibition, which began with the Rembrandt, Monet and Anish Kapoor exhibitions. This time the restaurant is presenting a menu inspired by Poland's traditional foods and cooking techniques.
The main sponsor of the "Distant Neighbours, Close Memories" exhibition being held on the 600 Yeras of relations between Turkey and Poland is Turgut Pharmaceuticals A.Ş. Supporting sponsor is Gülermak A.Ş., accommodation sponsor is The Grand Tarabya, and educational sponsor is West Istanbul Marina.
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Are YOU READY?
How to get ready for wildfires
Smokey Bear is right: You can help prevent wildfires. But once you've safely packed up your campsite and headed home, you could still be in a wildfire danger zone. So, start today to protect your home and prepare yourself and your loved ones for a wildfire emergency.
What's a wildfire?
A wildfire is an uncontrolled and unplanned fire in a wilderness area that can spread extremely fast, quickly consuming vegetation, trees and nearby homes. While wildfires can be caused by weather events, such as lightning, most wildfires are caused by people. Many things can add to the severity of a wildfire, including dry, hot weather, heavy plant growth and development in wilderness areas.
Wildfires pose a number of health threats, such as burns and smoke inhalation, which can cause coughing, shortness of breath, headaches, chest pain and dangerous medical complications in people who have respiratory illnesses.
Photo courtesy iStockphoto—TheimageArea
Home safe home
Photo courtesy iStockphoto—Scott Vickers
Like other disasters, the first step to protecting yourself from wildfires is gathering information. Find out about your community's risk for wildfires and the history of wildfire activity where you live. Learn about your community's wildfire warning systems as well as evacuation routes and nearby shelters.
To begin safeguarding your home, ask yourself a few questions. If firefighters need to assist you, are the roads leading to your home wide enough to accommodate firefighting equipment? Is your home visible from main roads? Are the roads leading to your home apha
getready.org clearly marked? These questions are especially important if you live in a remote wilderness area.
Next, take some steps to protect your property by removing items that can fuel a wildfire's spread. The Federal Emergency Management Agency suggests creating a 30-foot safety zone around your home. Some tips to do this include keeping the amount of vegetation in the zone to a minimum; moving landscaping features away from the side of your house; removing tree limbs within 15 feet of the ground; and storing combustible items, such as propane tanks or firewood, far from your home. If you live on a hill, extend your safety zone on the downhill side,
as wildfires move quickly uphill. Also, make sure connected garden hoses are accessible on all sides of your home.
If you live in a high-risk area, consider hiring a professional who can assess your home's risk and make recommendations.
Make a plan
Create a household emergency plan, make sure everyone is involved in putting it together and have practice drills. Make sure you designate an emergency meeting spot in case you and your loved ones are separated when an emergency happens. Also, designate an out-of-town emergency contact for household members to call, as it may be easier to call long distance than locally during a disaster. Post emergency assistance phone numbers next to all the phones in your home and program them into your cellphone.
Put together an evacuation kit ahead of time that you can take with you at a moment's notice and make sure it includes a battery-operated radio, flashlight, bottled water, a first aid kit, cellphones and chargers, important documents and needed medications.
If you see a wildfire, call 911 immediately. If you are at home and hear reports of wildfires in your area, prepare to evacuate and listen to instructions from officials. Take precautions against inhaling dangerous smoke, such as keeping all doors and windows closed and listening for official air quality reports.
Photo courtesy iStockphoto—Pgiam
Remember: It is extremely important to heed instructions from officials to evacuate. As you evacuate, leave your home's indoor and outdoor lights on so your home can be seen through thick smoke. Shut off the gas before you leave. Also, leave doors and windows unlocked to assist firefighters.
If you are in a car and see a wildfire, stay in your car — do not try to outrun the fire on foot. Roll up your car windows and close the vents. Drive slowly and keep your headlights on. If you do have to stop, park away from heavy brush and vegetation.
800 I Street, NW • Washington, DC • 20001-3710
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Saint Patrick High School
Curriculum Guide
| Department: | Social Studies | Grade and Level: |
|---|---|---|
| Class: | Office Applications II | Term (Semester or Year): |
| Required Text: | None |
|---|---|
| Additional Resources (i.e. texts, materials, apps, etc.): | Microsoft Office Apps: Word, Excel, PowerPoint, Access Shelly Cashman Series Textbooks for teaching Microsoft Word, Excel, and PowerPoint 2010 Course Technology Illustrated Textbook Series for Teaching Microsoft Word, Excel, and PowerPoint 2010 Microsoft Office Training Online https://www.microsoft.com/learning/enus/officetraining.aspx Microsoft Office 2010 Tutorials: GCF Learning Tutotrials http://www.gcflearnfree.org/office2010 iPad Apps: Pages, Keynote, Goodreader Class Google Site (to access online tutorials, videos, market information, academic studies) Cram (digital flashcard site) |
Course Description
Computer Applications is a handson approach to learning the four applications in the 2010 Microsoft Office Suite. Students will complete projects in Microsoft Word, Excel, PowerPoint, and Access (time permitting) that will allow them to produce professional looking documents for use in high school and college work, personal use, as well as employees in industry. Colleges and industry alike are looking for individuals with strong communication skills. With today's emphasis on writing across the curriculum both in high school and college, this course will prepare students to properly format, research, and document sources for their papers. In addition, real world projects presented in an exerciseoriented approach will foster "learning by doing" and help students make a connection between content material and real life applications of their skills.
Course Objectives:
Students will be assessed on the application skills that they have demonstrated as outlined by the Microsoft Certified Application Specialist program. Individual unit objectives will precede each unit and a summary of new skills learned will conclude each unit.
Additional objectives include …
* Developing and strengthening communication skills both oral and written through daily participation and assignments as well a number of curriculum projects throughout the semester
* Developing information and media literacy skills by incorporating technology to access information that can then be analyzed, evaluated, and integrated into the students homework and projects
* Developing critical thinking and problemsolving skills by using problem identification to frame, analyze, and solve problems (realworld casestudy situations)
* Strengthening interpersonal and collaborative skills through group work that includes teamwork, leadership, and a respect for diverse perspectives
* Strengthening selfdirectional skills that include setting and meeting high individual standards, and demonstrating personal responsibility and accountability
Teaching Methods:
A variety of teaching methods and techniques will be used throughout the semester. Teaching methods to be used include but are not limited to the following:
* Lecture/note taking – most lectures include PowerPoint. Note taking in this class is important since a textbook is not used and therefore students must rely on their notes for references to concepts presented in class. In addition, each chapter test allows for a limited amount of time of "open notes" to help students with their score and reward those that diligently took notes during class
* Cooperative Learning (group work) – Allows students to build on subject knowledge by sharing ideas with others as well as developing social skills such as leadership, teamwork, verbal skills, and a tolerance and appreciation for diverse perspectives
* Step by step instruction of all new concepts with students working along on their own computers
* Skills Review exercises to practice all new concepts learned in the unit and reinforce concepts learned in previous units
* Independent challenge projects that require critical thinking and application of unit skills. Challenges increase in difficulty.
* Real life independent challenge projects in which students will apply skills learned to create documents that will help them in their everyday lives
* Creation of a digital portfolio for a fictional business that demonstrates all application skills learned by creating a variety of documents used in a typical business environment
Standards:
Since Illinois state standards do not exist for this course, the following standards are applied to all lessons:
* Sections of the Official standards for the Microsoft Office Specialist Exams for Microsoft Word, Excel, and PowerPoint 2010 which can be found at the following links:
* Microsoft Word: https://www.microsoft.com/learning/enus/exam77881.aspx
* Microsoft PowerPoint: https://www.microsoft.com/learning/enus/exam77883.aspx
* Microsoft Excel: https://www.microsoft.com/learning/enus/exam77882.aspx
* International Society for Technology in Education Standards (ISTE) for Students
Unit Themes (Table of Contents)
Agreed Upon Assessments
Forms of assessments may include but are not limited to:
* Objective tests
* Skills Analysis Tests: Production tests demonstrating specific unit skills acquired
* Individual Projects/Group Projects
* Presentations
* Research Assignments/Projects
* Classwork/Homework Assignments
Essential Questions:
* How can documents be formatted and organized to effectively communicate ideas and data using Microsoft Office tools?
Affirmation Statements:
Students will be able to:
* Format text with various fonts using the Home tab, Mini toolbar, and Font dialog box
* Copy formats using "Format Painter"
* Change line and paragraph spacing using the Home tab, Paragraph dialog box, keyboard shortcuts
* Align paragraphs using the Home tab, Paragraph dialog box, and keyboard shortcuts
* Change character scale and spacing between characters
* Align text vertically using tabs
* Align text horizontally with indents using the drag method on the horizontal ruler and the Paragraph dialog box
* Add bullets and numbering
* Customize bullets and numbering
* Add borders and Shading and trim shading using indents
* Add a clip art to a document, position the clip art in a document and add text wrapping and a style to a clip art
* Create a "Drop Cap"
* Personal self assessment/aptitude test of strengths and weaknesses using Word
* Intro Unit Quiz
* Objective Unit test
* Individual skills assessment assignments
- Quest Specialty Travel
- Town of Arlington EDA Report
- Table of Contents
- Team Memo document
- Team Roster document
- Membership Drive document
* Unit skills analysis test
* Portfolio/Research Assignment: Create a Table of Contents
Essential Questions:
* How to create a document with a title page, watermarks, headers/footers, tables
* How to use the Microsoft object, 'Microsoft Graph Chart" to create a chart from the data in an embedded table
* How to insert a table, draw a table, and format a table in a document
Affirmation Statements:
Students will be able to:
* Border and shade a paragraph
* Insert and format a SmartArt graphic
* Modify and format a Word table
* Sum columns in a table
* Insert a watermark
* Insert a section break
* Insert headers and footers
* Create a chart from a Word table
* Add picture bullets to a list
* Create and apply a character style
* Draw a table
* Insert a Word document in an open document
* Objective Unit test
* Individual skills assessment assignments
- Charity Auction
- Auto Care
- Deli Express
- Expenses Breakdown
- Wide Eye Java
- Mystery Writer Flyer
- School Referendum Document
- Unit skills analysis test
* Portfolio/Research Assignment: Create a Title page and Report including a table and chart
Essential Questions:
* How can a document be divided into multiple sections that can each be formatted differently?
* How to divide a document into columns?
* How to insert, crop, rotate an image and make the image a free floating image?
Affirmation Statements:
Students will be able to:
* Identify the Elements of an Excel Workbook
* Enter text and numbers
* Create simple formulas using manual entry and functions to perform various calculations within cells
* Copy the contents of a cell to a range of cells using the "fill handle"
* Format cells in a worksheet
* Create a chart from data in the worksheet
* Change the worksheet name and tab color
* Preview and print a worksheet
* Correct errors in a worksheet
Common Assessments (May include all or some of the following):
* Objective Unit test
* Individual skills assessment assignments
- Savvy Shopper Newsletter
- Eleventh Frame Newsletter
- Shutterbug Newsletter
- School Spirit Week Newsletter
- Classroom Chatter Newsletter
- Menu: Blue Chair Catering
* Unit skills analysis test
* Portfolio/Research Assignment: Create a Newletter
Essential Questions:
* How to create and format a spreadsheet using Excel?
* How to create simple formulas to perform calculations in Excel?
* How to print an Excel spreadsheet?
Affirmation Statements:
Students will be able to:
* Format text with various fonts using the Home tab, Mini toolbar, and Font dialog box
* Copy formats using "Format Painter"
* Change line and paragraph spacing using the Home tab, Paragraph dialog box, keyboard shortcuts
* Align paragraphs using the Home tab, Paragraph dialog box, and keyboard shortcuts
* Change character scale and spacing between characters
* Align text vertically using tabs
* Align text horizontally with indents using the drag method on the horizontal ruler and the Paragraph dialog box
* Add bullets and numbering
* Customize bullets and numbering
* Add borders and Shading and trim shading using indents
* Add a clip art to a document, position the clip art in a document and add text wrapping and a style to a clip art
* Create a "Drop Cap"
* Personal self assessment/aptitude test of strengths and weaknesses using Excel
* Objective Unit test
* Individual skills assessment assignments
- Music Store Spreadsheet
- Kona's Coffee Spreadsheet
- College Costs Spreadsheet
- Xbox Spreadsheet
-
Jazz Concert Spreadsheet
- Unit skills analysis test
* Portfolio/Research Assignment: Create/Format a spreadsheet using an embedded chart with simple formulas
Essential Questions:
* How to create complex formulas in Excel?
* How to apply 3D effects to charts?
* How to format the vertical/horizontal axis of a chart?
* How to manipulate data using multiple spreadsheets?
Affirmation Statements:
Students will be able to:
* Work with multiple spreadsheets
* Create complex formulas to perform calculations in Excel
* Create charts in 3D
* Format the vertical and horizontal axis of charts
* Use colors, patterns, and pictures to create charts
* Use the internet to research data to create a spreadsheet and accompanying charts
Common Assessments (May include all or some of the following):
* Objective Unit test
* Individual skills assessment assignments
- Sports Connection Budget Spreadsheet
- Total Request Live Spreadsheet
- Comic Book Spreadsheet
- Weekend Movie Box office Project with Spreadsheet
* Unit skills analysis test
* Portfolio/Research Assignment: Create bar and pie charts using 3D effects for the data in Excel portfolio project 1
Essential Questions:
* How do you sort data in a spreadsheet?
* How is conditional formatting used to manipulate data?
* How is the "If" function used to aid in the decision making process?
* How is "Whatif" analysis used to analyze data?
Affirmation Statements:
Students will be able to:
* Sort data in a spreadsheet
* Freeze rows and columns in a spreadsheet
* Using conditional formatting to organize data
* Rotating text and adding text on multiple lines within a cell
* Differentiate between an absolute and relative cell reference
* Use the "If" function in a spreadsheet to aid decision making
* Renaming and reordering multiple spreadsheets in a workbook
* Using "Whatif" analysis to analyze data in a worksheet
* Objective Unit test
* Individual skills assessment assignments
- Modern Music Shops Spreadsheet
- Chicago Bulls Stats
- Gap Payroll
- Stock Club
- Dinah's Candle Depot: Modifying a Weekly Inventory Worksheet
* Unit skills analysis test
* Portfolio/Research Assignment: Performing a Whatif Analysis
Essential Questions:
* How to create and format a slide presentation?
* How to insert and format pictures and clip art into a presentation?
* How to apply transitions to a presentation?
* How to apply a design theme to a presentation?
* How to print a presentation?
Affirmation Statements:
Students will be able to:
* Create a presentation with a title slide and multilevel bulleted list
* Select a presentation theme
* Add new slides and change slide layouts
* Insert clips and pictures into a slide with and without a content placeholder
* Move and size a clip
* Format text in a slide
* Duplicate a slide
* Arrange slides
* Apply a slide transition
* Print a presentation
* Personal self assessment/aptitude test of strengths and weaknesses using PowerPoint
* Intro Unit Quiz
* Objective Unit test
* Individual skills assessment assignments
- Identity Theft Presentation
- Snowboarding Presentation
- Ear Presentation
* Unit skills analysis test
* Portfolio/Research Assignment: Create a PowerPoint for the research topic chosen
Essential Questions:
* How to alter an image in PowerPoint?
* How to apply a picture or texture as background to a slide?
* How to change the transparency of a slide?
* How to apply WordArt or SmartArt to a slide?
Affirmation Statements:
Students will be able to:
* Apply a picture as a background to a slide and change the transparency of the picture
* Apply styles and effects to pictures in a presentation
* Apply and format WordArt in a slide
* Apply effect to shapes
* Apply slide numbers and dates to a slide
* Ungroup, modity, and regroup images in a slide
* Change the style and color of a SmartArt graphic
Common Assessments (May include all or some of the following):
* Objective Unit test
* Individual skills assessment assignments
- Science Project Presentation
- Dog Presentation
- Tidal Wave Presentation
- Mythology Presentation
* Unit skills analysis test
* Portfolio/Research Assignment: Adapt the presentation in your portfolio to include elements from the current chapter
Essential Questions:
* How to properly add hyperlinks to a presentation?
* How to add tables and charts to a presentation?
* What are action buttons and how are they implemented to enhance a presentation?
* How to add sound effects and video to a presentation?
Affirmation Statements:
Students will be able to:
* Modify a complete presentation by changing font theme and color theme
* Adding/formatting tables in a presentation
* Adding/formatting charts in a presentation
* Modifying pictures in a presentation
* Adding hyperlinks to a presentation
* Add action buttons linking slides in a presentation
* Insert video in a presentation
* Objective Unit test
* Individual skills assessment assignments
- Nutrition Presentation
- Fitness Presentation
- U.S. Land Presentation
- Dental Hygiene Presentation
- Casey Investment Presentation
* Unit skills analysis test
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Name _________________________________________
Project List for Lord of the Flies
1. One cannot live without food and water, but Ralph gives Jack a hard time about hunting versus the need for building shelter. Likewise, Jack neglects everything other than hunting. Take both the position of Jack and Ralph and present your debate for each side of the argument by making a video of you debating both sides of the paradox.
2. Ralph and Jack have different leadership styles, and they treat the boys on the island in certain ways. Use a Venn diagram to compare and contrast the way they interact with the boys on the island.
3. Any one of the main characters in LOTF can be likened to a current or historical leader. Produce political cartoons for two of the following characters: Ralph, Jack, Simon, Roger, Piggy, Samneric, including an analysis of why your analogy fits the current or historical leader.
4. Hitler wanted to develop a "master race" and used concentration camp prisoners for terrible biological experiments. He felt that intelligence was directly related to external features, such as the size of one's head. Research the facts that influence intelligence. What common indicators did you find? Design a pamphlet that can be used to persuade Hitler that his ideas about intelligence are filled with discrepancies.
5. Why did Ralph make a big deal about having the boys "do their business" downstream? Create a fact tile with information about sanitation and healthy habits.
6. During WWII the lives of people that disagreed with the leaders of the Axis powers (Germany, Italy, Japan, Hungary, Bulgaria, and Romania) were often in peril and many lost their lives because of their beliefs. Find examples that illustrate changes in world leadership that benefit people and the world community, as well as examples of governments that still suppress their people as the Axis powers did in WWII. Is the world a better place since WWII? Design a new law that would bring about what you feel needs to be done to benefit the lives of all people in the world today.
7. Habits and traditions are common in our culture; some stem from religion, and some stem from culture. Perform an original skit, write an original song for poem, or create a mural where you highlight two or more of your family's traditions.
8. Develop a survey and interview several adults (not less than 3) asking their opinion of what they think the world would be like if Germany had won WWII or if Japan had won WWII. Present your findings in a visual form such as a chart, table, graph, etc.
9.
Today we are overwhelmed with information on candidates who are running for public office. Search for ways that people became informed about the candidates in the early 1900's. How is the method of political awareness similar and different from today's measures? Create a compare and contrast photo essay showing ways candidates got their message out in the early 1990's and today. You may draw your pictures or use pictures from magazines, newspapers, Internet, etc.
10. The boys in LOTF supported Ralph's leadership in the book; but switched alliance and supported Jack in the end. Design campaign posters for Ralph and Jack. Make sure your posters illustrate the differences in the two boys' leadership styles and beliefs.
11. Simon and Piggy are different from the other boys on the island. Write an original poem, rap, or song from either Simon or Piggy's point of view about what is happening to the boys on the island.
12. A diary is used to record a person's inner-most private thoughts. Write diary entries as if you were Ralph. Include his feelings and thought about what he would do differently if given the chance. Describe how he felt when he lost his power of being the leader and saw how the other kids supported Jack. Reflect on what he learned from his mistakes and about being a leader. Have Ralph create a plan to regain that leadership role based on what he learned about himself and the others.
13. Research the traits of three famous creative people such as inventors, playwrights, songwriters, artists, scientists, etc. Analyze the various processes used by each in solving problems they encounter while inventing or producing a creative piece in their medium, the insight they drew on and how they used reflection or letting the problem "cook" for a while in their brains before production. Prepare and present an oral report on your findings focusing on the creative thinking processes that you found were common in the creative people you researched.
14. When service jobs (firefighters, police officers, EMTs, etc.) come upon a scene, they must quickly evaluate the situation and think about the proper steps that need to be taken to rectify the situation. Put yourself in the position of the naval officer who finds Ralph and the others. Explain through dialogue how you would find out information from Ralph about what happened and how you would help them deal with the trauma they experienced and escape from the island.
15. Evaluate the symbolism projected by the main characters' personalities and leadership styles. Write an editorial summarizing why you think one boy ended up influencing all the boys still left alive on the island.
16. Two students work together on this project. Each will pick out a small portion of text in which each boy, Jack and Ralph, make their stand for being the leader. Flip a coin and determine who will defend Jack and who will defend Ralph. Each student will create an oral defense for the boy they are defending.
17. Expressing feelings or emotions can be difficult for some people. Writing these feelings own on paper is a therapeutic way for the weight to be lifted without verbally having to explain things. Create a poem of how you think Ralph might be reacting to the situation at the end of the book where Jack and the others are hunting for him and he is rescued by the naval officer.
18. Some people understand situations or scenarios better if they can actually see, in visual mode, the scene or representation of the action. Create a 3-D scale model of the island out of clay, papier mache, salt and flour, or other 3-D medium representing the island that the kids in LOTF have landed on, making sure all key components are included. Develop and include a map key that identifies the major sites of action referred to in LOTF. | <urn:uuid:4c93d32e-a45c-462c-ba01-aa74c319ccb3> | CC-MAIN-2021-43 | http://swaskiewicz.blogs.ccps.us/files/2015/12/Project-List-for-Lord-of-the-Flies.pdf | 2021-10-27T00:27:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00109.warc.gz | 71,247,437 | 1,291 | eng_Latn | eng_Latn | 0.999 | eng_Latn | 0.999087 | [
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HS-PS3-3
Students who demonstrate understanding can:
HS-PS3-3.
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
PS3.A: Definitions of Energy
- At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
PS3.D: Energy in Chemical Processes
Energy and Matter
- Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
- - - - - - - - - - - - - - - - - - - - - - - -
- Design, evaluate, and/or refine a solution to a complex real-world problem based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- Although energy cannot be destroyed, it can be converted to less useful forms — for example, to thermal energy in the surrounding environment.
ETS1.A: Defining and Delimiting an Engineering Problem
- Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary)
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
- Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
| 1 | | | Using scientific knowledge to generate the design solution | |
|---|---|---|---|---|
| | | a | | Students design a device that converts one form of energy into another form of energy. |
| | | b | | Students develop a plan for the device in which they: |
| | | | | i. Identify what scientific principles provide the basis for the energy conversion design; |
| | | | | ii. Identify the forms of energy that will be converted from one form to another in the designed system; |
| | | | | iii. Identify losses of energy by the design system to the surrounding environment; |
| | | | | iv. Describe the scientific rationale for choices of materials and structure of the device, including how student-generated evidence influenced the design; and |
| | | | | v. Describe that this device is an example of how the application of scientific knowledge and engineering design can increase benefits for modern civilization while decreasing costs and risk. |
| | 2 | | Describing criteria and constraints, including quantification when appropriate | |
January 2015
Page 1 of 2
a Students describe and quantify (when appropriate) prioritized criteria and constraints for the design of the device, along with the tradeoffs implicit in these design solutions. Examples of constraints to be considered are cost and efficiency of energy conversion.
3 Evaluating potential solutions
a Students build and test the device according to the plan.
b Students systematically and quantitatively evaluate the performance of the device against the criteria and constraints.
4 Refining and/or optimizing the design solution
a Students use the results of the tests to improve the device performance by increasing the efficiency of energy conversion, keeping in mind the criteria and constraints, and noting any modifications in tradeoffs.
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Your Commissary ... It's Worth the Trip!
THINKING OUTSIDE THE BOX
Hobo Ham and Dumplings with a Fresh Salad
MyPlate is the graphic used to convey what leading nutrition and public health experts recommend as a nutritious and well-balanced eating pattern. Although the graphic has the food groups segmented, having all food items separate is not required for a meal to be "healthy." The actual intent of MyPlate is to encourage Americans to build meals that consist of the correct proportion of each food group. For example, the food on your plate should be mostly fruit and vegetables, 25% grains and about 25% proteins. Ideally, your meals should meet the following:
* Consist of a variety of foods/beverages from each food group, with most of the choices being healthy
* Be mostly (half or more) fruits and vegetables
* Fit into your overall caloric needs
Combination foods such as casseroles, stews, soups, salads, and skillet dinners are not only tasty, economical and quick, they are also an easy way to be sure your meals conform to MyPlate. These foods typically consist of items that are staples in most pantries and freezers and are a great way to incorporate vegetables and lean proteins. To align combination foods to MyPlate, just pay attention to which food groups are used in the recipes and aim to have the amounts be consistent with MyPlate proportions. This means that your protein and grain foods should play a supporting role and your fruits and/or vegetables should take the lead.
This meal uses items that most people usually have on hand and tosses them together to make a quick, tasty, one-skillet meal served with a side of salad for a bit of freshness. Although, this meal features ham and kidney beans, any lean protein, like chicken breast and canned beans can be used. See notes for more ideas.
Directions
1. Cut up 10-12 oz. of ham steak into bite-sized cubes.
2. In a deep pan with a cover, combine one can of stewed tomatoes (any flavor), the cubed ham, 1 ½ cans of drained and rinsed kidney beans and 2 tsp. of chili powder. Stir, cover and cook on medium-high heat.
3. In a bowl, mix 1 cup of the dry biscuit mix with 1/3 cup of skim milk until well blended.
4. Turn the stove up to high heat and bring the mixture to a rolling boil for one minute and then drop the batter (one heaping tbsp. at a time) into the pan. Be sure not to let the dropped batter (dumplings) touch.
5. Turn the stove heat down to medium and cover.
Healthy Food Staple List:
Aim to choose low sodium and no added salt and no added sugar items.
* Low-sodium broth
* Tomato sauce, tomato paste, petite diced and stewed tomatoes
* Canned beans (black, kidney, navy, etc.)
* Brown rice
* Whole-wheat/grain pasta
* Cooking Oil (extra virgin olive oil and/or coconut oil)
* Vinegar (balsamic, rice, wine, and/or apple cider)
* Frozen vegetables (mixed, peppers and onions, broccoli, etc.)
* Heart-smart, dry biscuit mix
* Dried herbs and spices
Serves: 8
of dried basil, a few dashes of garlic powder, and 2 tbsp. of oil. Pour over the salad and toss.
7. Serve each plate with 1/8th of the Hobo dumplings and ¼ of the salad. Top the dumplings with a little sprinkle of shredded cheddar cheese.
NOTES:
* If uncooked chicken or beef is used instead of the ham, be sure the meat is cooked through before adding the dumplings. Try beef tips with black beans and cumin.
* Freeze the leftovers for a microwavable meal that will be ready when you need it.
6. While the dumplings are cooking, make the salad by mixing together 12 oz. of baby spinach leaves, 1 can of drained Mandarin oranges, and ¼ cup of chopped pecans or walnuts. Mix ¼ cup of vinegar (preferably balsamic), 1 tsp.
* Make speedy chicken and dumplings by bringing to boil 32 oz. of chicken broth, 12 oz. (one bag) of mixed vegetables, and some cooked chicken.
* To make MyPlate salads for lunch, top them with the leftover ham and kidney beans.
DISCLAIMER: YOU MAY USE ANY LIKE PRODUCTS OF ANY BRAND IN MAKING THIS HEALTHY CHOICE MEAL. THE PICTURES HERE ARE NOT AN ENDORSEMENT OF THESE PRODUCTS.
FOR ADDITIONAL MEAL SOLUTIONS, PLEASECLICK HEREOR VISITCOMMISSARIES.COM/HEALTHY-LIVING/HEALTHY-EATS.CFM. | <urn:uuid:3356f5a7-0614-40a6-a327-49cb7b2cb766> | CC-MAIN-2017-09 | http://commissaries.com/healthy-living/resources/thinking-outside-the-box/2016/hobo-ham-and-dumplings-with-a-fresh-salad-03-2016.pdf | 2017-02-26T12:17:16Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00594-ip-10-171-10-108.ec2.internal.warc.gz | 57,963,046 | 1,046 | eng_Latn | eng_Latn | 0.997353 | eng_Latn | 0.997353 | [
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Chapter- 4 Agriculture (Part-3)
Technological and Institutional Reforms:
Agrioculture has been practised in India for thousands of years. Sustained uses of land without compatible techno-institutional changes have hindered the pace of agricultural development.
Agriculture provides a livelihood for more than 60% population in India.
The Government of India initiated technological and institutional reforms to ensure the increase in agricultural production. They are
Technological Reforms :
1. The Green Revolution based on the use of package technology and the White Revolution (Operation flood) were some of the strategies initiated to improve Indian agriculture.
2. Introduction of High Yielding Varieties of seeds, chemical fertilisers, insecticides and pesticides.
3. Development of surface and ground water irrigation and rural electrification.
4. Introduction of modern farming tools and equipments like power tiller, tractor, harvestor etc.
5. Special weather bulletins and agricultural programmes for farmers were introduced on radio and television to acquiant farmers with modern farming techniques.
6. In the 1980s and 1990s, a comprehensive land development programme was initiated, which includes both institutional and technological reforms.
Institutional Reforms
1. Collectivisation,consolidation of land holdings, cooperation etc. were given priority by the government after independence.
2. Abolition of zamindari system and land reforms was the main focus of our first five-year plan.
3. Establishment of Grameen Banks, cooperative societies and banks for providing loan facilities to the farmers at lower rates of interest.
4. Provision for crop insurance against drought, flood, cyclone, fire and disease.
5. The government also announces minimum support price(MSP) and remunerative and procurement prices for important crops to check the exploitation of farmers by speculators and middlemen.
6. Kissan credit cards and personal accident insurance schemes introduced.
Green Revolution: It refers to increase in crop production. It is based on package technology which include
i) Use of HYV seeds,
ii) Use of chemical fertilisers, insecticides and pesticides,
iii) Development of surface and ground water irrigation,
iv) Farm mechnisation,
v) Rural electrification, development of rural roads, and storage facilities for crops.
White Revolution: It refers to increase in milk production in the country. It is also calledOperation
Flood. This has been achieved by
i) introducing better breeds Of cattle,
ii) providing them nutritious food,
iii) controlling their diseases etc.
Contribution of agriculture to the national economy, employment and output:
Agriculture has been the backbone of the Indian economy though its share in the Gross Domestic Product has registered a declining trend from 1951 onwards.
1. Share in employment: Agriculture is the largest employment providing sector in India.
About 52%(2010-11)of the total work force was employed by the farm sector.
2. Share in GDP: The share of agriclture in the Gross Domestic Products is only 1.1% (2015-16).
3. Source of raw materials: Agriculture provides raw materials to a large number of agro-based industries in India.
4. Food security: Agriculture ensures food security to people in India.
5. Sorce of foreign exchange: Agriculture is one of the most important sources of foreign
exchange in India. India earns a lot of foreign exchange by exporting agro-products.
Steps taken by the Government to modernise agriculture:
The government of India made concerted efforts to modernise agriculture.
1. Establishment of Indian Council of Agricultural Research (ICAR).
2. Establishment of Agricultural Universities
3. Providing veterinary services and animal breeding centers.
4. Horticulture development.
5. Research and development in the field of meteorology and weather forecast.
Problems faced by farmers in India: Today Indian farmers are facing a big challenge from
international competition because of the following reasons:
a) Reduction in public investment in agriculture.
b) Subsidy on fertilisers is deceased leading to increase in the cost of production.
c) Reduction in import duties on agricultural products.
d) Crop failure due natural hazards like flood, drought, peste attack, cyclone, hail storm etc.
Thus, the growth rate in agricultural sector is decelerating in India and the farmers in India are withdrawing their investment from agriculture causing a downfall in the employment in agriculture.
Food Security: It means availability, accessibility and affordability of food to all people at all times.
1. Food is a basic need and every citizen of the country should have access to food which provides minimum nutritional level.
2. If any segment of our popualtion does not have this access, that segment suffers from lack of food security.
3. The number of people who do not have food security is disproportionately large in some regions of our country particularly in economically less developed states with the higher incidence of poverty.
4. In order to ensure availability of food to all sections of society the Government of India carefully designed a national food security system.
5. It consists of two components (a)buffer stock and (b) public distribution system(PDS)
6. The primary objective of India's food security policy is to ensure availability of foodgrains to common people at an affordable price.
7. The focus of this policy is on growth in agricultural productio and on fixing the support price for procurement of wheat and rice to maintain their stocks.
8. Food Corporation of India is responsible for procuring and stocking foodgrains. The FCI procures food grains from the farmers at the government announced minimum support price.
Bhoodan and Gramdan Movement: This movement was initiated by Acharya Vinoba Bhave(1951).
Mahatma Gandhi declared Vinoba Bhave as his spiritual heir. He also participated in Gandhiji's Satyagraha as one of the foremost satyagrahis.He was one of the votaries of Gandhiji's concept of gram swarajya.
Bhoodan: It means donation of land to landless farmers by the landlords. It is also known as Land Gift Movement.
Gramdan: It means of donation of villages to landless by zamindars and owners of the villages. Many land-owners chose to provide some part of their land to poor farmers due to the fear of land ceiling act.
This Bhoodan-Gramdan movement is also known as the Blood-less Revolution because not a single drop of blood was shadded in this movement. The zamindars and land owners willingly donated their land and villages to landless villagers.
Impact of Globalisation on Agriculture: Globalisation means integrating the economy of the country with the world economy. Under this process, goods, and services along with capital, labour and resources can move freely from one nation to another.
Under globalisation, particularly after 1990, the farmer in India have been exposed to new challenges. They are
1. Despite being an important producer of rice,cotton,rubber, tea, coffee, jute and spices our agricultural products are not able to compete with the developed countries. This is because of the highly subsidised agriculture in those countries.
2. Reduction in public investment in agriculture.
3. Subsidy on fertilisers is deceased leading to increase in the cost of production.
4. Reduction in import duties on agricultural products.
5. Debt-trap and farmers suicides.
Measures that can be taken to overcome these problems:
1. The impacts of globalisation prompts the need for making Indian agriculture successful and profitable by improving the conditions of small and marginal farmers and countering the negative effects of Green Revolution.
2. Introduction of Genetic engineering may be benificial in India. Genetically modified crops have higher productivity, resistant to pests and insects, require less water etc.
3. We must emphasis on organic farming which reduces exposure to pesticides and chemical fertilisers and conserves soil and water.
4. Indian farmers should diversify their cropping pattern from cereals to high-value crops. This will increase incomes and reduce environmental degradation simultaneously.
5. India's diverse climate can be harnessed to grow a wide range of high-value crops like fruits, medicinal herbs, flowers, vegetables, bio-diesel crops (jatropha & jojoda) which require less water. -o0o-
Geography Assignment: 7
5.
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KNITTING A PAIR OF PANTS FOR YOUR MONSTER
The NSPCC runs a "Pants Programme" teaching young children to understand about privacy and thereby helping to prevent child abuse. Please see the link:
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/
PANTS FOR THE MONSTERS
This pattern kindly donated to Knit-for-Nowt by Colette, who, as well as being a knitter, also works with children.
Adapt this pattern for different sizes, can be any size as long as not huge!
DOUBLE KNIT (DK) YARN on size 4 mm (size UK 8) needles in colours of your choice – if making them for your own monster then you could match the colours, or pick out one of them, or if just knitting a set of pants to send in, a good variety of different colours would be helpful, and they can be stripy or plain according to your preference:
Cast on 26 sts and work 6 rows of rib (knit 1, purl 1)
Change to stocking stitch (SS)
Work 16 rows in SS.
Cast off 8 sts at the beginning of next 2 rows
Knit 2sts together twice at the beginning of next 2 rows
Work 2 rows (one is knit and one is purl)
Staying in SS increase 2 sts at the beginning of next 2 rows
Increase 8 sts at the beginning of the next 2 rows
Work 16 rows in SS
Knit 6 rows of rib (knit 1, purl 1)
Cast off
Sew side seams
CHUNKY YARN on size 6mm (size UK 4) needles
Cast on 20 sts and work 4 rows of rib (knit 1, purl 1)
Change to Stocking Stitch (SS)
Work 16 rows in SS
Cast off 7 sts at the beginning of next 2 rows
Knit 1 row
Purl 1 row
Staying in SS increase 7 stitches at the beginning of next 2 rows
Work 16 rows in SS
Knit 4 rows of rib (knit 1, purl 1)
Cast off
Sew side seams
Please don't attach the pants to your monster, as they are knitted they will stay put quite well and the child needs to be able to dress and undress the monster.
Please see further patterns for knitted pants on the next page – choose whichever pattern you want, as we have monsters of all different shapes and sizes! You are of course welcome to use your own pants pattern if you prefer, however, due to the flat shape at the bottom of most of our monsters it's best if you don't make the leg holes too graded upwards (not high rise!) – flatter is better. Thank you.
AN ALTERNATIVE PATTERN FOR PANTS FOR THE MONSTERS
Kindly donated to Knit-for-Nowt by Una O'Malley
This knitting pattern is for pants for worry monsters. The pants are knitted as one piece, so there are only 2 side seams to sew up. There are two sizes; small and large. The small size fits our standard 15 inch monsters.
You will need
one pair of 4mm knitting needles
double knit (dk) yarn in colours of your choice – if making them for your own monster then you could match the colours, or pick out one of them, or if just knitting a set of pants to send in, a good variety of different colours would be helpful, and they can be stripy or plain according to your preference:
- Approx 8 g (small pants)
- Approx 10 g (large pants)
SMALL PANTS
cast on 27 stitches work 6 rows knit one purl one rib
work 14 rows stocking stitch [commencing with a knit row and ending with a purl row]
cast off 10 stitches at the beginning of the next 2 rows [you will have 7 stitches on your needle] knit 2 stitches together, knit 3, knit 2 stitches together [you will have 5 stitches on your needle]
purl 5 stitches increase in first stitch, knit 3, increase in last stitch [you will have 7 stitches on your needle]
cast on 10 stitches at the beginning of the next 2 rows [you will have 27 stitches on your needle]
work 14 rows stocking stitch [commencing with a purl row and ending with a knit row]
work 6 rows knit one purl one rib cast off 27 stitches
LARGE PANTS
cast on 33 stitches work 6 rows knit one purl one rib
work 18 rows stocking stitch [commencing with a knit row and ending with a purl row]
cast off 12 stitches at the beginning of the next 2 rows [you will have 9 stitches on your needle] knit 2 stitches together, knit 5, knit 2 stitches together [you will have 7 stitches on your needle]
purl 7 stitches increase in first stitch, knit 5, increase in last stitch [you will have 9 stitches on your needle]
cast on 12 stitches at the beginning of the next 2 rows [you will have 33 stitches on your needle]
work 18 rows stocking stitch [commencing with a purl row and ending with a knit row]
work 6 rows knit one purl one rib cast off 33 stitches
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Change Islands, Newfoundland & Labrador
Stages and Stores Restores Historic Torraville Fishing Stage and Cottage
The Stages and Stores Initiative:
The small historic outport community of Change Islands was devastated by the closure of the North Atlantic cod fishery. With an unemployment rate over 40 per cent, the area's greatest export was its people, who left to find work elsewhere. Another export market began to develop for salvaged materials from heritage fisheries architecture, and the community of Change Islands began to see its heritage literally disappearing off the piers.
"My wife Maureen Woodrow and I purchased a 100 year old saltbox house in Change Islands in 2000. One day, we were looking across the tickle at a beautiful, hundred year old, three-story, red ochre fishing stage being dismantled for its used lumber and realized what we had to do to create both employment and restore the heritage fishing properties – we started the Stages and Stores enterprise" - Herbert Bown, President.
In 2002, Stages and Stores bought the Torraville fishing stage and residence – the fishing stage was in grave need of repair and would have collapsed in a year or two if not repaired; the residence had fallen into a rather dilapidated state; and the wharf had been completely destroyed. The residence and fishing stage was restored and the ferry wharf rebuilt to heritage restoration standards and guidelines. The new wharf provides a central docking facility for sailing and power boats visiting the community.
The project was undertaken by the Change Islands Stages and Stores Heritage Foundation supported by the Heritage Foundation of Newfoundland and Labrador with additional assistance from Human Resources Development Canada (HRDC). The project was approved and supported by the Town Council of Change Islands and all construction material was purchased through local companies and all the restoration labour activities were performed by four local residents creating much needed employment to help offset the closure of the cod fishery.
The Torraville Property (Cottage and Fishing Stage), Change Islands was designated a Registered Heritage Structure on May 2, 2004 by the Heritage Foundation of Newfoundland and Labrador. The Newfoundland Historic Trust also, presented the Southcott Award to the Stages and Stores Heritage Foundation for the restoration of Walter Torraville's Fishing Stage and Ferry Terminal. Both
"We would like to thank you for establishing a Heritage Foundation for the preservation of our historic stages and stores. You are to be commended for taking this initiative for showing such an interest in our community. Your new business is a wonderful way to promote our community" - Town of Change Islands.
structures have also been included in the Newfoundland and Labrador's Provincial Register of Historic Places.
The residents of Change Islands have responded very positively during and after the restoration of the Walter Torraville Property. Many individual resident small projects continue to be undertaken to restore/repair and paint existing structures (stages, stores, wharfs, flakes, outhouses, etc.) in the community. We have well over 200 stages and stores on the islands, many of which are still in use – so much work still needs to be done. Many residents of the Town expressed their pleasure to see Walter Torraville's fishing stage & ferry terminal, one of the oldest structures in Change Islands, being restored – especially given the historic significance of the fishing stage being the town's first ferry terminal.
"Walter J. Torraville (referred to as "WJ") was a merchant who built his house on this property around 1900; it is likely he built the stage also around that date. His business was located just to the east of this stage (near the current slipway which is now on the east side of the existing bridge/causeway). Although WJ was not a fish merchant, he did collect and buy cod liver oil for a good number of years from this stage. You can still smell the oil in the floorboards. The stage had flakes and board walkways on the east side connecting to another store that he had there." From a conversation on March 5, 2003 with Eric Bown of Change Islands, born in 1925.
Who was involved?
* Heritage Foundation of Newfoundland and Labrador [www.heritagefoundation.ca; 709-739-6592] The Foundation, an invaluable source of information for historic restoration, supports and contributes to the preservation and restoration of buildings of architectural or historical significance. It operated many programs (e.g. the Fisheries Heritage Preservation Program, funding assistance, advice and guidance, standards and guidelines)
* Newfoundland Historic Trust [www.historictrust.com; 709-739-7870] Restoration projects, Southcott Award, publications, etc.
* Human Resources Development Canada (HRDC) [www1.service Canada.gc.ca; 1-800-622-6232] Funding assistance
* Association of Heritage Industries Newfoundland & Labrador [709-7384345] Training and workshops
* Parks Canada [www.historicplaces.ca and www.pc.gc.ca; 1-866-632-6183] Standards and Guidelines for the Conservation of Historic Places in Canada
* Department of Canadian Heritage [www.pch.gc.ca; 1-866-811-0055] Capacity building for heritage organizations
* Newfoundland & Labrador Department of Tourism, Culture and Recreation [http://www.newfoundland-labrador.com; 709-729-0659] Funding programs, advice and guidance
* Stages and Stores Heritage Foundation, Inc. [www.stagesandstores.com; 613-233-3040 or 709-621-5555] Restoration and preservation of the unique fishing heritage
buildings of Change Islands
* Town of Change Islands [www.changeislands.ca; 709-621-4181] Advice and guidance
The Project by the Numbers
* Federal funding: Human Resources Development Canada – $13,800
* Provincial funding: Heritage Foundation of Newfoundland and Labrador – $5,000
* Stages and Stores Heritage Foundation, Inc. Funding – $3,000
* Private funding: Owners – $14,200
* Funding Distribution: Labour – $20,000; Materials – $16,000
* Work Time Allocation: 40 weeks over 2 years
* Workload: 4 local residents over 2 summers
What Makes the Project Special?
(1) Architectural Features: Both the Walter Torraville fishing stage and the cottage structures have a very unique "round" roof design. The cottage is the only one of its kind on Change Islands built as a bungalow (cottage) in the early 1900s. Also, the cottage sun porch design is quite unique and beautiful in its simplicity. The "round" roof on the Torraville fishing stage is unique for a fishing stage and is the only single story fishing structure of its kind left standing in the community.
(2) Significant Person: Fred Chaffey, who still lives on Change Islands for at least six months a year, was instrumental in establishing the first freight and ferry service and terminal at the Walter Torraville fishing stage on November 18, 1968. Also, Fred operated the first ferry service between the South End of Change Islands to Farewell on the December 9, 1979 and ran it until June 1988. Fred is a respected icon in the community of Change Islands and is a tremendous source of historical and cultural information about the town, its people and significant events.
(3) Historically Significant Event: The Torraville fishing stage and wharf is of significant heritage merit because it was the first ferry terminal building on Change Islands running between Cobbs Arm, New World Island and Change Islands from November 18, 1968 to December 8, 1979. The crossing time from Cobbs Arm to Change Islands, when weather conditions permitted, could take about 1 hour and sometimes a complete day. The first trip of the first modern ferry from the South End of Change Islands to Farewell took place on December 9, 1979 – it was also operated by Fred Chaffey and ran until June 1988. The current modern ferry, the Earl W. Windsor can accommodate 70 vehicles and crosses from Farewell to Change Islands in about 20 minutes.
(4) Cultural Political, Economic Context: The establishment of the first freight and ferry service linking Change Islands to the mainland of the island of Newfoundland had an immediate and long lasting effect on the cultural, political and economic well-being of Change Islands. The sense of isolation was alleviated forever having both positive and negative impacts on most facets of the lives of all residents of the community. The community and the province benefit from the creation of local employment (two local residents and a summer student), the contribution to the growth of the tourist industry bringing much needed additional commerce to the town, the promotion of the restoration and maintenance of heritage structures, and the creation of addition employment for local residents who provide the arts and crafts sold in the Burgundy Squid Café and Craft Shoppe.
(5) Landmark: The site of the Torraville fishing stage and cottage has been an important landmark in the Town of Change Islands for over one hundred years. Now with the restoration of the 100 year old Torraville fishing stage and wharf (ferry terminal), this important structural landmark so illustrative of the bygone cod fishery and the first freight and ferry link from Change Islands to the mainland of Newfoundland can once again remind both citizens and visitors to Change Islands of its importance and significance to both their past and future cultural and economic endeavours.
(6) Creative and adaptive re-use of the buildings (fishing stage and residence): Since 2004, the Walter Torraville fishing stage has served as the headquarters for the Stages and Stores enterprise and operates the Burgundy Squid Café and Craft Shoppe. The Torraville residence (cottage) is now a rental vacation facility (the Torraville Heritage Cottage) made available to meet the needs of long term vacationers to Change Islands who are interested in learning vacations, marine hiking trails, and the islands beautiful historic heritage fishing premises, private houses and public buildings. Customers have responded well by visiting the Burgundy Squid Café and Craft Shoppe to relax and talk, enjoy the boating activity in the Main Tickle, watch the children swim and dive, and partake of good café food made and served by local residents. They also help support the on-going activities of the Stages and Stores heritage restoration projects throughout the town.
(7) Community Survival: The Walter Torraville's fishing stage and ferry terminal is of great significance to the history of the Town of Change Islands, to all residents of island communities, and to the province and country as a whole. It will help portray the unique way of life of island
residents and hopefully bring attention to the difficult times currently being experienced by the rural and remote parts of the province.
We believe that Walter Torraville's fishing stage and ferry terminal is of great significance to the history of the Town of Change Islands, to all residents of island communities, and to the province and country as a whole. It will help portray the unique way of life of 'island' residents and hopefully bring attention to the difficult times and special difficulties currently being experienced by the rural and remote outport parts of the province.
Project Contacts
* Stages and Stores Heritage Foundation, Inc. [www.stagesandstores.com; Herbert Bown at 613233-3040 or 709-621-5555]
* Heritage Foundation of Newfoundland and Labrador [www.heritagefoundation.ca; Dale Jarvis at 709-739-6592]
* Human Resources Development Canada (HRDC) [www1.service Canada.gc.ca; 1-800-622-6232]
* Town of Change Islands [www.changeislands.ca; Town Clerk at 709-621-4181] | <urn:uuid:069a372b-f34b-463d-9215-9ee8e927d280> | CC-MAIN-2017-09 | http://register.heritagefoundation.ca/media/737/success-story-torraville-stage.pdf | 2017-02-26T12:21:21Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00593-ip-10-171-10-108.ec2.internal.warc.gz | 211,762,291 | 2,423 | eng_Latn | eng_Latn | 0.989146 | eng_Latn | 0.995147 | [
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Proposal for the Sayre School Historical Archaeology Project at Waterwild Farm
Historical Background
The house now known as Waterwild Hall was built sometime in the 1830s. It is a brick, Federal style I-house with an L-addition on the rear. There remains some evidence to suggest that this may have been the second house to occupy this site or perhaps that materials from an earlier structure located elsewhere were used for constructing Waterwild Hall. The house was remodeled in the 1850s, adding some Greek Revival features, including the Tuscan-columned front porch. At this time nothing is known about the earliest owners.
An 1861 map of Fayette County shows the property was owned by Mrs. Offutt. By 1877 the house had been sold to Dr. Joseph Bryan, a prominent Lexington physican. At that time the property was called Short Horn Farm, or the Bryan Place.
In the 1880s the house and 3,000 acres were acquired by Alexander Carrick of Georgetown (great-great grandfather of the current owner). He named the house Waterwild Hall. At the time, the farm was bounded by Russell Cave Pike to the east, Carrick Pike to the north, and Mr. Horeb Pike to the west. Upon Alexander Carrick's death, the farm was divided among his three sons Thomas, Oscar, and Dr. Robert Lee Carrick. Dr. R.L. Carrick inherited the smallest portion of the farm but retained the ownership of the house.
Waterwild Hall is currently owned by James K. Millard, father of Caroline Carrick Millard who attends Mrs. Janie Cowgill's Fourth Grade class at Sayre. Mr. Mallard and his wife, Madelyn, started renovations in 1992, beginning with the rear portion of the house, retaining or replicating as much of the original style and materials as possible.
Research Orientation
All archaeological investigations are focused on the attempt to answer questions about a site. These are termed "research questions" and guide the investigation strategy of the archaeologists. This archaeological investigation and the associated research questions are preliminary. The questions are designed for children of the 4th grade and are basic, yet important.
Research Question 1: What was the spatial layout of the farm? Where on the farmstead did the everyday activities, such as smoking meat, washing clothes, and dumping household trash occur? Are there old buildings, such as a detached kitchen, smokehouse, chicken coup and outhouse which may be located through archaeological investigation? The archaeological investigation will use methods that have been developed to answer these questions.
Methodology:
1. The use of small "shovel tests" to search for and recover artifacts indicative of structures and farm complex activities.
2. The use of computers to quantify and depict the patterning in recovered artifacts.
Research Question 2: What is the age of the farmstead and the associated structures, as determined through archaeology? Are the historical records correct?
Methodology:
1. Use artifacts recovered in shovel tests in the house yard area.
2. Date the artifacts to determine the "age of the occupation."
Answering these questions will provide the archaeologists with basic information about this historic site. This information is then used to determine what other important questions might be answered with additional research. For example, we might ask if the remains of a structure served as a slave quarter. If so, additional investigations may yield information on the lives of the slaves. Are structural remains associated with a detached kitchen? If so, archaeologists can ask questions about the diet, and the associated health, of the occupants of the main house. New research questions and methodologies are developed as new information becomes available.
Proposal
We propose that the project be divided into five parts: yard testing, artifact washing and identification, student analysis of artifacts, group discussion of findings, and possible future research. Students will be divided into task groups of no more than four students per group. Estimates are based on three classes of fifteen students per class, or a total of four task groups per class, twelve task groups total.
Part 1‐ Yard Testing
CRA personnel:
Dr. Hank McKelway Trina Maples Tressa Brown Anne Furgason Julie Lacy
Ideally, we would like to have six to twelve additional supervisory personnel provided by the school in the form of teachers and parents (optimum, one per task group; necessary, one for every two task groups)
CRA provided equipment:
Gas auger
Laser transit
Pin flags
50 meter tape
100 meter tape roll of plastic
paper bags sharpies
5 – 3 meter tapes (one per supervisor)
5 – notebooks & pencils (one per supervisor)
12 screens 3 shovels 2 cameras; 1 B&W, 1 color film first aid kit
Student provided equipment:
Gardening gloves – 1 set per child (these are necessary) Wear old clothes and shoes (white stuff will get dirty)
Notes Concerning Yard Testing: Prior to the arrival of students, a datum will be established, and a grid laid out. Using an EM38 remote sensing devise, potential "hot spots" will be identified and flagged for auger borings. These are places where a structure may have been in the past, but is now only identifiable through archaeological testing. Systematic auger borings (approximately 50) will be placed at 10 m intervals across selected yard areas. Auger borings will also be placed in areas identified by remote sensing to be the possible locations of structures or activity areas (approximately 15-20). All auger borings will be completed before the arrival of the students. The grass will be removed first in the form of a divot, in order to replace it after the testing is completed. Plastic will be placed around the hole to catch the dirt and to facilitate returning the dirt to the hole after examination. Bags will be at each auger boring with all provenience information written on the bag.
Before the students arrive on the site, teachers should give a brief history of the property and prepare students to discuss with the archaeologists what they might expect to find. In this case we are examining a large farm that was built in the days before grocery stores and laundromats. Site inhabitants would have been fairly self sufficient. Teachers should discuss with their class what would be needed in those days to maintain and feed a large farm household, both immediate family and slaves. Structures or "outbuildings" for a large farmstead with slaves would include slave quarters, a detached kitchen, a smokehouse, a wash house, chicken coops, privies (outdoor toilets), etc. Students should come generally prepared to participate in a group discussion with archaeologists prior to testing. Information will be provided by CRA in the form of a Teacher's Packet.
Also prior to arrival on the site, teachers should divide their students into the task groups they will stay in for the entire project. Each task group should consist of no more than four students. This will cut down on confusion once the students arrive on site.
When the students arrive, there will be a general discussion with the archaeologists about 1) site etiquette and safety (remind students this is a REAL archaeological investigation and they are expected to act accordingly), 2) a discussion of the architectural house details and what they can tell us, 3) the general principle of yard testing on a grid pattern and artifact distribution (what are we trying to find and why), as well as, other possible research questions that archaeologists attempt to address, and 4) the mechanics of the actual testing (carefully going through the dirt for artifacts and the fact we are just sampling the artifacts, measuring the depth of the hole, noting any unusual features or stratigraphy in the supervisors notebook, and returning the dirt to the hole).
Each class will be assigned an area of the yard in which to work. That way we can keep each class together. One supervisor (professional archaeologist) will be assigned to each class, with two floating supervisors. Each supervisor will be in charge of an area of yard. Unless something really interesting shows up and everyone is invited to come see, it is advisable for teachers and parents to keep their groups in their assigned area, cutting down on site confusion.
Prior to departure of each class, students will get together with the professional archaeologists and discuss what they have found and what they think it might mean.
Part 2 – Artifact Washing and Identification
CRA personnel:
Dr. Hank McKelway – afternoon
Trina Maples – all day
CRA provided equipment:
scales (ask school if they have 3 digital metric or metric balance beam scales)
digital calipers laptop computer
flats strainers
Student provided equipment:
1 old toothbrush per child (stress this brush is NEVER to be put into their mouth again)
1 plastic or metal large mixing bowl or small tub (for washing artifacts)
large strainer, if possible plastic zip-lock baggies (they can be the generic kind)
permanent marker (sharpies)
wear old clothes (you will get wet and dirty)
Notes Concerning Washing and Artifact Identification. Students will form into the same task groups they were assigned for the on site phase. Ideally each class will wash and catalogue the bags of material they excavated. However, some holes may come up empty and it may be necessary to divide the bags between a class. This way students will still be working with the artifacts recovered from the yard area they investigated.
Before we start washing, there will be a brief lecture on lab etiquette, procedure and how to wash an artifact. Students will then break up into their task groups and start washing. It would be helpful if the students were asked to bring an old toothbrush from home, and parents were asked to provide a plastic wash tub or large mixing bowl. Past experience has proven, students who have to share too much tend to get testy. They do better when able to maintain some amount of personal space. After washing, each bag of artifacts will be placed in its own drying flat.
Teachers need to be aware that we need easy access to water and easy access to the outside of the building for dumping dirty water. Maintenance people would not appreciate us clogging up their drains. We can take several strainers, as well as, asking students to bring large strainers from home, and strain the water instead of having a strainer in each wash tub.
The next step is artifact identification. As this is can be complicated at best, we have decided to simplify the process by breaking the artifacts down into gross categories by functional artifact groups. Instead of trying to teach ceramic identification, all ceramics will be lumped together, all bottle glass will be lumped, etc. Dates will be derived from nails and window glass. Although we will not teach the students ceramic identification we will take a type collection with us and explain it and other methods of dating a site.
Students will then be directed to divide their bag into these major artifact groups and then work on subdividing these groups into the different artifacts. For each provenience we will provide a data sheet that already has these groups and likely artifacts listed, along with room to write in miscellaneous artifacts, so that students only have to count what they have found and write in the number. A scale will be taken along, or perhaps the school can provide one, so that the coal, clinker and brick fragments can be counted, weighed and discarded, by the students. We will also take a pair of calipers to measure the window glass and the sheet we use to date the window glass.
Next student data sheet information will be entered into the SURFER computer program, so that maps of the artifact distributions can be generated. That way each group can have their own set of maps in order to do their analysis. In addition, students can see one way archaeologists use computer technology in their work.
If we can be given the entire day, we should be able to wash, identify the artifacts, and enter the data into SURFER in one day
The artifacts need to be left to dry in their flats for a day or two, and should be stacked in some out of the way corner. Each drying tray should contain the data sheet with all the provenience information and the names of those in the task group, so the task group can relocate their artifacts later.
Before the end of the day the professional will explain to the students the next steps involved in the analysis. Teachers will, of course, have to go over this again, but it would probably be best if the archaeologist went over the next tasks, in case there are any questions and to prepare the students for the job ahead.
Part 3 – Student Analysis
This part of the process is to be accomplished by the students and teachers, without the aid of any of the professional archaeologists. We suggest a week be allotted for this, so the students have plenty of time to accomplish the required math, to think, and to write.
The first thing that needs to be done, is to rebag the clean artifacts in zip lock sandwich bags with the provenience information. Again each task group should be responsible for the artifacts they washed and identified. Remind students to print NEATLY. Teachers will be given instructions on what information is to be included and the order in which the information should be listed. This can be accomplished easily by using preprinted note cards that ask for specific information. Once completed, the cards can be slipped into each of the bags containing artifacts. If each student brings a couple of zip-lock baggies from home, there should be plenty to do the job.
Students will use their SURFER maps to locate "hot spots" of architectural vs. domestic remains to attempt to locate structures and/or activity areas. Is there a structure ? Is it domestic ? Is the area associated with any specific activity ? Using the flat glass measurements and the dating chart, as well as nail dates, a general age for the area investigated by each class can be determined. This is done by using the normal math formula for determining means.
The last thing the students need to do is write up their results, using the SURFER maps and mean dates. Analysis can be done either in task groups or as individuals. Students can also try to reach some conclusions about structure use based on the artifacts they found. This should be a fun exercise, stressing there is no right or wrong answer, only an opinion based on the facts (that is science).
Remember, professionals have a hard time with this too. These results can be included in our report to the landowner.
Part 4 – Group Discussion of Findings
CRA personnel:
Dr. Hank McKelway
Trina Maples
The last step of the process, will be for the professional archaeologists to go back to the school and discuss with the students their results. Students should be prepared to give a short oral presentation of their findings. Perhaps a spokesperson for each class (i.e. area of yard tested) would be best. This can be done with all three classes at one time and shouldn't take much more than an hour or so. After the presentations, the professional archaeologists will discuss the results, making suggestions and talking about site complexity and sampling strategies and how they affect our conclusions.
Part 5 – Future Research
Depending upon the results of fieldwork, future research could be designed for Middle and Upper School students. Because the archival information is quite weak at this time, selected students could pursue the written record by completing research into primary and secondary sources. Perhaps the Upper School history department might be interested in developing an historic context for the Bluegrass Region as a whole and for Waterwild specifically. Not only would it be useful to develop this overview but site specific knowledge of the site using agricultural, tax and census records would be helpful as well. What is the chain of title? When did the property change hands? How many slaves were owned by each landowner prior to the Civil War? What products were raised and sold, and in what quantities?
Other field work opportunities could also be explored. For example, if the patterning of artifacts or the remote sensing data suggests the location of slave quarters, this locality (and others) could be investigated further by the excavation of a limited number of 1 meter x 1 meter test units. Middle and Upper School student protocols could be developed to guide appropriate analyses and methodologies for drawing inferences and conclusions from the data available.
Part 6 – Reporting and Curation
Upon completion of field work and classroom sections of the Sayre School fourth grade archaeology project, a complete and formal report will be prepared by Cultural Resource Analysts, Inc. This report will include not only the analysis of the professional archaeologists, as well as their recommendations for further work, but also a copy of the student analyses. Upon completion of the report, all artifacts and a copy of the report will be given to the property owner, Mr. And Mrs. Jamie Millard. Copies of the report will also be made available to Sayre School.
If the Millards are willing to loan specific artifacts to Sayre it might also be appropriate to create a display in Old Sayre. This could be accomplished quite easily and at minimal expense. This might include photographs of students involved in the excavation, processing of the data and artifacts, actual artifacts located during the project as well as historic and archeological information gained from the project. This exhibit may also serve as an educational tool for the school to supply other students not involved with the project an idea of the opportunities open to them as a possible career. This exhibit would also present to students and visitors to the school the accomplishments possible with joint ventures of businesses and educational institutions. | <urn:uuid:88a5dcd9-7934-44d8-a33f-8acd9f400e82> | CC-MAIN-2017-09 | http://crai-ky.com/wp-content/uploads/2013/06/Sayre-Proposal.pdf | 2017-02-26T12:17:42Z | crawl-data/CC-MAIN-2017-09/segments/1487501172000.93/warc/CC-MAIN-20170219104612-00593-ip-10-171-10-108.ec2.internal.warc.gz | 57,893,924 | 3,607 | eng_Latn | eng_Latn | 0.999037 | eng_Latn | 0.999172 | [
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India has one of the longest constitutions in the modern world, with 444 articles.
It lays out specific rights, much like the U.S. Constitution.
India
Region: Asia
Capital City: New Delhi
Language: Hindi & English
Population: 1.17 billion
Area: 3.29 million sq miles
Compare It: Freedom of Speech
The United States Constitution says: "Congress shall make no law…abridging the freedom of speech…"
India's Constitution says: "All citizens shall have the right to freedom of speech and expression;
Nothing…shall…prevent the State from making any law [that] imposes reasonable restrictions on [this right] in the interests of the sovereignty and integrity of India, the security of the State, friendly relations with foreign States, [or] public order, decency, or morality…"
Notes: Instead of saying there should be NO law against freedom of speech, India's constitution says that the government may pass a "reasonable" law against freedom of speech for several different reasons such as security, sovereignty, public order, decency, etc.
Compare It: Freedom of the Press
The United States Constitution says: "Congress shall make no law…abridging the freedom…of the press…"
India's Constitution says: "All citizens shall have the right to freedom of speech and expression…"
Notes: There is no separate "freedom of the press" in India's constitution. "Freedom of speech" works double duty!
Compare It: Freedom of Religion
The United States Constitution says: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…"
India's Constitution says: "Subject to public order, morality and health…all persons are equally entitled to…the right freely to profess, practice, and propagate religion."
Notes: The Indian government reserves the right to check the practice of religion based on public order, morality, and health.
Compare It: Equality Under the Law
The United States Constitution says: "No State shall…deny to any person within its jurisdiction the equal protection of the laws."
India's Constitution says: "The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India."
BUT WAIT! India's Constitution says: "It shall be the duty of every citizen of India…to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement…"
Comparative Handout: India
Germany
Region: Europe
Capitol City: Berlin
Language: German
Population: 81.7 million
Area: 137,846 square miles
Compare It: Freedom of Speech
The United States Constitution says: "Congress shall make no law…abridging the freedom of speech…"
Germany's Constitution says: "Every person shall have the right freely to express and disseminate his opinions in speech, writing, and pictures and to inform himself without hindrance from generally accessible sources."
"[This right] shall find [its] limits in the provisions of general laws, in provisions for the protection of young persons, and in the right to personal honor."
Compare It: Freedom of the Press
The United States Constitution says: "Congress shall make no law…abridging the freedom…of the press…"
Germany's Constitution says: "Freedom of the press and freedom of reporting by means of broadcasts and films shall be guaranteed. There shall be no censorship.
[This right] shall find [its] limits in the provisions of general laws, in provisions for the protection of young persons, and in the right to personal honor.
Whoever abuses the freedom of expression, in particular the freedom of the press …in order to combat the free democratic basic order shall forfeit [this] basic right."
Notes: Germany's constitution protects the press, but has limits when it comes to protecting youth and preserving "personal honor." Freedom of the press is a right that can be forfeited in Germany
Compare It: Freedom of Religion
The United States Constitution says: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…"
Germany's Constitution says: "Freedom of faith and of conscience, and freedom to profess a religious or philosophical creed, shall be inviolable. The undisturbed practice of religion shall be guaranteed."
Compare It: Equality Under the Law
The United States Constitution says: "No State shall…deny to any person within its jurisdiction the equal protection of the laws."
Germany's Constitution says: "All persons shall be equal before the law."
BUT WAIT! Germany's Constitution says: "Men and women shall have equal rights. The state shall promote the actual implementation of equal rights for women and men and take steps to eliminate disadvantages that now exist."
Comparative Handout: Germany
Brazil
Region: South America
Capitol City: Brasilia
Language: Portuguese
Population: 201 million
Area: 3.29 million sq miles
Brazil's current constitution was adopted in 1988 and is the seventh version in the nation's history.
Compare It: Freedom of Speech
The United States Constitution says: "Congress shall make no law…abridging the freedom of speech…"
Brazil's Constitution says: "…the expression of thought is free, anonymity being forbidden…"
Notes: "Anonymity being forbidden" means that you have the right to freedom of speech as long as you don't remain anonymous!
Compare It: Freedom of the Press
The United States Constitution says:
"Congress shall make no law…abridging the freedom…of the press…"
Brazil's Constitution says:
"…the expression of thought is free, anonymity being forbidden…"
Notes: Like in India, there is no separate "freedom of the press" in Brazil's constitution. "Freedom of speech" works double duty!
Compare It: Freedom of Religion
The United States Constitution says: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…"
Brazil's Constitution says: "Freedom of conscience and of belief is inviolable, the free exercise of religious cults being ensured and, under the terms of the law, the protection of places of worship and their rites being guaranteed…"
Compare It: Equality Under the Law
The United States Constitution says: "No State shall…deny to any person within its jurisdiction the equal protection of the laws."
Brazil's Constitution says: "All persons are equal before the law, without any distinction whatsoever..."
BUT WAIT! Brazil's Constitution says: "Electoral enrollment and voting are mandatory for persons over eighteen years of age [and] optional for: a) the illiterate; b) those over seventy years of age; c) those over sixteen and under eighteen years of age."
The United States Constitution says: "The right of citizens of the United States, who are eighteen years of age or older, to vote shall not be denied or abridged…"
Comparative Handout: Brazil
Iran
Region: Middle East
Capitol City: Tehran
Language: Persian & Turkic
Population: 67 million
Area: 1.6 million sq miles
Iran's constitution states that the Qur'an, or holy book of Islam, is the center of rule in Iran.
Compare It: Freedom of Speech
The government is a blend of democracy and theocracy (religious laws and leadership).
The United States Constitution says: "Congress shall make no law…abridging the freedom of speech…"
Iran's Constitution says: Iran's constitution does not say anything about individual people having freedom of speech. "Freedom of the press" must do double-duty…
Compare It: Freedom of the Press
The United States Constitution says:
"Congress shall make no law…abridging the freedom…of the press…"
Iran's Constitution says:
"Publications and the press have freedom of expression except when it is where there is infringement of the basic tenets of Islam or public rights. In this respect detailed provisions will be laid down by law."
Compare It: Freedom of Religion
The United States Constitution says: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…"
Iran's Constitution says: "The official religion of Iran is Islam … and this principle will remain eternally immutable."
"Zoroastrian, Jewish, and Christian Iranians are the only recognized religious minorities, who, within the limits of the law, are free to perform their religious rites and ceremonies…"
Compare It: Equality Under the Law
The United States Constitution says: "No State shall…deny to any person within its jurisdiction the equal protection of the laws."
Iran's Constitution says: "All citizens of the country, both men and women, equally enjoy the protection of the law…"
BUT WAIT! Iran's Constitution says: "The preservation of the environment … is regarded as a public duty in the Islamic Republic. Economic and other activities that inevitably involve pollution of the environment or cause irreparable damage to it are therefore forbidden."
Comparative Handout: Iran
Ghana
Region: Africa
Capitol City: Accra
Language: English & Akan
Population: 23 million
Area: 238,538 sq miles
Ghana was the first African country south of the Sahara desert to gain its freedom from European powers.
Compare It: Freedom of Speech
The United States Constitution says: "Congress shall make no law…abridging the freedom of speech…"
Ghana's Constitution says: "All persons shall have the right to…freedom of speech and expression… [But the government may pass laws that are] reasonably required for the purpose of safeguarding the people of Ghana against the teaching … of a doctrine which … encourages disrespect for the nationhood of Ghana, the national symbols and emblems, or incites hatred against other members of the community …"
Compare It: Freedom of the Press
The United States Constitution says: "Congress shall make no law…abridging the freedom…of the press…"
Ghana's Constitution says: "All persons shall have the right to freedom of speech and expression, which shall include freedom of the press and other media…"
Note: The same restrictions for freedom of speech also apply to freedom of the press.
Compare It: Freedom of Religion
The United States Constitution says: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…"
Ghana's Constitution says: "All persons shall have the right to freedom to practice any religion and to manifest such practice…"
Compare It: Equality Under the Law
The United States Constitution says: "No State shall…deny to any person within its jurisdiction the equal protection of the laws."
Ghana's Constitution says: "All persons shall be equal before the law."
BUT WAIT! Ghana's Constitution says:
"All persons shall have the right to equal educational opportunities and facilities and … basic education shall be free, compulsory and available to all."
Comparative Handout: Ghana | <urn:uuid:8f59ca5f-6509-4200-826b-5276d214d36f> | CC-MAIN-2021-43 | https://www.mrsperkinsclassroom.com/uploads/1/0/5/1/10514687/trip_around_the_world_nonppt_0__1_.pdf | 2021-10-26T23:26:57+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00108.warc.gz | 1,081,258,203 | 2,226 | eng_Latn | eng_Latn | 0.991899 | eng_Latn | 0.992715 | [
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Course Syllabus
Global Education Directed Individual Study Course
Version 5.0 worldview themes based copyright 2021 project Worldview www.projectworldview.org
To Teachers / Home Schoolers: Feel free to adapt / customize this syllabus to meet your own particular needs. Student Prerequisites for the Course You should be
1) high school age or older--ideally old enough to have learned some things of importance from intellectual exploration, but not so old as to have closed any doors to more such exploration,
2) intellectually curious, eager to learn and explore, concerned about building your understanding of reality / "the big picture," looking forward to gaining insight into life's "big questions," and
3) willing to agree to a) respect holders of beliefs and opinions different from your own, and b) promise to not attempt to "convert" other classmates to religious or other faith-based beliefs you hold.
Overview of the Course's Purpose:
1) This is not a course about teaching you what to believe. To quote from the "Neutrality Pledge" on the project Worldview website: "Your worldview should be uniquely yours...We won't force our beliefs on you! We will help you find your way in taking a free inquiry path to a worldview." Realize that this pledge is constrained by a commitment to call out lies and misinformation. The course is designed to provide both a structure and numerous jumping off places for educational exploration. It is our hope that students can use it in their quest to make sense out of "the confusion of existence," find meaning in life, and make choices that bring happiness and promotes planetary well-being.
2) This is a global education course--where global education is to be thought of as wholistic (or holistic!) education that focuses on whole systems and emphasizes the interconnections and interdependencies that more traditional education can easily overlook. It extends boundaries of concern, and strives to involve the whole person--seen as a thinking, feeling, and doing creature. The global perspective it provides is to be connected with broadening one's worldview.
3) This course focuses on important choices. It does this using the version 5.0 worldview theme structure with 104 worldview themes paired to define fifty-two choices. This focus helps one appreciate that life is full of choices—some "black and white" straight forward, others difficult and depicted in shades of gray—and full of tradeoffs. And facilitates belief that a key path to meaningful change is for people to make different choices.
4) As students ponder these choices, explore new intellectual terrain and begin preliminary conceptual mapping of it, as they shop for things to believe in and value, as they raise questions—they are urged to avoid locking onto answers too soon. (Note: on project Worldview theme pages this Caution: "As you shop in 'The Reality Marketplace' avoid spending your 'reality cash' too early, before you have seen everything!")
General Learning Objectives:
As a result of completing this course, you should
1) better appreciate what a worldview it, how it develops and why it is important,
2) better understand words / beliefs / background behind the important choices we make
3) better appreciate the human heritage--physical, biological, and intellectual--human society and human nature, and better appreciate all of this as it relates to you personally,
4) better appreciate the complexities behind the search for answers to life's big questions, the various forms that some of those answers can take, and conflicts that arise out of these different answers,
5) be better prepared to live in a polarized society where finding common ground is increasingly important
6) after systematically considering all fifty-two choices the course is built around, use your preferences to complete a rigorous analysis of your own worldview, and pondered the meaning of this analysis
7) better understand yourself (and perhaps better understand a key person or two in your life?), and
8) have matured as a thinking/feeling/joining/doing human being, and furthered your own global education
9) have had a character education learning experience that points you toward a more mature worldview
Course Schedule / Organizational Schemes:
The course can be formally completed with a leisurely one year (full 52 week) schedule, or in a more intensive one semester / four month format, or in some other way of your choosing. In the 52 week offering, one choice would be covered each week. Initial and final weeks would involve additional work. Week #1 would include completing initial diagnostics, getting an introduction to worldviews along with tackling choice #1 material; Week #52 would include completing a detailed worldview analysis and final exam, after previously covering choice #52. Offered in more four-month intensive fashion, we suggest the following: month #1 cover intro and choices #1 to #13; month #2 cover choices #14 to #26; month #3 cover choices #27 to #39; month #4 cover choices #40 to #52 and final analysis.
Instructional Plan:
After a suggested initial grounding in worldview literacy, you'll turn to systematic consideration of paired choices found online (and represented in the Choices We Make playing cards or booklet.**) Each week, after reading the theme descriptions for each choice, you will read the "Related Words, Beliefs, Background" encyclopedia entries for the choice, take a first self test, review any wrong answers and encyclopedia entries as needed, use the "More to Explore" links to surf the web to glean additional understanding in a real world context. As this proceeds, for the choice you're considering you'll want to address each of these six questions-perhaps formally in a journal we recommend you keep:
1) Describe the choice here as you see it in your own words.
2) Describe the people most likely to prefer each of the themes paired together in this choice
3) Which theme do you prefer and why? How strong is your preference?
4) If you have no preference, do you generally like, dislike both themes?
Or find that neither theme is applicable to you?
5) Is there a particular narrow aspect of one of the themes that you like, despite disliking the rest of the theme?
6) What, if anything, are you still confused by or not understanding, with respect to this choice?
You'll wind up study of each choice by taking a second self test, and finally again review any wrong answers, encyclopedia entries, and clear up confusion as needed. Some may have the opportunity to benefit from discussion with teacher, facilitator, or students during this process. Each 13 choice unit --based on the "thinking, feeling, joining, doing" with related card suit "diamonds, hearts, clubs, spades" categorization scheme--will end with a unit exam. The course will end with your recording selections you make on a scorecard you'll find online. These data will provide input and enable your completing the "Choices We Make Worldview Analysis for One Person" computer program. This will give a % correlation between your worldview and various "generic" worldviews and point out internal contradictions in your worldview based on your choices.
textbook: the Project Worldview website functions like a textbook. The Choices We Make booklet—subtitled A Framework for Global Education provides a handy off-line resource.
supplemental texts: (typically needed excerpts from these can be found online, purchase not necessary) Coming of Age in the Global Village, by Stephen P. Cook with Donella Meadows, Parthenon Books, 1990 The Worldview Literacy Book, by Stephen P. Cook, Parthenon Books, 2009 The Worldview Theme Song Book by Stephen P. Cook, Parthenon Books, 2015
Additional Materials or Equipment Needed:
Assignments, Quizzes and Exams:
Other than assigned reading a teacher or facilitator selects and assigns and web surfing as part of "More to Explore" for each of the 104 worldview themes, students will be required to:
a) take 108 self tests. These are version 5.0 based, ten questions long, computer graded for students to learn from. Four of these accompany the initial Introduction to Worldviews material; the other 104 accompany the fifty-two choices (with typically two self-tests for each choice.)
b) take four unit exams (each consisting of 80 multiple choice questions--teacher, parent or facilitator graded) these will be provided by Project Worldview on request
c) final exam: students write a three page (double-spaced) paper entitled "What I've Learned About Myself" which interprets the results of a rigorous analysis of his or her worldview that student has conducted using online analysis programs
Student Evaluation / Grades: (this part of the course syllabus can be customized as needed!)
The details here will vary with student / teacher, parent or facilitator arrangements. If the student is essentially working independently, the entire grade could be based on the unit exam results in b) above, provided work in c) was acceptable (pass / fail). Where teachers are available to evaluate the final exam written paper, another grading scheme can be worked out. At bare minimum, someone other than the student will need to request unit exams, answer sheet, and solutions .pdf files to preserve the integrity of this examination experience.
Course Policies:
Students need to meet course pre-requisites--both in actuality and in spirit! Unless specifically authorized by a teacher in charge during special activities, narrowness, close-mindedness, lack of respect, intolerance, evangelizing, forcing beliefs on others, etc. are grounds for dismissal! | <urn:uuid:fe046418-b475-4cc5-835d-5c09e1b38064> | CC-MAIN-2021-43 | https://projectworldview.org/globaleducationcoursesyllabus.pdf | 2021-10-27T01:27:17+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00110.warc.gz | 605,769,227 | 1,967 | eng_Latn | eng_Latn | 0.997287 | eng_Latn | 0.997369 | [
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Listening CLB 3
I can...
* Understand simple social exchanges.
"Sorry, I need to go now. See you tomorrow."
* Follow simple directions. "Go up the stairs. Then turn left."
* Understand requests for permission. "Can I borrow your book? I forgot mine."
* Understand some facts from a short simple story. "The man went to the store. He bought a book."
I understand main ideas, key words and a few simple facts. But, I need support from the speaker, such as repetition and explanation. I'm most comfortable with face-to-face interactions and familiar topics. Understanding information by phone is difficult for me.
CLB 3 at a Glance
Speaking CLB 3
Reading CLB 3
I can...
* Ask and answer short simple questions.
"Fine, thanks.
How are you?
How was your weekend?"
* Give short directions. "Turn left. Drive to the school."
* Give simple warnings. "Be careful. The floor is wet."
* Give a very basic description. "The sweater is green."
I use simple sentences, and I have some control over basic grammar. But communication is still difficult for me. I sometimes rely on gestures, and I need some support from the listener. My mistakes in grammar and pronunciation still make it hard for people to understand me.
I can...
* Read a very short note from a friend.
Thanks for the fun party. The cake was really good.
* Read and follow simple everyday instructions. Turn left on Pine Street. Drive north to Cone Street.
* Find information on a schedule. Next eastbound bus: 5 minutes.
* Find details in simple, short stories.
The children went to school. Then they
came home.…
I understand some simple sentences and can get some main ideas from a very short simple paragraph. But, the layout has to be very clear, and I often need pictures to help me understand. Reading is difficult for me.
Writing CLB 3
I can...
* Fill in a short, simple greeting. To______, From______, Thank you.
* Copy words and numbers. Doctor: 905-555-8888
* Write simple personal information. Name:___________ Phone Number: __________
* Write simple words to fill in blanks. I am from _____________.
I write single words and a few memorized phrases. But, I have no control of grammar, and I have a lot of difficulty with spelling and punctuation. I cannot communicate simple ideas in writing. | <urn:uuid:e3f47a45-271b-45a7-be4a-d67eb96878d6> | CC-MAIN-2021-43 | https://content.clb-osa.ca/pdfs/en-CA/CLB-3.pdf | 2021-10-26T23:56:38+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00111.warc.gz | 268,563,026 | 516 | eng_Latn | eng_Latn | 0.99963 | eng_Latn | 0.99963 | [
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BALLARD COUNTY
County Extension Agent, Family & Consumer Sciences
Debbie Temple,
Family and Consumer Sciences Extension is committed to improving the health and well-being of individuals and families in Ballard County. To help families make wise decisions our educational programs focus on:
Population
projections
by age
group for
Ballard
County
1
* Making Healthy Lifestyle Choices that influence health and well-being
* Nurturing Families as they cope with fewer resources and more demands
* Embracing Life as We Age to strive for independence longer
* Securing Financial Stability in a turbulent economic period
* Promoting Healthy Homes and Communities to recycle, reduce waste, and protect our environment
* Accessing Nutritious Food that is affordable, available and safe
* Empowering Community Leaders as we all work to sustain and improve our communities
In 2011-2012, Family and Consumer Sciences Extension made 4,895 contacts with Ballard County individuals and families. 2
INCREASING CHILDREN'S FRUIT AND VEGETABLE CONSUMPTION
"From Farm to Table," "Literacy and Eating for Primary Health," and "Professor Popcorn" curricula. Results indicated that 85 percent of students knew the correct amount of vegetables and fruits to consume each day for good health. Ninety-five percent said they planned to ask their parents to provide more fruits and vegetables in their meal planning.
In Ballard County, children are not getting enough fruits and vegetables in their diets, nor are they getting at least 30 minutes of physical activity on most days of the week. In the spring, the Ballard County Cooperative Extension service partnered with Ballard County Schools to educate 97 second-grade students on the importance of having a balanced diet and getting enough exercise. Cooperative Extension professionals and volunteers, presented lessons from the
According to the 2010 American Community Survey, 3 between 2006 and 2010 it is estimated that in Ballard County:
* 15.0% (+/- 4.9) families with related children were below poverty
* 16.1% (+/- 5.7) of those over the age of 65 were below poverty
In addition:
* 101 children on average received Kentucky Children's Health Insurance Program (KCHIP) benefits in 2010 5
* 19.9% (+/- 2.0) of those ages 18-64 did not have health insurance in 2010 4
* 1,463 people received Supplemental Nutrition Assistance Program (SNAP) benefits in 2012 6
As a result of participating in Ballard County Extension programs: 2
* 254 people were reached on importance of physical activity.
* 95 people reported eating more healthy foods.
* 254 people increased their knowledge about healthy foods.
In Ballard County:
* 86.0% of births were to mothers who received early and regular prenatal care in 2009 7
* 66.0% of ordered child support was collected in 2011 8
Of the 1 primary care physicians in Ballard County: 9
* 100.0% are family practice
* 0.0% are OB/GYN
* 0.0% are pediatricians
As a result of participating in Ballard County Extension programs: 2
* 82 people adopted a practice to access food or make it more affordable.
* 121 people were able to utilize new decisionmaking skills for health.
* 181 people increased awareness of how to manage financial resources.
According to Kentucky Health Facts, 10 between 2008 and 2010 in Ballard County:
* 9.8% (4.8 - 18.9) did not pursue health care due to cost, compared to 18% (17.0 - 18.6) in the state
* 38.8% (26.8 - 52.5) of adults reported having received a flu vaccine in the past year
* 25.5% 26%(16 - 38.1) of adults reported their health status as less than good, compared to 23% (22.0 - 23.6) in the state
As a result of participating in Ballard County Extension programs: 2
* 141 people increased knowledge of diet and exercise changes to improve health.
* 189 people experienced a change in knowledge of healthy food safety practices.
* 48 people made diet or exercise changes to improve health.
Health Snapshot: Ballard County 11
SOURCES
1 Kentucky State Data Center
3 U.S. Census Bureau, 2010 American Community Survey, 5-Year Estimates
2 Kentucky Cooperative Extension Service, Impact Reporting, FY2012
4 U.S. Census Bureau, Small Area Health Insurance Estimates
6 Kentucky Cabinet for Health and Family Services, Data Book, June 2012
5 Kids Count Data Center, Kentucky Department for Medicaid Services
7 Kids Count Data Center, Kentucky Cabinet for Health and Family Services
9 Kentucky Health Facts, Kentucky Board of Medical Licensure
8 Kids Count Data Center, Kentucky Division of Child Support
10 Kentucky Health Facts, Behavioral Risk Factor Surveillance System
11 Centers for Disease Control, National Diabetes Surveillance System
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THE NATIONAL CHURCH OF ENGLAND JUNIOR SCHOOL A CURRICULUM OVERVIEW FOR GRAMMAR
| Year | Terminology Taught | Year |
|---|---|---|
| 3 | Apostrophe Preposition Root Word Conjunction and Connective Word family Prefix Clause vs phrase Subordinate clause Direct speech Consonant Vowel Inverted commas (‘speech marks’) First, Second and Third person Homograph, Homophone, Homonym Metaphor Personification | 5 |
| 4 | Determiner Possessive apostrophe Pronoun Possessive Pronoun Adverbials Direct vs Reported Speech Bullet points Onomatopoeia a and an | 6 |
. (adverb + verb)
Glossary of Terms:
A and An
There are exceptions for when a word is pronounced as if it begins with a vowel because the letter is silent, so 'an hour' would need 'an' because the 'h' is a silent sound. In some cases it doesn't flow well and breaks the rule. For example: 'a European.'
A and an are articles. As a general rule 'an' would be used for words that begin with a vowel, whilst 'a' would be for words that begin with a consonant. For example: an egg, an orange, an apple vs a pen, a shoe, a coat.
Active and Passive
Most verbs can be either active or passive. For example, wash: Susan washed the dog (active). The dog was washed by Susan (passive).
In the active sentence, the subject (Susan) performs the action. In the passive sentence, the object (The dog) is on the receiving end of the action. The two sentences give the same information, but there is a change in focus. The first is about what Susan did (focusing on Susan; the second is about what happened to the dog (focusing on the dog).
Active: Somebody saw you. We must find them. I have repaired it.
Passive: You were seen. They must be found. It has been repaired.
In a passive sentence, the ‘doer’ (or agent) can sometimes be identified through the use of ‘by ...’ Ben was bitten by the dog.
Very often, in passive sentences, the agent is unknown or insignificant and therefore not identified: The computer has been repaired.
Adjective
A busy day, I'm busy, nice shoes, those shoes look nice
An adjective is a descriptive word used to describe somebody or something (noun). Old, white, busy, careful and horrible are all adjectives. Adjectives either come before a noun, or after verbs such as be, get, seem, look (linking verbs):
Adjectives (and adverbs) can have comparative (describing people and things) and superlative (used with the word 'the) forms.
hot - hotter old - older
easy - easier
The corresponding superlative forms are -est or most: - dangerous - more dangerous
small – the smallest funny – the funniest
big – the biggest important –the most important
Adverb
I
Adverbs are describing words that give extra meaning to a verb, an adjective, another adverb or a whole sentence
She's really enjoyed:
the party
He works really nice
. (adverb + adjective)
Really, he should do really slowly.
(adverb + adverb)
Many adverbs are formed by adding -ly to an adjective, for example quickly, dangerously, nicely, better.
(adverb + sentence)
but there are many adverbs which do not end in-ly. Note too that some
-ly words are adjectives,
In many cases, adverbs tell us:
not adverbs (eg lovely, silly
,friendly).
how (manner) slowly, happily, dangerously, carefully when (time) now , yesterday , later , soon
where (place) here, there, away, home, outside how often (frequency) often , never , regularly
Other adverbs show degree of intensity:
The attitude of the speaker to what he or she is saying:
perhaps, obviously, fortunately very slow(ly), fairly dangerous(ly,) really good/well
Connections in meaning between sentences
(see connective
): however, furthermore, finally
Adverbials come in two categories:
They left yesterday
1. An adverbial phrase is a group of words that function in the same way as a single adverb. For example: by car, to school, last week, three times a day, first of all, of course.
They left a few days ago
(adverb). She looked at me strangely(adverb).
She looked at me in a strange way.
(adverbial phrase).
2. Similarly, an adverbial clause functions in the same way as an adverb. For example:
(Adverbial phrase)
It was raining yesterday. (Adverb)
It was raining when we went out(Adverbial clause).
Alliteration
The bouncing baby boy
The use of the same letter or sound at the beginning of adjacent or closely connected words.
The sweet sound of songs
Ambiguity
Ambiguity is a phrase or statement with more than one possible interpretation. This sometimes arises from unclear grammatical relationships. For example, in the phrase: 'She rode her horse wearing pyjamas', it is not specified whether the rider or the horse is wearing pyjamas. Both interpretations are possible, although only one is logical. In poetry, ambiguity may extend meanings beyond literal meaning. Ambiguity can be deliberately used for humour, but is often accidental and needs clarifying.
Antonym
A word with a meaning opposite to another, for example: hot/cold, light/dark, light/heavy.
Apostrophe (') - Omissive
An apostrophe is a punctuation mark used to indicate either omitted (missing) letters or possession.
Omitted letters (a contraction)
For example:
We use an apostrophe for the omitted letter(s) when a verb is contracted (shortened).
I'm (I am) who's (who is/has)
We're (we are) it's (it is/has)
They've(they have) he'd(he had/would)
Would've (would have) she'll (she will)
Isn't
In contracted negative forms, not is contracted to n't and joined to the verb:
,didn't,
couldn't etc.
Note the difference between its ('belonging to it') and it's ('it is' or 'it has'). For Example The company is to close one of its factories (no apostrophe). The factory employs 800 people. It's ( it is) the largest factory in the town (apostrophe necessary).
Apostrophe - Possessive
We use an apostrophe + s for the possessive form. For example: My mother's car Joe and Fiona's house The cat's tail James's ambition A week's holiday.
With a plural 'possessor' already ending in s (eg parents), an apostrophe is
My parents' car added to the end of the word. For example:
The girls' toilets
Children's clothes
Irregular plurals (eg men, children) have an apostrophe + s. For example:
If a noun ends ins, we usually put the apostrophe after the first s (James's). However this rule is flexible (may also be written James').
I bought some apples
(not apple’s
).
The regular plural form (-s) is often confused with possessive (-'s). For example:
Note that the possessive words: yours, his, hers, ours, theirs, and its are not written with an apostrophe.
Article
There are indefinite articles 'a/an' and definite articles 'the', in some cases 'some'. Whether 'a' or 'the' is used changes the emphasis on a noun. For example: 'I went to the zoo and saw a gorilla' indicates any gorilla (general) being talked about. Compared to, 'I went to the zoo and saw the gorilla,' this indicates a specific gorilla being talked about.
These are types of determiners that are used alongside a noun to make it more specific (modify its definiteness).
Bracket( )
Brackets are punctuation used to indicate parenthesis. Brackets are used to demarcate non-essential, short pieces of information that would benefit the readers' understanding. If the information marked out by brackets were removed from the sentence, then it would still make sense.
For Example: The Second World War (1939-1945) was... or Mount Everest (in the Himalayas) is the highest mountain in the world.
Bullet points(•)
Bullet points are thick dots mid-line that indicates the start of a brief sentence or short phrase; often used in lists. Ordered bullet points may begin with numbers instead (see adverbials for an example). It is acceptable to omit full stops at the end of bulleted points if not using full sentences.
Capital letter
Capital letters are used as the first letter of a sentence, a proper noun (Canada), or a proper adjective(Canadain). Known as upper case, they are not joined to other letters under the National School's handwriting policy.
Clause
Clauses contain a subject (man/he in the examples) and verb (tired/was.)
A clause is a group of words that express an event (The man sat still) or a situation (he was tired).
Clauses are similar to but different from phrases because a clause has a subject doing a verb whereas a phrase does not.
A phrase like a tall giraffe is a phrase because 'a tall giraffe' has a subject but doesn't say what the giraffe did or what happened to it. To become a clause the writer needs to include a verb. A tall giraffe ate (verb) from a tall tree.
A sentence can be made up from one or more clauses:
It was raining and we were cold (two main clauses joined by and).
It was raining (one clause)
It was raining when we went out (main clause containing a subordinate clause – the subordinate clause is underlined).
Main clause
A Main clause is a part (or whole) sentence that makes sense on its own, it requires no extra information to make sense. For example: 'It is snowing'
Subordinate clause
A subordinate clause is part of a sentence that doesn't make sense on its own and needs a main clause to make sense For Example: when we went out
In the following examples, the subordinate clauses are underlined:
Although it was cold, the weather was pleasant enough.
You'll hurt yourself if you're not careful.
Where are the biscuits (that) I bought this morning?
John, who was very angry, began shouting.
Note that the location of the subordinate clause in the sentence isn't important and may require extra words for cohesion. Writers will vary the location of a clause to improve flow of writing.
The weather, although (it was) rather cold, was pleasant enough.
Although most clauses require a subject and verb, some subordinate clauses do not. In many cases, the verb be can be understood. For example:
When (you are) in Rome, do as the Romans do.
Cohesion
In writing, grammatical cohesion is the use of conjunctions, pronouns, ellipsis, adverbs, adverbials, synonyms and structure to ensure the writing flows and makes sense to a reader, without being repetitive.
A writer may have ideas such as: James is bored. James went to the park. James went on the swings. James went on the slide. Sarah came to the park. James and Sarah went onto the grass. James and Sarah played Frisbee. To make that flow it needs cohesion.
It becomes: James was bored so (conjunction) he (pronoun) walked to the park. He went on the slide then (adverb) played on the swings. After a while (adverbial) his friend Sarah arrived (ellipsis-at the park isn't needed) and asked James to play Frisbee with her (pronoun.) The pair (synonym) went onto the grass and (conjunction) began to play (ellipsis, no need to mention the Frisbee again.)
Colon(:)
He was very cold: the temperature was below zero.
A colon is a punctuation mark used to introduce a list or a following example. It may also be used before a second clause in place of a conjunction that expands or illustrates the first. For example:
Comma (,)
1) To separate clauses: In this case the writer wants a pause in the sentence, for the reader to draw breath and to show the change to extra information (clause.) For example: He scored top marks in the test, however he has been copying.
Commas have a variety of uses in writing structure, there are 4 main uses taught in the National School's English curriculum.
2) To separate items in a list: When listing items commas are used to clearly separate the items and avoid the repetition of 'and', the final item uses a conjunction usually 'and'. For Example: They packed blankets, sweets, torches and books for the camping trip.
4) In direct speech: When identifying a speaker mid-speech commas are needed. "FAT," shouted Henry, "Who are you calling FAT?"
3) To demarcate parentheses: In sentences that use parentheses commas are the most common way to identify parenthesis. James, a 23-year-old beggar from Hale, left his 4-million-pound mansion to live on the streets. In this case the extra information is clearly marked using a pair of commas.
Compound
Compound words are when two words are joined together to make a new word (firefly, playground, redhead, keyboard, makeup, notebook). They are sometimes hyphenated (daughter-in-law, over-the-counter).
Conjunction
A word that is used to connect clauses within a sentence or to connect sentences.
There are two kinds of conjunction:
Do you want to go now or shall we wait a bit longer?
1. Co-ordinating conjunctions (and, but, or, so). These join (and are placed between) two clauses of equal weight. For example:
And, but and or are also used to join words or phrases within a clause.
2. Subordinating conjunctions (eg when, while, before, after, since, until, if, because, although, that). These go at the beginning of a subordinate clause:
Although we'd had plenty to eat, we were still hungry.
We were hungry because we hadn't eaten all day.
We were hungry when we got home.
Some confusion arises over the terminology of conjunctions and connective because they are very similar and they do the same job. Many examples of connectives are also conjunctions. Children need to know the role they play and how to use them, knowing the finer differences between them isn't important.
Connective
Connecting adverbs (and adverbial phrases and clauses) maintain the cohesion of a text in several ways, including:
A connective is a word or phrase that links clauses or sentences. Connectives can be conjunctions (but, when, because) or connecting adverbs ( however, then, therefore).
addition: also, furthermore, moreover
opposition: however, nevertheless, on the other hand
reinforcing: besides, anyway, after all
explaining: for example, in other words, that is to say
listing: first(ly), first of all, finally
indicating result: therefore, consequently, as a result
indicating time: just then, meanwhile, later, henceforth, hitherto, erstwhile
Consonant
These are letters of the alphabet that are not vowels The 21 consonant letters in the English alphabet are B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, and Z.
Dash (-)
For example: Ben – dear sweet Ben the family's beloved dog - was hit by the car… This makes the reader pay closer attention to the parenthesis than they would if it were commas or brackets, in this case giving an improved emotional effect on a reader.
Like brackets, a dash is used to demarcate parenthesis. Whilst brackets are used for short pieces of information the dash will spotlight information for effect on the reader.
Dashes can also be used in place of a comma or semi colon. For example: Things have changed a lot this year – mainly for the better.
Determiner
Determiners tell us whether the noun phrase is specific or general.
The specific determiners are:
The definite article: the
Possessives: my, your, his, her, its; our, their, whose
Demonstratives: this,that,these,those
Interrogatives: which
The general determiners are:
A, an, any, other, what
These are for when we are writing about things in general and the reader does not know exactly what we are referring to,
Two letters representing one sound. For example: the word church has three digraphs (ch/ur/ch)
Digraph
Split Digraph
When a digraph is split by a consonant it becomes a split digraph. For example: in the word 'wrote' the digraph 'oe' is separated by the letter 't'.
Tri-graph
Three letters representing one sound. For example: the word match the last three letters (tch) make one sound.
Direct Speech vs Reported Speech
Helen said, 'I'm going home.'
There are two ways of reporting what somebody says, direct speech and reported speech (indirect speech.) Direct speech uses the speaker's original words exactly as they were said (quoting).In text, speech marks ('…' or "…" — also called inverted commas or quotation marks) mark the beginning and end of direct speech:
'What do you want?' I asked.
A change in speaker needs a new line for clarity. The punctuation goes inside the speech marks.
Reported speech reports what was said but does not use the exact words of the
Typically we change pronouns and verb tenses, and speech marks are not used:
original speaker. This may be because the speech was long or not worded exactly as the writer wanted it. Maybe the writer wants to give the highlights of what was said.
Helen said (that) she was going home.
I asked them what they wanted.
Ellipsis
Ellipsis is where words are omitted for effect or not needed (cohesion) and can be demarcated by …
… is sometimes used to clarify that the omission is intentional the (cliff-hanger or unfinished thought) For example 'He turned the key and looked inside, he couldn't believe what he saw…
… is also used to show an unspecified passage of time. For example "I think . . . I have the winning ticket!" would be a short passage of time or longer passages: "Weeks later … I finally heard from the competition organisers."
An exclamation mark is used at the end of a sentence (which may be exclamative, imperative – to stress importance ordeclarative) or an interjection to indicate strong emotion. For example:
Exclamation mark (!)
What a pity!
It's a goal!
Get out!
Oh dear!
Figurative language
A writer may develop an idea of a character's military approach to life by using phrases and words which are linked with the army, For example: he was something of loose cannon he rifled through the papers; he marched into the room; he paraded his knowledge (all metaphor); his hand came forward like a shot (simile) The trees were in ranks as far as the eye could see (personification.)
Use of metaphor, simile or personification to create a particular impression or mood. It is where the writer uses nonliteral language to create a clear image in the readers mind using references to something the readers will probably already know about.
To link a character with a bird, she/he may use:
he flew down the stairs; they twittered to each other; he perched on his chair; his feathers were definitely ruffled.
First, Second and Third person
Second person writing is from the point of view of the reader and will use pronouns like you and your. Instruction manuals are written in the second person.
First person writing is written from the point of view of the writer and will use pronouns like I, me, my and our. Diary entries are written in the first person.
Third person writing is written using impersonal pronouns like she, he, they and them and isn't written from the point of view of any particular person but makes the reader feel like a non-participating viewer. As if they are watching unseen like most TV or films are viewed.
Full stop(.)
This punctuation is used to indicate the end of a sentence.
Generalising and Précising
Generalising is identifying the most important information from a text and presenting it in short general terms without giving too much detail. Introductions and conclusions of some text types will generalise information that is given in full during the rest of the text.
Précising is a similar skill but done for different reasons. It is taking longer wordy passages and editing out unnecessary or superfluous words or passages to make the text more concise and effective.
Grapheme
Written representation of a sound; may consist of one or more letters. For example the phoneme s can be represented by the graphemes s, se, c, sc and ce as in sun, mouse, city, science.
Homograph
calf was aching; the North Pole/totem pole; he is a Pole.
Words which have the same spelling as another, but different meaning: the calf was eating/my
Pronunciation may be different: a lead pencil/the dog's lead; furniture polish/Polish people.
Homonym
Words that have the same spelling or pronunciation as another, but different meaning or origin. May be a homograph or homophone.
Homophone
Words which have the same sound as another but different meaning or different spelling. For example: read/reed; pair/pear; right/write/rite.
Hyperbole (pronounced Hi-per-bol-ee)
I am so hungry I could eat a horse.
Statements or opinions that are obvious exaggerations and not meant to be taken literally by the reader as there is it is obviously written/said for effect. For example:
I have a million things to do.
You could have knocked me over with a feather.
He's got tons of money.
Hyphen (-)
For example:
A hyphen is sometimes used to join the two parts of a compound word, where it is much more usual for them to be written as single words
In compound adjectives and longer phrases used as modifiers before nouns:
A well-known painter
A foul-smelling substance
A German-English dictionary
A state-of-the-art computer
A one-in-a-million chance
A ten-year-old girl
A break-in
In many compound nouns where the second part is a short word like in, off, up or by:
A write-off
A mix-up
A passer-by
Co-operate
In many words beginning with the prefixes co-, non- and ex-:
Non-existent
Ex-husband
Inverted commas ('speech marks')
Inverted commas are used to demarcate something said. Either "" sometimes referred to as the more memorable 66's and 99's or '', which are more common in the novels they read. Children need to ensure that only what is being said is demarcated and not the 'said James' afterwards. For example: "Let's play football" said James. A new line is required if the speaker changes, but not of the same speaker continues his speech. (See commas 4 for same speaker rule). See direct speech for more information.
Letter
The English language is made up of 26 Letters (see Vowel and Consonant). These letters can be joined to make graphemes and phonemes, which in turn make words.
Metaphor
Note that simile is a very similar grammar type with the key difference that similes will use 'like' or 'as' in their comparisons to avoid ambiguity. The same sentence would be, 'She had eyes like diamonds' or 'She had diamondlike eyes.'
Metaphor is an example of figurative language. Metaphor is when a writer compares something to something else directly to help the reader imagine it. It requires the reader to understand the writer is not literal in the comparison. For example 'She had diamond eyes' The writer is trying to draw a comparison to bright, sparkling or eyes that have good clarity, depending on the context. The reader can evoke a very clear and distinct image with a good metaphor with very few words from the writer, who can in turn avoid long phrases to get the same point across. It requires the reader to understand that she hasn't literally got diamonds for eyes.
Modal verb
can/could, will/would, shall/should, may/might, must/ought.
Modal verbs are words that indicate possibility willingness, prediction, speculation, deduction and necessity:
We use the negative can't or cannot to show that something is impossible:
'You cannot be serious.'
'That can't be true.'
We use the modal 'must' to show we are sure something to be true and we have reasons for our belief:
'You haven't eaten all day. You must be hungry.'
'It's getting dark. It must be quite late.'
We use the modal 'should' to suggest that something is true or will be true in the future, and to show you have reasons for your suggestion:
'It's nearly six o'clock. They should arrive soon.'
'Ask Miranda. She should know.'
We use 'should have' to talk about the past.
'It's nearly eleven o'clock. They should have arrived by now.'
Me vs I (in lists of people)
1. Put other people in the list first and yourself last. Many children in speech will say 'me, Steven and Jenny went to…' and put this into their writing. The correct version would be the personal pronoun last – 'Steven, Jenny and me' (me or I depending on the rest of the sentence)
I and me are pronouns referring to the self in first person. They are often well understood by children as they will use these pronouns correctly in speech. Children tend to struggle when it comes to including themselves (as I and me) in lists, as it is often colloquially spoken differently to formal English. There are two main rules to getting it right grammatically.
2. The next rule is whether to use 'me' or 'I' at the end of the sentence. The way to work this out is to look at the rest of the sentence. Remove the other people in the list and see what you would have put, me or I if the list of people wasn't there For Example:
'Steven, Jenny and I went to the park.' - 'Me went to the park' sounds wrong so, 'Steven, Jenny and I went to the park,' is the correct version.'
'Mrs Smith asked Jenny and me to hand out the letters' So 'Mrs Smith asked I to hand out the letters' sounds wrong so in this case 'Mrs Smith asked Jenny and me to hand out the letters,' would be the correct usage.
As children learn that they need to put themselves last they tend to stick to saying 'I' regardless of the rest of the sentence because it sounds like formal English.
Noun
A noun is a word that denotes person, place or object. In the sentence, 'My younger sister won some money in a competition,' 'sister', 'money' and 'competition' are all nouns.
Many nouns (countable nouns) can be singular (only one) or plural (more than one).
E.g. sister/sisters, problem/problems, party/parties. Other nouns (mass nouns) do not normally occur in the plural. For example: butter, cotton, electricity, money, happiness.
Collective nouns are words that refers to a group. For example, crowd, flock, team.
. For example: Amanda, Birmingham, Microsoft, Jesus, November.
Some animals have specific collective nouns. For example a pod of whales, a parliament of owls, a murder of crows. Proper nouns are the names of specific people, places, organisations, etc. These normally begin with a
Noun phrase is when more than one word (but not a verb) combines to give a wider definition of the noun. It can refer to a single noun (money), a pronoun (it) or a group of words that functions in the same way as a noun in a sentence. For example:
Capital letter
A lot of money, My younger sister, A new car
The story was not true. (Noun) - What you said was not true. (Noun clause)
Similarly, a noun clause functions in the same way as a noun phrase but with a verb. For example:
Expanded noun phrases are the same as noun phrases with extra information added usually a 'with' afterwards for more detail. For example: 'A new car with go faster stripes on.' Or 'My younger sister with the long pigtails.'
Onomatopoeia
These are words that sound as they are spelt. For example: boom, oink, slap, ting, ping, cuckoo, hoot and sizzle
Opinion vs Fact
Some opinions are more reliable depending on the speaker, for example a soldier's opinion on war is more reliable than someone who knows very little about war, but has an opinion regardless.
An opinion is something someone believes but cannot be backed up by evidence. For example 'green is the best colour', 'Toy Story isn't as good as Up'. These are beliefs held by the speaker based on their own experience but there is no way to prove it.
Fact on the other hand is something that can be proven. 'Toy Story is a Disney movie', 'green is a colour' or 'World War II started in 1939.' These will remain facts regardless of opinion on the matter. Facts are often used to form or back up opinions.
Parenthesis (Plural: Parentheses)
Parentheses are a word or phrase inserted as an explanation or afterthought into a passage added in to avoid ambiguity or clarify something to the reader. When parentheses are removed from sentences they will still be grammatically complete without it but are nevertheless useful to the readers' understanding.
They can be demarcated in 3 ways depending on what's being written:
2. Commas are good for adding simple and straight forward but important extra information. For example: Diamonds, which are expensive, aren't something I buy very often.
1. Brackets are good for short bits of information when it's detailed or not exciting enough to deserve dashes The bike (the red one) is fast. For example: The Second World War (1939-1945) was....
3. Dashes are good for interrupting the sentence to spotlight the extra information. This will focus the reader on it more than the commas; it'll help them feel the right emotions and think the right things.
For Example: They carelessly ran out into the road when George - dear sweet George the family's beloved dog - was hit by a car...
Personification
Personification is an example of figurative language where human characteristics are used to describe something non-human. For example: The flowers waltzed in the gentle breeze.
Phoneme
A phoneme is the smallest contrastive unit of sound in a word. There are approximately 44 phonemes in English (the number varies depending on the accent). A phoneme may have variant pronunciations in different positions; for example, the first and last sounds in the word 'little' are variants of the phoneme /l/. A phoneme may be represented by one (p), two (ch), three (tch) or four letters (ough).
Prefix
For example:
A prefix can be added to the beginning of a root word to change its meaning.
Inedible
Disappear 'Dis' is the prefix and 'appear' is the root word
Supermarket 'Super' is the prefix and 'market' is the root word
Unintentional 'Un' is the prefix and 'intentional' is the root word
'In' is the prefix and 'edible' is the root word
Preposition
A preposition is a word like at, over, by and with. It is usually followed by a
Prepositions words often used to indicate time, position or direction.
In the examples, the prepositions are bold and the following nouns are underlined:
Did you come here by car?
We got home at midnight.
Are you coming with me?
I fell asleep during the film.
They jumped over a fence.
Pronoun
Personal pronouns:
A pronoun is used to replace a noun to avoid repetition. For example: I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose, someone, everybody. These can be further categorised
I/me, you, he/him, she/her, we/us, they/them, it
Possessive pronouns
I like him. They don't want it.
Mine, yours, his, hers, ours, theirs, its
Reflexive pronouns
Is this book yours or mine?
Myself, herself, themselves etc.
Indefinite pronouns
I hurt myself. Enjoy yourselves!
Someone, anything, nobody, everything etc.
Interrogative pronouns
Someone wants to see you about something.
Who/whom, whose, which, what
Relative pronouns
Who did that? What happened?
Who/whom, whose, which, that
The person who did that … The thing that annoyed me was …
Punctuation
Punctuation is a way of marking text to help readers' understanding. The ones taught in the National School:
noun/noun phrase.
apostrophe, colon, comma, dash, ellipsis, exclamation mark, full stop, hyphen, semi-colon and speech marks (inverted commas).
Question Mark (?)
What time do we have to meet you?
A question mark is found at the end of a sentence which is asking a question. A question asks someone for information, or to do something. It often includes a question word (what, when, where, who, why, how). For example:
Where is the nearest train station?
Why are you not listening to the instructions?
How are you today?
Relative Clause
A relative clause gives extra information about something or someone. Relative clauses often begin with relative pronouns (who, whom, whose, which, that). For example:
An architect is a person who designs buildings.
Grace works for a company that makes furniture.
Relative Pronoun
A relative pronoun is used to connect a clause or phrase to a noun or pronoun. You see them used every day with the most common relative pronouns being: who, whom, which, whoever, whomever, whichever and that.
Semi-colon
A semi-colon is a punctuation mark that separates major sentence elements. A semi-colon can be used between two closely related independent clauses, provided they are not already joined by a coordinating conjunction. For example:
Ross did not want to go swimming; he was afraid to go in the water.
A semi-colon can also separate extra detail in a list. For example: I've been to London, England; Tokyo, Japan and Stockholm, Sweden.
Sentence
A simple sentence consists of one clause. For example:
A sentence can be simple, compound or complex.
It was late.
The clauses are of equal weight (they are both main clauses):
A compound sentence has two or more clauses joined by and, or, but or so.
It was late but I wasn't tired.
clauses:
A
complex sentence consists of a main clause which itself includes one or more subordinate
316
Simple sentences can also be grouped as follows according to their structure:
Although it was late, I wasn't tired. (Subordinate clause)
Declarative (for statements, suggestions, etc). For example:
Maybe we could eat afterwards.
The class yelled in triumph.
Interrogative (for questions, requests, etc). For example:
Could you show me how?
Is your sister here?
Imperative (for commands, instructions, etc). For example:
Take the second left.
Hold this!
Exclamative (for exclamations). For example:
What a pity!
Look at this mess!
In writing, we mark sentences by using a capital letter at the beginning, and a full stop (or question mark or exclamation mark) at the end.
Singular and Plural
A plural form is used for more than one person or thing. For example: flowers, schools, children.
A singular form is used for one person or thing. For example: flower, school, child.
(Verbs sometimes have different forms for singular or plural. For example:
Where
Where does she live? (singular)
do they live?
(plural)
Simile
A simile states simply that something is like something else. For example: he ran as quick as lighting/ she sings like an angel/the cake tastes like heaven. See Figurative Language
Statement vs Command vs Question
A statement is a type of sentence. A statement simply gives information or expresses an opinion. It always ends in a full stop. For example:
A command is instructing someone to do something. For example:
I want to be a good writer (gives information.) Or My friend is a really good writer (expresses an opinion).
Write well, give that to me, put your hand up
Are you a good writer? Can you give that to me?
A question is asking someone something and ends in a question mark. For example:
Suffix
For example:
Suffixes can be added to the end of a root word to change its meaning.
Referring '-ing' is the suffix and 'Refer' is the root word
Autograph '-graph' is the suffix and 'Auto' is the root word
Information '-ation' is the suffix and 'Inform' is the root word
Jumped '-ed' is the suffix and 'Jump' is the root word
Subject and Object
Some sentences contain an object. The object is who or what the action is done to.
The subject in a sentence tells you who or what does the action.
There can be more than one subject and more than one object in a sentence.
In the following sentences
Tom is the subject:
Tom saw Helen.
Tom is eating an apple.
Tom plays football.
After the subject, there is a verb (is eating, saw, plays) and an object (an apple, Helen, football). The object is what he's eating, who he saw, what he plays.
The subject usually goes before the verb (Tom is eating), and the object goes after the verb (eating an apple).
Some verbs (for example: give, show, buy) can have two objects. For example:
Helen bought her mother a present.
Her mother is the indirect object (= receiver) and a present is the direct object (what Helen bought).
Superlative (pronounced su-perl-ative)
The following are all examples of superlatives:
Superlatives are adjectives and adverbs that describe in the best possible terms.
excellent, magnificent, wonderful, glorious, marvellous, brilliant, supreme, consummate, outstanding, prodigious, daz zling, remarkable, formidable, fine, choice, sterling, first-rate, first-class, of the first order, of the highest order, premier, prime, unsurpassed, unequalled, unparalleled, unrivalled, unbeatable, peerless, matchless, singular, uni que, transcendent, best, greatest, worthiest, pre-eminent, perfect, faultless, flawless
Synonym
A synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language, for example: big/large, afraid/scared, hide/cover.
Tense
Present and past tenses can be simple or progressive (sometimes called continuous as the action being undertaken is continuous). For example:
A tense is a verb form that shows time. English verbs have two main tenses, present and past.
All these can also be written in the perfect tense. Perfect forms have two parts. The present perfect tense refers to an activity that begins in the past and continues in the present and the past perfect tense shows one action had happened before another when both are in the past. This is generally achieved by adding the words have (present) or had (past). For example:
Verb
Verbs have four or five different forms for example:
A verb is a word for an action (go, eat, work), a happening (rain, find, die) or a state (be, know, want). In the sentence: 'Tom is hungry and wants something to eat.'Is, wants and eat are all verbs.
Regular Verbs
I worked. (Past simple.)
The past simple and past participle of regular verbs are the same and end in –ed. For example:
I have worked. (Past participle used with have.)
The room will be painted. (Past participle used in the passive voice.)
Tom painted the room. (Past simple.)
Irregular Verbs The past simple and past participle of irregular verbs are sometimes the same and sometimes different. But they do not end in –ed. For example:
I have lost (past participle with have).
I lost (past simple).
Somebody stole my pencil. (Past simple.)
My pencil was stolen. (Past participle used in the passive.)
Vowel
Vowel sounds are phonemes produced without audible friction or closure. These are represented by vowel letters a,e,i,o,u and in some words y is used as a vowel sound(fly,) but not recognised as a vowel letter.
Word and Root word
Suffixes of sign can be: signature, signatory, signpost, signing, signal and a prefix could be ensign,
A word is a blending of phonemes to make something meaningful. S-i-gn becomes sign. This is the root word. Root words can have prefixes and suffixes added to them to alter the meaning of the root word.
Word Family
Members of the word family based on the word 'work' include rework, worker, working, workshop, and workmanship, among others.
A word family is a group of words that share a common base to which different prefixes and suffixes are added. For example:
Word Order
A modern building
Word order is the way words go together in a sentence. For example, we say:
I don't know where she is. (not
(notA building modern).
She always walks to school. (notShe walks always to school).
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Tip sheet - Accessibility and Inclusivity in the Classroom
The Disability Standards for Education 2005 clarify the obligations of education and training providers and seek to ensure that students with disability can access and participate in education on the same basis as other students. The Disability Standards for Education 2005 (the Standards) were developed under the Disability Discrimination Act 1992 and came into effect in August 2005 (Australian Government Department of Education, Skills and Employment, n.d). Unlike the online learning and teaching environment, accessibility and inclusivity in the classroom requires consideration of the suitability of the physical classroom space in promoting accessibility and inclusivity for students.
Learning and Teaching
According to the Australian Disability Clearinghouse on Education and Training, classrooms are composed of students with diverse abilities, cultures, learning approaches and academic needs (ADCET, n.d). When teaching plans are structured to facilitate teaching for diverse student cohorts, then an inclusive teaching and learning environment is created.
One of the ways this can be achieved is to apply the 7 principles of Universal Design in the classroom. According to the National Disability Authority, "Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability" (NDA, n.d).
This tip sheet presents some strategies to create an inclusive and accessible classroom environment based on the 7 principles of Universal Design in Education.
How do I apply the 7 principles of Universal Design in Education?
The following are some tips on applying the 7 principles of Universal Design in Education.
1. Create an equitable educational experience in the classroom.
– Teaching is clear and relevant to all students. For example, provide clear examples to illustrate complex ideas.
– Assessment is conducted by utilizing flexible options. For example, if a student has an access plan, ensure that the student has sufficient time to complete assessments.
– Teaching content is available in a variety of formats such as print and online media. Ensure that this content is accessible to students with sufficient time for students to access materials and resources before class.
2. Provide flexible materials and instructional approaches.
– Students have options in relation to how they access teaching materials. For example, formal lectures are supplemented with online materials.
– Adapt teaching materials to suit all learning paces. For example, pause after key points during
– Teaching materials are designed to accommodate the learning needs of a wide range of users.
lectures.
3. Design materials that are simple and intuitive to use.
– Teaching materials should be presented in a logical sequence according to importance. For example, build on concepts from simple ideas to more complex content.
– Feedback is sufficient and provided in a timely manner.
– Instruction is presented in a predictable manner and format.
© 2020 Centre for Innovation in Learning & Teaching
4. Convey information in a perceptible format
– Provide information in multiple formats such as visual and auditory.
– Information provided is compatible with assistive technology.
– Ensure that information is provided in a clear and legible format.
5. Tolerate errors
– Teaching approach anticipates a variety of skills and abilities.
– Encourage students to seek assistance for proof-reading documents.
– Provide advance notice about important tutorials and lectures.
6. Eliminate unnecessary physical effort
– Ensure that non-essential physical effort is removed. For example, remove barriers such as chairs from all access points.
– Minimise repetitive actions. For example, ensure that students do not need to change groups frequently throughout the classroom session.
– Provide rest breaks for long teaching sessions.
7. Ensure physical accessibility for all
– Instruction is equally available to people with a range of physical characteristics and communication needs.
– Ensure that the learning environment has adequate space for the use of assistive devices or personal assistance.
References
Australian Disability Clearinghouse on Education and Training (n.d). The Principles of Universal Design in Education. Retrieved from https://www.adcet.edu.au/inclusive-teaching/teaching-assessment/ Australian Government Department of Education, Skills and Employment (n.d). The Disability Standards for Education. Retrieved from https://www.education.gov.au/disability-standards-education-2005 National Disability Authority (n.d). What is Universal Design. Retrieved from http://universaldesign.ie/What-is-Universal-Design/ | <urn:uuid:cfbdc4bf-c1db-4ad7-964a-5f8d1644dffc> | CC-MAIN-2021-43 | https://staff.flinders.edu.au/content/dam/staff/learning-teaching/guides/accessibility-inclusivity-classroom.pdf | 2021-10-27T01:09:28+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00111.warc.gz | 673,333,360 | 886 | eng_Latn | eng_Latn | 0.989134 | eng_Latn | 0.993026 | [
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THE CENTER FOR HUMANISTIC CHANGE WE EDUCATE. WE SUPPORT. WE LEAD.
THE CENTER FOR HUMANISTIC CHANGE HELPS INDIVIDUALS, PARTICULARLY YOUNG PEOPLE WHO ARE MOST AT RISK, TO DEVELOP THE SKILLS NECESSARY TO FACE LIFE'S CHALLENGES.
WE EDUCATE
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We "train the trainers" and offer programs especially designed for parents and educators.
We teach parents how to communicate more effectively with their children and to recognize the signs of alcohol and substance abuse, dating violence, and bullying.
We also offer evidence-based and custom-designed training for schools, businesses, and community organizations on topics ranging from alcohol, tobacco, and other drug use prevention, relationship and family skills, personal life skills, and violence and bullying prevention.
We support students "at risk" by teaching them the necessary skills to cope with challenges they face at school and at home.
Our dedicated staff mentor nearly 1053 students in 31 schools throughout the Lehigh Valley. The 2019-2020 results show that 86 percent of these students maintained or improved their resistance to peer pressure; 82 percent their ability to understand another's point of view; and, 80 percent their communication with peers.
We track local and national trends to ensure our programs are relevant and reflect evidence-based best practices.
In response to the growing concern about the Lehigh Valley's heroin and opioid epidemic, for example, we developed HOPE (Heroin and Opioid Prevention Education) programs for high school students, educators, businesses, older adults and other community members.
We also work with schools to identify students whose alcohol, substance abuse, or mental health issues are becoming barriers to their success – and then help these students get back on track.
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A SAMPLING OF OUR PROGRAM OFFERINGS
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CENTER FOR HUMANISTIC CHANGE
COURSE OFFERINGS FOR ADULTS OF ALL AGES AT COMMUNITY-BASED
SITES AND WORKPLACES
SINGLE-SESSION PROGRAMS
Current Drug Trends: Identifies and explores personal values and risk factors regarding alcohol, tobacco, and other drug use. Provides accurate information on current drug trends and their effects. Adults learn how to talk to children about drugs and alcohol; how to build refusal skills, and how to find help.
Cyber-gambling Awareness: Raises awareness about the dangers of gambling and the nature of addiction in general. Participants will identify the risks and consequences of gambling, discover the effects of gambling on the brain, understand the cycle of addiction, and learn how to get help through this interactive workshop.
HOPE (Heroin and Opioid Prevention Education): Educates on the growing concern around the heroin and opioid epidemic. Participants learn about opioids and heroin; signs/symptoms of opioid/heroin use; the effects of use on one's health, relationships, and future; and where to find local resources to help the addict.
HOPE for the Workplace: Educates on how opioid addiction affects employee turnover, relationships, and workplace culture and is a leading cause of absenteeism and increased health care costs. This program provides employers with the tools they need to keep employees healthy and safe and their companies productive.
HOPE for Older Adults: Builds awareness of the heroin and opioid epidemic, and how these drugs specifically affect adults age 55+, including effects on health, relationships and living a full life. Participants learn about opioids and how they are used; how to recognize signs and symptoms of use, abuse and overdose; the unique dangers to adults over 55 associated with opioids; how to safely store and dispose of prescriptions; and, how to identify local resources, including where to find help.
Mock Teen Bedroom: Provides an adults-only, hands-on opportunity to learn how to identify drug paraphernalia; the ways drugs and drug use can be disguised; current local drug trends; the most-up-to-date information on those trends/drugs; ways to talk to children about drugs and alcohol; and how/where to find help.
Social Media: Raises awareness about trends and dangers throughout social media. Participants learn about Facebook, Instagram, Snapchat, and Twitter; identify the possible dangers of social media outlets; understand responsible use and the legal, social, and emotional consequences of misuse; discover the prevalence and pressures concerning sexting, cyber-bullying, and privacy issues; discuss the effects of social media on the brain, including addiction; and explore the resources available to monitor and combat misuse.
Stress Management: Identifies stressors and techniques to deal more effectively with stress. Participants will have the chance to practice techniques.
Voices from the Valley: Educates about the addiction cycle, from first use to recovery. Topics include the effects of trauma and genetics; how addiction affects the entire family; the roles played by law enforcement, health care professionals; and local resources for addicts and their families. Program highlights include either live speakers or video interviews with recovering addicts and family members, addiction specialists, EMTs, and others.
MULTI-SESSION PROGRAMS
(*Evidence-based programs)
* Botvin Life Skills Training (LST) Parent Program: Provides parents with the necessary skills to help their children learn to resist social pressure to smoke, drink, and use drugs; develop greater self-esteem, self-mastery, and self-confidence; and enhance their ability to reduce and prevent risky behaviors.
*STEP (Systematic Training for Effecting Parenting): Provides skills training for parents of children six through 12 years of age. The course is designed to help parents better understand children's behavior and misbehavior; learn to develop child confidence; practice positive listening; and give encouragement. The sessions use role-play to dramatize examples of both ineffective and effective parent-child interaction and provide opportunities to discuss personal experiences.
SINGLE AND MULTI-SESSION PROGRAM OFFERINGS
Stanford Tobacco Prevention Toolkit: Theory-based and evidence-informed resources created by educators, parents, and researchers aimed at preventing middle and high school students' use of tobacco and nicotine. Key modules focus on vaping. | <urn:uuid:b476eb6b-3ff8-413b-bbef-f7e16bf3939f> | CC-MAIN-2021-43 | https://www.thechc.org/file_download/0b3acc79-f0ac-475b-b31c-f17936300daf | 2021-10-27T00:34:12+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00114.warc.gz | 1,236,201,287 | 1,341 | eng_Latn | eng_Latn | 0.991803 | eng_Latn | 0.993155 | [
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English
Reading
We will be learning the following:
- We will be exploring the Lemony Snickett books.
- Identifying main ideas drawn from more than one paragraph and summarising these.
- Identifying how language, structure and presentation contribute to meaning.
- Participate in discussions about books that are read to them and those they read themselves.
Fict on Writ ng
i
We will be learning the following:
- Orally rehearse sentences/use of adventurous vocabulary.
- We will be reading 'The Creakers' and studying a film narrative 'The Robot'
- Secure independent use of planning.
- Consolidate use of inverted commas and commas to demarcate speech.
- Poetry - Tetractys.
- Metaphors and similes for description.
Non-Fict on Writ ng
i
We will be learning the following:
- Writing own persuasive texts using the correct writing format.
- The structure of persuasive texts focusing on language, lay out and style.
- Captions on diagrams.
- Use of rhetorical questions.
- Cause and effect conjunctions.
Spelling
We will be learning the following:
- homophones, near homophones, suffixes and prefixes, plural possessive apostrophe, soft 'c', words families and different spellings of the suffix –shun and words from the Statutory Yr3/4 list..
Topic: History and Geography
Geography - "Let's Go to the river"
We will be finding out all about rivers and coasts We will be:
- Learning about the key features of a river
- Understanding the water cycle
- Finding out how rivers change from their source to the sea.
- Discussing why rivers are important to people.
- Looking at how and why some beaches are different to others.
- Investigating local rivers and why they are important to people.
- Locating and discovering more about rivers around the world.
We will also be conducting an on-going river project at Nine Springs.
Science
'Sound'
We will be learning the following:
- identifying how sounds are made, associating some of them with something vibrating.
- recognising that vibrations from a sound travel through a medium to the ear.
finding patterns between the volume of a sound and the
-
strength of the vibrations that produced it.
- finding patterns between the pitch of a sound and features
of the object that produced it.
- recognising that sounds get fainter as the distance from the sound source increases.
Maths
We will be learning the following:
Number: Mult plicat on and Division
i
- Learning the x11/x12 tables.
- Multiply 3 numbers i.e. 5 x 7 x 4.
- Learn, find and use factor pairs.
- Use efficient methods of multiplication and division (written and mental).
- Multiply a two-digit number by a 1 digit no.
- Multiply a three-digit number by a 1 digit no.
- divide a two-digit number by a 1 digit no.
- divide a three-digit number by a 1 digit no.
- Solve correspondence problems.
Measurement – Area
- What is area?
- Find area by counting squares.
- Find the area of rectilinear shapes.
- Compare area.
Number: Fract ons
i
- Understand what a fraction is.
- Find and apply equivalent fractions.
- Making fractions greater than 1.
- Count in fractions and make links between proper and improper fractions.
- Add or more proper fractions.
- Subtract two proper fractions.
- Subtract fractions from whole amounts .
- Find fractions of a quantity.
- Calculate and solve problem involving fractions.
Decimals
- Recognise hundredth and tenths.
- Recognise tenths as a decimal.
- Place tenths on place value grid and number line .
- Divide a one digit/two digit number by 10 & 100.
- Recognise hundredths as a decimal.
Physical Education
Computing
We will be learning the following:
We will be learning the following:
Invasion games
- Handing data electronically through the use of data loggers (investigating sound waves).
- Programming, testing and coding using Scratch software.
- Playing competitive games such as football, hockey and network and use the associate skills to attack and defend by working as part of a team.
Striking and f el d in g
i
- Using running, jumping, throwing and catching in isolation and in combination.
Music
We will be learning the following:
- Singing and performing songs in the Easter Service
- Investigating sound and looking at what objects make sound and how sound is transmitted.
- Practising making sounds using different rhythms and notes
- Learning an instrument – the recorder and playing as an ensemble.
Spanish
In Spanish we will be learning the following:
- Using indefinite and definite articles with singular and plural nouns.
- Saying and writing nouns for parts of the body and face.
- Reading simple descriptions of monsters and matching to pictures.
- Listening and joining in with parts of a Spanish story.
- Writing descriptions of monster and alien pictures. (Using nouns and adjectives).
- Learning how to de-bug errors in coding.
- Using simple algorithms.
RE
In R.E. we will be learning the following:
- understand the importance and significance of the cross for Christians and the salvation story.
- look at the theme of forgiveness in some Bible stories including 'The Prodigal son'.
- understand the importance of Lent and Easter as a Christian festival.
- recognise the importance of forgiveness for Christians.
PSHE
We will be learning the following:
- Understanding how I fit in to my school community.
- Recognising how attitudes and actions make a difference to my class.
- Understand how democracy works e.g. School Council.
- Understanding how my actions affect others.
- Recognising the important of democracy and voice.
Art
In Art, we will be learning the following:
Studying the art st Charles Rennie Mackintosh
i
- Studying the life and work of the artist, Charles Rennie Mackintosh.
- Consider scale and proportion.
- Annotate sketches to explain and elaborate ideas.
- Make precise repeating patterns.
- Experiment with a wider range of materials.
- Use some of the techniques our artist used.
Design Technology
We will be learning the following:
- Handling and preparing food by considering hygiene rules
- Understanding what makes a healthy diet and recognise food groups
- Creating healthy lunchboxes
Trips and Visits
We will be learning the following:
- Receiving a visit from a humanist in to discuss how a humanist views the world and how this affects their day to day life (link to R.E)
- Learning to swim during our weekly visit to Goldenstones. | <urn:uuid:fecc83ee-7644-400b-8167-4cb526fe6a55> | CC-MAIN-2021-43 | https://oaklandsprimaryschool.co.uk/download/969/spring-term/15597/year-4-spring-curriculum-leaflet | 2021-10-27T01:35:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00113.warc.gz | 559,187,783 | 1,371 | eng_Latn | eng_Latn | 0.995701 | eng_Latn | 0.996462 | [
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South Central College
CULN 1105 Butchery
Course Outcome Summary
Course Information
Description
Total Credits
Total Hours
Types of Instruction
Instruction Type
Lecture
Lab
Pre/Corequisites
CULN 1101
Institutional Core Competencies
Civic Engagement and Social Responsibility - Students will be able to demonstrate the ability to engage in the social responsibilities expected of a community member.
Critical and Creative Thinking - Students will be able to demonstrate purposeful thinking with the goal of using a creative process for developing and building upon ideas and/or the goal of using a critical process for the analyzing and evaluating of ideas.
Cultural Competence - Students will be able to demonstrate an attitude of personal curiosity, a rising knowledge of cultures, and an evolving range of skills for living and working among others with other worldviews and ways of life.
Course Competencies
1. Apply sanitary food handling procedures
Learning Objectives Display proper personal hygiene Sanitize kitchen facilities Perform sanitary food handling
This course covers the identification and preparation techniques of various cuts and grades of meats, poultry, fish/shellfish, and game meats.This course will also teach the processing (butchering) and the storage of fresh meats and the operation and cleaning of meat processing equipment. (Pre- or Corequisite: CULN 1101)
4
96
Credits/Hours
2/32
2/64
Monday, February 26, 2018 1:16 PM
2. Operate commercial meat processing equipment
Learning Objectives Operate meat processing equipment
Clean/sanitize meat processing equipment
3. Identify meat/poultry processing utensils and their uses
Learning Objectives Use tenderizing tools Use fabricating knives
4. Demonstrate beef/veal cutting of wholesale cuts
Learning Objectives Process beef and veal wholesale cuts Prepare moist heat beef/veal dish Prepare dry heat beef/veal dish
5. Identify lamb wholesale cuts
Learning Objectives Process wholesale lamb cuts Prepare moist heat lamb dish Prepare dry heat lamb dish
6. Demonstrate cutting pork wholesale cuts
Learning Objectives Process (fabricate, cube, and grind) wholesale pork cuts Prepare moist heat pork dish
Prepare dry heat pork dish
7. Identify all cuts of poultry, beef, seafood and pork
Learning Objectives Process (fabricate, debone) game birds Prepare moist heat game bird dish Prepare dry heat game bird dish
8. Identify 6 classes of poultry
Learning Objectives Process (debone, cube, grind) poultry Prepare moist heat poultry dish Prepare dry heat poultry dish
9. Identify fin fish and shellfish
Learning Objectives Process (filet, fabricate) fin fish Prepare moist heat fin fish dish Prepare dry heat fin fish dish
10. Demonstrate how to clean fin fish and shell fish
Learning Objectives Process (fabricate, devein, clean) shellfish Prepare moist heat shellfish dish Prepare dry heat shellfish dish
11. Demonstrate red meat/poultry/seafood storage methods and temperatures
Learning Objectives Package and store red meats
Package and store poultry Package and store fresh seafood
12. Demonstrate maintenance and cleaning procedures for commercial meat processing equipment
Learning Objectives
Clean/sanitize meat band saw Clean/sanitize meat cuber
13. Apply different cooking methods with all meat and seafood that has been processed
Learning Objectives
Demonstrate different coking methods of seafood Demonstrate different cooking methods of processed meats
SCC Accessibility Statement
South Central College strives to make all learning experiences as accessible as possible. If you have a disability and need accommodations for access to this class, contact the Academic Support Center to request and discuss accommodations. North Mankato: Room B-132, (507) 389-7222; Faribault: Room A-116, (507) 332-7222.
Additional information and forms can be found at: www.southcentral.edu/disability
This material can be made available in alternative formats by contacting the Academic Support Center at 507389-7222. | <urn:uuid:9df28fc8-1463-40a1-adc2-a9d6efd6eff4> | CC-MAIN-2021-43 | https://southcentral.edu/webdocs/current_cco/CULN1105_cco_2022.pdf | 2021-10-26T23:21:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00115.warc.gz | 685,080,280 | 830 | eng_Latn | eng_Latn | 0.937669 | eng_Latn | 0.958468 | [
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Help Children Learn
Executive Summary
Key Point #1
Childhood is a holistic process, different for each individual child. Many children do not learn effectively exclusively within a classroom.They need alternative, hands-on learning environments to match their varied learning styles.
Test-driven education mandates often do not emphasize children's emotional and social needs and opportunities for creativity.This limits the development of unique talents and the fulfillment of individual lives, and deprives society of practical, problem-solving intelligence.
City parks, greenways, and naturalized school grounds can be a crucial antidote to these unhealthy trends. They can motivate young people to learn through the natural environment (which includes learning about the natural environment), bringing environmental education into the mainstream of state-mandated instructional programs.The informal learning, nonformal programs, and formal instruction associated with parks can reinforce each other, enhancing academic achievement.
City parks offer children the daily benefits of direct experience with nature—the motivation to explore, discover, and learn about their world and to engage in health-promoting, physical activity.
Key Point #2
City parks offer children a sense of place, self-identity, and belonging as an antidote to social alienation, vandalism, and violence.
Key Point #3
City parks engage children in informal, experiential learning through play and shared experiences with peers, laying the foundation for effective formal education.
Key Point #4
City parks provide a valuable resource for closing the educational achievement gap in communities.
Key Point #5
City parks offer a vehicle for children's participation in community development, citizenship, and democratic processes.
Making Great Communities Happen
Help Children Learn
KEY POINT #1:
KEY POINT #2:
City parks offer children the daily benefits of direct experience with nature— the motivation to explore, discover, and learn about their world and to engage in health-promoting, physical activity.
Like newborn animals, children are genetically predisposed to move, to explore the space around them, and to discover its contents.All parks offer physical activity and free-range learning. The richer the park environment, the richer the learning will be.
Parks are inherently attractive to children because they permit escape from the tight strictures of daily life. Located in urban neighborhoods, parks can offer every child the possibility of healthy physical activity—if networks of child-friendly, safe, accessible pathways connect homes with parks. Parks generously support the multitudinous repertoire of chase and rough-and-tumble games transmitted across the generations through childhood culture regardless of social class, ethnic background, or geography.Without opportunities to flourish, these traditions will die.
Childhood in the U.S. is in crisis.The latest Centers for Disease Control and Prevention (CDC) survey estimates that 15 percent of children 6 to 19 years old are overweight or obese. Among 2 to 5 year olds, 1 in 10 is overweight or obese. 1 Surprisingly, even in light of these frightening statistics, school districts across the country have been curtailing recess—or eliminating it altogether (www.ipausa.org).
Many children do not learn effectively exclusively within the four walls of classrooms.Additional, hands-on learning environments are required to match varied learning styles.This is particularly true of children with ADHD (attention deficit hyperactivity disorder) behaviors.An estimated 8 percent of children 3 to 17 years old have ADHD and other learning disabilities-and the numbers are still rising (probably because of improved diagnosis). Recent scientific research is beginning to demonstrate an intriguing health-promoting impact of everyday green space on child development-in particular on ADHD-like behavior. 2
For the first time in history, childhood is torn between the tight space of television, couch, and computer screens, and the free-range spaces of the neighborhood: streets, school grounds, parks, greenways-and vacant lots (if they have not been "in-filled").These spaces must be designed to be so attractive that they will help win the tug-of-war between sedentary indoor life and an active life outdoors.
2 OF 4
City parks offer children a sense of place, self-identity, and belonging as an antidote to social alienation, vandalism, and violence.
To sustain multiple visits, city parks must be memorable, combining strong visual identity with striking, harmonious experiences. Recent research strongly suggests an association between experience of "nearby nature" (such as in a city park), and reduced rates of aggression for low income, innercity populations. 3
Chase Palm Park is the latest addition to Santa Barbara's park system. Adjacent to the beach, easily accessible to all residents, the park design contains artifacts and themes that create a physical identity based on the history of the site and its Pacific Ocean location. 4 A full-size pod of whales spouting water appear to swim across a sea of grass. Children play with sand and water in a giant Nautilus shell created by a local artist.
Nonstandard play equipment commemorates an ancient shipwreck off the coast, its ship-like forms swarming with children. Colorful, adobe-like playhouses take the form of the City of Santa Barbara in miniature, set against a mural backdrop of the Santa Ynez Mountains. Sea caves, a lighthouse with kaleidoscope, fishing pier, and docks complete a permanent stage set for playing and learning.
Chase Palm Park is a fun place for all family members, who leave with lasting memories etched by the locally grounded design elements.These types of experiences live on in conversations at home, curricular activities at school, and during summer camp visits to the park. Its unique identity encourages repeat visits and deeper levels of learning, as children get older. Eventually, they will share memories with their own children.
American Planning Association
06
Help Children Learn
KEY POINT #3:
KEY POINT #4:
City parks engage children in informal, experiential learning through play and shared experiences with peers, laying the foundation for effective formal education.
Children are motivated to learn when they can make their own discoveries outdoors. Computers can never substitute for hands-on, multi-sensory experiences that first fire up the mental circuits in young, inquiring minds. School parks are the most obvious places to stimulate these learning processes, but they must provide more than just additional sports facilities that serve a small minority of children.
Beginning in the 1970s progressive schools began to reconstruct and restore their school grounds as rich play and learning environments serving both school and neighborhood.The movement continues to this day in progressive school systems. In downtown Berkeley, California, Washington Elementary School teachers, parents, children, and local residents partnered with several local organizations, including the UC Berkeley campus, to create the Environmental Yard.An acre-and-a-half of featureless asphalt was replaced with a series of mini-ecosystems (wetland, stream, riparian woodland, redwood grove, meadow, and chaparral) reflecting the rich diversity of the San Francisco Bay region. Climbing structures and community gathering areas were also added.After school and during weekends it became a play space for all ages. During the summer, Berkeley Parks and Recreation play leaders and Project PLAE (Playing and Learning in Adaptable Environments) organized an array of arts and environment programs serving families citywide. 5
The Yard model continues to be replicated in various forms in East Bay school systems (including Berkeley).The Martin Luther King Junior High School Edible Schoolyard is a wellknown Berkeley example that links learning about health, nutrition, and food preparation directly to the hands-on gardening experiences. 6
The model was recently replicated in Cleveland, Ohio, where the nonprofit organization ParkWorks partnered with the city schools, Cleveland Botanic Garden, and Kent State University's Urban Design Center to convert the 2 1/2-acre, barren asphalt yard of Orchard Elementary School into Orchard School Community Park, serving school and neighborhood. Children, teachers, parents, and neighbors all participated in the design. 7 Cleveland schools and the city jointly funded the project (www.parkworks.org).
3 OF 4
City parks provide a valuable resource for closing the educational achievement gap in communities.
Closing the Achievement Gap, a landmark study published in 1998, surveyed 40 K-12 schools in 13 states across the nation, all of whom used offsite open spaces to extend learning options for students. 8 The results convincingly demonstrate the positive impact of hands-on learning opportunities, as measured by the standardized achievement scores of socially disadvantaged students.
Recognizing the value of urban open space as a motivator of children's learning through hands-on fieldwork, Partners for Environmental Justice (PEJ), in Raleigh, North Carolina, developed a master plan for the Walnut Creek Urban Wetland Educational Park.The magnificent 70-acre wetland/floodplain site bordering Walnut Creek is located adjacent to an African-American neighborhood in a previously politically underrepresented area of town. PEJ is based at an Episcopal church next to the site and partnered with nearby middle schools, the North Carolina Museum of Natural Sciences, and NC State University's College of Design to create a master plan. Many other community and educational interests were involved in a series of participatory design workshops to develop the design program and educational brief for the park, which was endorsed by the Raleigh Parks, Recreation and Greenways Advisory Board. The city has already connected the park to the Raleigh greenway system and has allocated funding for the design of an education center located on dry land in one corner of the site. Carnage Middle School, across the street from the park, Ligon Middle School in the neighborhood, and Centennial Middle School on the Centennial Campus of NC State University (eventually to be connected to the park by a greenway) are all using the park as an educational resource. 9
American Planning Association
Help Children Learn
KEY POINT #5:
City parks offer a vehicle for children's participation in community development, citizenship, and democratic processes.
If children participate in the design of spaces in their neighborhood, they will value and respect them more fully.The international Convention on the Rights of the Child supports this democratic right of young people to be engaged, to be part of the process. (www.unicef.org/crc/crc.htm)
The Town of Cary, North Carolina, Parks, Recreation and Cultural Resources Advisory Board initiated the Kids Together Park because they felt the town should provide its citizens with a fully accessible, universally designed family recreation facility. 10 The park was designed through a series of workshops with the participation of children, parents, and local stakeholders. Siblings represented children with developmental disabilities. A strong demand was made to retain natural features of the original site and to add many other natural elements to the design.The participatory process was so successful that a nonprofit organization was set up,
Notes and Resources
1 Ogden, C., K. Flegal, M. Carroll, and C. Johnson, 2002. "Prevalence and Trends in Overweight Among US Children and Adolescents, 1999-2000." Journal of the American Medical Association, 288(14), 1728-1732.
2 Faber Taylor, A., F. Kuo, and W. Sullivan, 2001. "Coping with ADD: The Surprising Connection to Green Play Settings." Environment & Behavior Vol. 33(1): 54-77. Sage Publications, Inc.
3 See the following articles: Faber Taylor, A., F. Kuo, and W. Sullivan, 2002. "Views of Nature and Self-Discipline: Evidence from Inner City Children." Journal of Environmental Psychology, 22, 49-63. F. Kuo, and W. Sullivan, 2001. "Aggression and Violence in the Inner City." Environment & Behavior, 33(4), 543-571. N. Wells, 2000. "At Home with Nature: Effects of Greenness on Children's Cognitive Functioning." Environment & Behavior, 32(6), 775-795. A. Faber Taylor, A. Wiley, F. Kuo, and W. Sullivan, 1998. "Growing Up in the Inner City: Green Spaces as Places to Grow." Environment & Behavior, 30(1), 3-27.
4 Park designers were MIG, Inc., Berkeley, California, (www.migcom.com), with George Gervin Associates and local artists.
5 A full account of the Environmental Yard, how it was created, and its impact on the children, school, and neighborhood, is published as: R. Moore, and H. Wong, 1997. Natural Learning:The Life History of an Environmental Schoolyard. Berkeley, Calif.: MIG Communications.
6 See The Edible Schoolyard. 1999. Berkeley, Calif.: Learning for the Real World (Center for Ecoliteracy).
7 Orchard School Community Park was designed by McKnight and Associates, Landscape Architects, Cleveland, with the Natural Learning Initiative, NC State University (www.naturalearning.org) as facilitation and design consultants.
4 OF 4
headed by two of the children who did much of the fundraising—and learned much in the process.They decided on the name "Kids Together" as an expression of the mission of the park as a place for all children, regardless of ability. Later in the process, a nonprofit, Cary Visual Art (CVA), participated in the addition of several playful "art benches" and a large sculpted play dragon named Katal (Kids Are Together at Last). Currently, CVA is producing a Kids Together Explorers educational kit, linking art, nature, and learning.
Kids Together Park has become a meeting ground for families, many of them intergenerational, extended, or visiting from out of town (a good criterion for a successful urban park). Multi-ethnic mixes of parents, who work mostly in the high tech, international industries of the Research Triangle Park, get together, swap parenting tips while their children play, and become included in the community.
8 Lieberman, G. and L. Hoody, 1998. Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. San Diego, Calif.: State Education and Environment Roundtable.
9 The design program/master plan document for the Urban Wetland Educational Park can be downloaded from www.naturalearning.org.
10 Kids Together Park opened in June 2001, designed by Robin Moore (consultant); Little and Little, Landscape Architects, Raleigh, North Carolina; and Cline Design Associates, Architects.
Robin Moore, the author of this briefing paper, holds degrees in architecture (London) and urban planning (MIT). He is Professor of Landscape Architecture, and director of the Natural Learning Initiative (www.naturalearning.org), NC State University, Raleigh. His research and design activity is focused on childhood environments and ranges from play gardens to urban parks, neighborhoods, and cities. He is a principal in the design and planning firm of Moore Iacofano Goltsman (MIG), Berkeley, California. Contact information: email@example.com; 919-515-8344.
City Parks Forum Briefing Papers
This is one in a continuing series of briefing papers on how cities can use parks to address urban challenges.We hope the information here helps you to create great urban parks in your city.
Please visit our website at www.planning.org/cpf to learn more about The City Parks Forum.
Copyright © 2003 by American Planning Association 122 S. Michigan Ave, Suite 1600, Chicago, IL 60603; www.planning.org.
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Great Gaddesden Cof E (VA) Primary School
Curriculum overview for academic year 2020 - 2021
French
All about me
Food glorious
| Term | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | English | Maths | Science | RE | Computing | Geography | History | Art | Design Technology | Music | PE | PSHE/RSE/For est S chools |
| Autumn Key Texts: Stig o f t he Dump Stone A ge t o Iron A ge - History detectives | 1 | Recount Poetry | Number & place v alue Mental strategies i n addition + subtraction Multiplicative proportional Geometric | Rocks | Creation Bible s tory: Jesus c leans the t emple | Animation | | StoneAge t o Iron A ge | | 3D P ackaging | Charanga: Mama M ia | Hockey | Celebrating differences |
| | 2 | Instructions Narrative | | Sound | Incarnation Bible s tories: Joseph’s c oat The d ream o f Daniel | Digital m usic | | StoneAge t o Iron A ge | Printing | | Charanga: Glockenspiel | Personal fitness | Keeping s afe, playing s afe |
| Spring Key Texts: Atlas of Adventures Kensuke’s Kingdom | 1 | Non chronological reports Narrative | Proportional Reasoning Geometry Proportional Addition Spatial Reasoning Perimeter Statistical reasoning | Animals: Nutrition & skeletons | Hinduism | HTML E ditors | Modern Europe | | | Food Technology | Charanga: Ukulele | Invasion games | Making choices |
| | 2 | Explanation Poetry- H aikus | | Plants, r oots & shoots | Salvation Bible s tories: Noah Feeding o f t he 5000 | Presenters | Locational skills, m aps and m apping | | Sculpture | | Charanga: Stop! | Invasion games | What m akes me c hoose |
Great Gaddesden Cof E (VA) Primary School
Curriculum overview for academic year 2020 - 2021
Our school
| Summer Key Texts: Beowulf Arthur & the Golden Rope | 1 | Persuasion Narrative | Multiplication Number & Place v alue Measurement Operational reasoning Proportional Reasoning | Light | Buddhism Bible s tory Zaccheus | Co-authors | Vikings a nd the A nglo Saxon s truggle for E ngland | | Textiles | Charanga: stop | Striking & fielding | Zones o f regulation What m akes me c hoose Wellbeing |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Hiking Quandary Peak
A spotlight was shining on the red-rock peak, an imaginary trophy appeared in my head, sparkling as the sun hit it. My family and I were hiking one of the tallest mountains in Colorado, a fourteen-thousand-foot-high beast called Quandary Peak. While hiking, I saw lovely yellow aspen trees trickled in with the green evergreens. The sunlight was scattered due to the trees, making the trail ahead of me sparkle. We were hiking in a line, like playing follow the leader, because the path was so narrow. Squirrels and other wildlife scurried across the path as we pushed onward. The countless pictures I snapped did not do justice to the breathtaking views that surrounded me as I gained elevation. I enjoyed the view, the jagged and crisp Rocky Mountain Range jutting out as far as I could see. Hours went by until I made it beyond the tree line, around eleven thousand feet above sea level.
That was when the hike became treacherous, wobbly rocks would cause me to lose my balance, and peaks that I had thought were the top of the mountain ended up being false peaks and tricking me. At some points in the hike, there seemed to be no trail, but just jumbled rocks that you had to direct your way through. The sun's intensity was sizzling my skin as I was climbing, although I kept needing to add layers as I ascended. The pressure from the altitude was causing headaches, so I had to stop frequently. With the lack of oxygen in the air, I could feel my lungs heaving to pull extra air in each gasping breath. Thoughts of giving up creeped into my head, but I ignored them just like pop up ads on my computer. All of us were battling some sort of personal difficulty, my dad was struggling to take even one more step, my mom was becoming cranky from hunger pains, and my brother was starting to wish he had drunk more water before starting. However, everyone got an extra spring in their step when I spotted a majestic white mountain goat blocking our path. Two mountain goats were on the trail with their
I am in 12
th grade at Hanover High School
My hometown is Mechanicsville, Virginia.
little baby, who hadn't grown any horns yet. We were able to get some wonderful close-up pictures of these beautiful and surprisingly large animals. It turns out that mountain goats have been known to attack people and have even killed hikers on Quandary Peak. We did not learn this tidbit of seemingly important information until after our hike, but it was a good thing that we did not go and give our fluffy friends a hug. After spending a good amount of time observing the mountain goats and acting like the paparazzi with the celebrity goat, we continued our trek to the top.
We were now on hour three of our hike and still were not half way. I talked to many of the interesting people that were also taking on the mountain, many were locals and had experience with other Colorado mountains. Unlike the other hikers, my family and I are from Virginia and attempted to hike a fourteen-thousand-foot mountain the day after we landed from our flight. This was not smart because the difference in elevation seemed to influence our hiking abilities, but we were determined to get to the top of this majestic mountain. After many water breaks and rest stops, I finally made it to the final stretch of rock before my goal, the peak. Just. One. More. Step. Summiting, I collapsed in awe that I made it to the top. Looking out at the vast landscape, blue sky met with sharp and pointy grey mountains.
My family and I made it to the top of our very first fourteen-thousand-foot mountain. As we put our arms in the air for victory, we didn't think about how many more tiring hours it would take to get back down the extravagant mountain. For my first time being in Colorado, and first time hiking that tall of a mountain, it was an experience. I enjoyed every bit of that hike even when my legs ached with each step up the mountain. Nothing beats breathing in that fresh, crisp air, the breathtaking views, and the victorious feeling when you finally reach the top. Hiking
Maggie Sobel I am in 12 th grade at Hanover High School My hometown is Mechanicsville, Virginia.
Quandary Peak was an amazing adventure and has inspired me to one day hike more of the fourteen thousand high mountains in Colorado!
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Alabaster Parks and Recreation Youth Sports
Mission Statement:
________________________________________________________________________
The mission of Alabaster Parks and Recreation is to teach fundamental sports skills while providing a positive experience in a safe, encouraging, and friendly environment for every child participating in our Athletic Programs. We believe every child learns life lessons through athletic participation such as how to work hard, persevere, be a team player, set goals, follow rules, and be respectful. To achieve this mission, it is mandatory that all adults, including coaches, parents, officials, spectators, and administrators, set a good example by exhibiting self-control, respectfulness, and following all rules implemented by Alabaster Parks and Recreation.
PARENTS/GUARDIANS:
________________________________________________________________________
IMPORTANT: Please always remember that youth sports are for children, not adults! Parents and players are passionate about sports. Unfortunately, this passion can sometimes result in poor behavior. Adults may complain about an official's call or yell at their child during a game. Bad behavior frustrates officials, makes it hard to find volunteers, and harms young players. The City of Alabaster Parks and Recreation Department will not tolerate bad behavior at practices or games. Our goal is for every child to have an enjoyable experience while on our fields. Please be a positive role model for your child and encourage sportsmanship by showing respect and courtesy, and by demonstrating positive support for all players, officials, staff, coaches, parents, and spectators at every game, practice, or other sporting event.
PARENTS/GUARDIANS CODE OF CONDUCT
I hereby pledge to abide by the Parents/Guardians Code of Conduct established by the City of Alabaster Parks and Recreation Department (CAPRD):
COACHES –
* You may not always agree with the coach, but nothing will be gained from verbally attacking the coach. It would be more productive and respectful to offer to help the coach. The program will be stronger if parents and coaches work together to set your children up for success.
* Respect coaches. Remember, they stepped up and volunteered to coach your child.
* Do not confront coaches on the field during games or practices.
* Coaches use GroupMe/Group Texts to communicate information to parents regarding practices, games, and/or to organize meetings.
* When you are upset, please take 12 to 24 hours to calm down before speaking with your child's coach.
o Please refrain from using this form of communication to have arguments or voice complaints as this will not result in a positive experience for anyone, especially your children. Remember, the goal is to set your children up for success by working together as a team.
ENFORCEMENT OF THE CODE OF CONDUCT –
* A minor first offense may result in a verbal warning by an official, head coach, and/or Parks and Recreation Staff Member.
* Enforcement of the Code of Conduct will vary based on the severity of the issues and complaints involved.
* A second offense may result in a written warning.
* A serious violation may result in you, the parent/guardian/spectator, being suspended for the remainder of the season.
* Ongoing offenses or serious violations may result in you, the parent/guardian/spectator, being suspended from the game with written documentation of the incident.
* IMPORTANT: Anyone suspended must leave the park facility immediately.
OFFICIALS –
* Never question, discuss, or confront officials at the game field.
* Respect the officials and their authority during games.
RECREATIONAL LEAGUE –
* This is a recreational league which means ensuring all players are having fun and getting an opportunity to play. This takes precedence over any coach or parent's desire to win.
SIDELINE BEHAVIOR –
* Degrading or demoralizing of players is not acceptable.
* Refrain from coaching your child or other players during games and practices unless you are one of the official coaches of the team.
* Only coaches, assistant coaches, and/or officials are allowed on the field or sideline! Anyone else including but not limited to parents, guardians and/or spectators are to remain in the bleachers or on the bleacher side of the fence. The only exception would be due to special circumstances which would require prior approval from CAPRD staff.
o NOTE: You agreed to these terms when you registered your child/children.
* Per Alabaster City Ordinance 95-381: Any person who engages in arguments, uses abusive language, harasses game or league officials, or exhibits any unsportsmanlike behavior may be barred from parks and/or recreation facilities and/or prosecuted.
UNSPORTMANSLIKE CONDUCT –
* Remember to place the emotional and physical well-being of all players ahead of a personal desire to win.
* Do not engage in any kind of unsportsmanlike conduct with any official, coach, player, or parent such as booing, taunting, or using profane language or gestures, etc.
WORDS OF WISDOM –
* Don't focus on the athletic success of your child. Instead, focus on their work ethic and ability to be coachable and respectful. (Source: unknown)
* Remember: Losing is not failure! Failure comes from giving up!
* "Your words sow seeds in your children's hearts. From those seeds spring up either confidence or uncertainty, dignity or dishonor, worth or worthlessness. Your words create the beginning of their life stories, and they will carry this story with them always." (Source: Power of Positivity) | <urn:uuid:f0e3dd17-fa2f-469a-8e73-55276b45cb17> | CC-MAIN-2021-43 | https://cityofalabaster.com/DocumentCenter/View/4717/Parents-Code-of-Conduct---9-10-2021 | 2021-10-27T01:14:03+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00116.warc.gz | 263,370,271 | 1,107 | eng_Latn | eng_Latn | 0.998063 | eng_Latn | 0.998887 | [
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What is Play?
Play is the business of childhood. It is an integral part of every child's healthy development and is embedded in Article 31 in the Convention on the Rights of the Child. 1 Children and youth need time, appropriate space, and opportunity to engage in quality play. Play is crucial for children's mental and emotional health, and it can reduce their experiences of depression, anxiety, aggression, and sleep problems. 2 It improves children's physical, mental, and social health, and has a critical role in healthy development by improving motor skills, social behavior, independence, and conflict resolution. 3 Engagement in play provides experiences that can equip children with risk management skills necessary to thrive as adults. 3 Some empirical evidence supports the link between physically active play and decreased anxiety, as well as depressive symptoms and positive self-concept. 4
There are many categories of play. Unstructured child-led play is play where children follow their own instincts, ideas, and interests without a defined purpose or outcome. It is not initiated in an organized, planned, or formal way, and may include thrilling and exciting forms of play (sometimes referred to as risky play). "Child-led" or "-directed" is used as a qualifier to emphasize the principle component of play in which the child determines her or his activity. 5 Unstructured child-led play provides opportunities for challenge and exploring boundaries, which allows the child to determine their own limits. 6 There are six categories of challenging play, including: play at heights, play with speed, play with tools, play near dangerous elements, rough-and-tumble play, and play where the children can "disappear" and/or get lost. 7 Organized sports or screen-time (i.e., time spent in front of the television; computer; gaming consoles; tablet; smartphone; or any other electronic equipment) are not considered unstructured, child-led play.
Structured play includes games or activities that may be directed by an adult or where there are rules and/or guidelines (e.g., tag, kick-the-can, soccer, grounders, and sport-related activities). 5 During structured play, children adhere to outside rules or structure and do not have freedom of navigation. 8 They may also be directed by an adult or external authority figure. This structure is contrary to child-led play, where children are active agents in their expressions and movements and do not adhere to rules or guidelines enforced by outside authorities. 8
Outdoor play is play that takes place outside and includes concepts of UCLP and nature play. 5 Nature play occurs primarily outside in a natural environment and/or involves play with natural elements and features (e.g., water, mud, rocks, hills, forests) and natural loose parts (e.g., sticks, pine cones, leaves, grass etc.). 5
Outdoor play, in particular, is known to improve cognitive, social, and emotional health outcomes. 9 Outdoor play where children can disappear or "get lost" has a positive effect on social health indicators and physical activity, and is negatively associated with sedentary behaviours. 3 Such play during school recess breaks tends to maximize students' attention at school, 10 and a recent national survey showed that 90% of teachers and 86% of parents believe that physically active children are better able to learn in the classroom and are better behaved during class, compared to children who are not physically active. 11 A systematic review of the influence of school-based physical activity and children's classroom
This project is funded with the generous support of the Lawson Foundation.
MARCH 2019
learning found positive associations between recess and cognitive skills development, with children's engagement in physical activity including improved attention and academic performance. 12 In particular, outdoor play at recess improves children's ability to solve problems and resolve conflicts, and their ability to develop and sustain friendships, co-operate, and lead and follow. 10 Engagement in natural play spaces can improve children's social health, as play with loose parts increases social interaction, creativity, and resilience compared to that on pre-built playgrounds. 13
An important part of outdoor play is the ability for children to travel some distance unsupervised; however, there have been declines in children's unsupervised travel distance. 3 This global phenomenon may be due to parents' fear that their children will be harmed (e.g., hit by a car or kidnapped) if they travel alone. 14 A systematic review reported that independent mobility (i.e., the extent to which children can travel and play away from their home unsupervised) 15 was positively associated with children's engagement in physical activity and the likelihood of children engaging in regular outdoor play. 3 Furthermore, children who travel greater distances unsupervised are more likely to meet and play with peers. 16
Active play involves unstructured physical activity. It consists of physical activity that is performed at a moderate-to-vigorous intensity level and beneficially affects children's physical health by reducing adiposity and improving musculoskeletal fitness and cardiovascular health. 17
Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. They are materials with no specific set of directions that can be used alone or combined with other materials. 5 Access to playgrounds that encourage play with loose parts in safe neighbourhood surroundings is of utmost importance 10 because engagement with loose parts can foster curiosity, 18 motivate them to manipulate and navigate their environment and play spaces, 19 learn self-regulation strategies, 20 and increase their desire to play outdoors in creative ways. 21
References
1 Piaget, J., 2007. The Child's Conception of the World: a 20th-Century Classic of Child psychology (2nd Ed). Tomlinson J, Tomlinson A (Trans.). Lanham: Rowman & Littlefield
3 Brussoni, M., Gibbons, R., Gray, C., Takuro, I., Sandseter, E.B.H., et al., 2014. What is the relationship between risky outdoor play and health in children? A systematic review. Int J Environ Res Public Health 12(6):6423–54.
2 Burdette, H.L., and Whitaker, R.C., 2005. Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine 159(1):46-50.
4 Strong, W.B., Malina, R.M., Blimkie, C.J., Daniels, S.R., Dishman, R.K., Gutin, B., Hergenroeder, A.C., Must, A., Nixon, P.A., Pivarnik, J.M., Rowland, T., 2005. Evidence-based physical activity for school-age youth. The Journal of Pediatrics 146(6):7327.
5 Outdoor Play Working Group. (2017). Glossary of Terms.
6 Sandseter, E.B.H., 2007. Categorising risky play - How can we identify risk-taking in children's play? Eur. Early Child. Educ. Res. J. 15, 237–252.
8 Arnott, L., 2018. Children's negotiation tactics and social-emotional self-regulation in child-led play experiences: the influence of preschool pedagogic culture. Early Child Development and Care 188 (7): 951-965.
7 Sandseter, E.B.H., 2009. Characteristics of Risky Play. Journal of Adventure Education and Outdoor Learning 9(1), 3–21. http://dx.doi.org/10.1080/14729670802702762
9 Louv, R., 2018. Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books. Chapel Hill, N.C. and New York City. 390 pp.
11 Williamson, D., Dewey, A., and Steinberg, H., 2001. Mood change through physical exercise in nine-to ten-year-old children. Perceptual and motor skills 93(1):311-6.
13 Bundy, A.C., Luckett, T., Tranter, P.J., Naughton, G.A., Wyver, S.R., Ragen, J., and Spies, G., 2009. The risk is that there is 'no risk': a simple, innovative intervention to increase children's activity levels. International Journal of Early Years Education 1;17(1):33-45.
12 Centers for Disease Control and Prevention, 2010. The association between school-based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services.
14 Fyhri, A., Hjorthol, R., Mackett, R., Fotel, T., and Kytta, M. 2011. Children's active travel and independent mobility in four countries: development, social contributing trends and measures. Transport Policy 18 (5): 703-710.
16 Prezza, M., Pilloni, S., Morabito, C., Sersante, C., Alparone, F.R., and Giuliani, M.V., 2001. The influence of psychosocial and environmental factors on children's independent mobility and relationship to peer frequentation. J Community Appl Soc. 11(6):435-450.
15 Schoeppe, S., Duncan, M.J., Badland, H., Oliver, M., Curtis, C., 2013. Associations of children's independent mobility and active travel with physical activity, sedentary behaviour and weight status: a systematic review. Journal of Science and Medicine in Sport 16(4):312-9.
17 Gray, C., Gibbons, R., Larouche, R., Sandseter, E.B.H., Bienenstock, A., Brussoni, M., Chabot, G., Herrington, S., Janssen, I., Pickett, W., and Power, M., 2015. What is the relationship between outdoor time and physical activity, sedentary behaviour, and physical fitness in children? A systematic review. International Journal of Environmental Research and Public Health 12(6):6455-74.
19 Änggård, E., 2011. Children's gendered and non-gendered play in natural spaces. Children Youth and Environments 21(2), 533.
18 Canning, N., 2010. The influence of the outdoor environment: den‐making in three different contexts. European Early Childhood Education Research Journal 18(4), 555-566.
20 Flannigan, C., and Dietze, B., 2017. Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies 42(4): 53.
21 Stephenson, A. (2002). Opening up the outdoors: Exploring the relationship between the indoor and outdoor environments of a centre. European Early Childhood Education Research Journal 10(1), 29–38. Available at: doi: 0.1080/13502930285208821 | <urn:uuid:64cb4c98-35c8-45fb-94e4-fefbd7c3642e> | CC-MAIN-2021-43 | https://cpha.ca/sites/default/files/uploads/resources/play/play_whatisplay_e.pdf | 2021-10-27T00:59:06+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00117.warc.gz | 279,773,773 | 2,324 | eng_Latn | eng_Latn | 0.93509 | eng_Latn | 0.992192 | [
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A NEW CHALLENGE FOR ARCHIVES - CASE STUDY ON THE DEVELOPMENT OF EDUCATIONAL VIDEOS IN KOREA USING ARCHIVES -
Kwag Jeong
(Presidential Archives of National Archives of Korea)
1. Introduction
It has been sometime that archival reference services began to evolve into more user-centered archival information services from being more focused on the preservation of the records concerned. The National Archives of Korea (NAK), for its part, contented itself with providing only lists of the records sealed or unsealed on its collection until the late 1990s or so, and welcomed only few users who were interested in those records in the first place enough to seek out the NAK on their own. However, as the Korean government enacted the Public Records Management Act in 2000 and began to require a widening range of services for more diverse users, the NAK was also compelled to adopt a new role as a service organization.
In 2006, the NAK launched a new organization in charge of developing user-centered contents and services. The new organization thus began to make available to the public a broad array of records kept at the NAK, including land registries, architectural drawings of buildings built in the Japanese colonial era, written court orders concerning Korea's independence activists, records of the Japanese Government-General of Korea, the list of Koreans detained by the colonial forces, and the like. The new organization also began to develop new service contents specific to given current or policy issues. The new contents nonetheless failed to stimulate the public's interest, as they introduce merely records as it is. Until then, it was believed that the analyzing and evaluating contents of records were the purview of either historians or writers, and not archivists. Archivists, however, soon began to realize that the traditional perception of their role and archives had to change in order for records to create new values for users.
2. Existing awareness on archives, new demand
Freeman once pointed out:
Archivists think that the pool of users of their services is limited to academic researchers or elite members of a bureaucratic organization. They think that these users are well conversed in the records they are accessing and clearly aware of what archivists do, and also believe that these users well understand how archives are run. Archivists thus think that users are ready to go out of their ways to access and use the records they need. All this is, however, archivists' guesswork only….A typical user neither is well conversed in records nor well understands archives (Freeman, 1983, p. 113-114).
As Freeman's description indicates, archivists firmly believe that they are "ones who arrange records, and users have to come to them to see and use those records" (O'Toole, 1997, p.103-116). In other words, archivists think that their main role is to furnish users with well-preserved records by reviving the original contexts in which those records were created as faithfully as possible, while leaving it all up to users to decide whether they understand the contents and values of the records they see. A fellow archivist has once commented to me: "Our mission is not to explain historical facts. Our mission is to preserve and introduce records in our charge as best as we can so that users themselves can read our records and develop their own views of history." In commenting thus, the archivist was implicitly warning the view that archivists should re-write the contents of records, as should historians and creative writers.
Users, however, complain that records as presented by archivists are often too difficult and cumbersome to read. An elementary school teacher I know once advised me: "Archives are in dire need of change; they need to outgrow the passive mode of presenting records as they exist and waiting for users to discover those records. Instead, they need to become more proactive in targeting and attracting users of their records and services." Although archives have been developing new contents to increase the public's interest in their records, these contents have sadly failed to satisfy users' wants and needs so far. What do users today want from archival information? This is the question that archivists should be asking as they leave the closed and dusty repository and overcome their old paradigm on archival services.
3. Case study on the development of educational videos in Korea using archives
3-1 Framing the problem
The existing archival online contents to the public until now can be roughly divided into two types. One is the type of records, such as pictures and drawings, that are included into texts in their fragmentary forms. In this case, the texts serve the main function, while the records play only secondary and ancillary roles to the texts. The second type involves presenting records first, and attaching written descriptions or explanations later. Archivists tend to prefer this latter type, as it highlights records. Yet it strikes many users as unbearably boring and difficult to comprehend. Records presented in this manner tell only fragments of the whole events that took place, and fail to users feel realism. Moreover, both types of records fail to form a natural whole with the accompanying texts both visually and content-wise. Archivists, however, are too often victims of their own obsessive compulsion that these certain types of formatting and presentation must be kept.
As a matter of fact, however, this insistence on the old formats of records is precisely behind the widening distance between users and archives. According to a poll on teachers' and students' use of online contents from the Presidential Archives of Korea in 2012, users found the records impossible to use in learning because of the difficulty of their contents and vocabularies. The absence of contents directly or clearly relevant to the given curriculum was another major problem, along with the near impossibility of using the provided records without guidelines and explanations. Most importantly, users answered that the records currently available were not capable of holding students' interest. Some also pointed out the dearth of diverse visual records like photographs and video recordings, as well as the lack of detailed descriptions.
The poll, in other words, revealed that the new online contents that the NAK developed, with the hopes for supporting learning in classrooms, were little used in schools in reality. That was mainly because the records were presented in forms not suited to classroom learning, carried contents often far too difficult to understand, and were also inaccessible in themselves. Furthermore, it was impossible to explain an entire historical event effectively with only a few fragmentary records. Either the core records necessary to reconstruct a given event were hidden from the public view, or the necessary records were scattered among multiple sources, making it nearly impossible for users to arrange them in a proper order. Historical records themselves are more products of their creators' intents than unbiased reflections of the truth. There is therefore always the possibility of disparity between records and what actually happened. Moreover records tend to strike readers as dry and much less dramatic than creative writings, and thus fail to convey the true significance of dynamic historical events and facts. Records are also often tied to the forms or the media in which they were originally created, and may not be viewable to the modern-day users without special technology or devices.
The NAK tried its hand with developing educational contents in the past. In 2007, the NAK attempted to develop a supplementary textbook using records so that it can be actually used to teach students in middle schools. The archivists thus analyzed the given curriculum at the time, identified important topics and themes, and sought to design a textbook that catered to students' interest, curiosity, and aptitude. The archivists decided on specific topics to tie all the chosen records together, and designed the textbook so that it engaged students in in-depth analysis of each single given record. Archivists would have been quite satisfied with this textbook, but it found no use in actual school settings.
The first and foremost reason was that the textbook did not tie into any of the things actually being taught in classrooms. Although the archivists selected topics and themes based on their analysis of the given curriculum, the textbook did not closely reflect the flow of learning in classrooms. Second, the content was too difficult for understanding. The content was structured and written in a language comprehensible to modern history majors. The fixed focus on records led to in-depth, but ultimately very difficult, analyses. Each record was given an analysis of its source, structure, context, content, and related historical events and figures, as well as translations of Chinese characters used, main learning topics related to the record, main questions to ask, an a description of how the record is relevant to the curriculum and what other supplementary materials and sources may be used. The textbook, in other words, concentrated on providing detailed knowledge and not digestible knowledge for target students. Third, there was an issue with the format. The book form struck students as rather dull and flat, and failed to pique their interest and curiosity.
Thanks to the Internet, information seekers today obtain most of the information the need from online sources and not paper books. The learning environment in Korea has evolved accordingly, with almost every class incorporating the use of various multimedia sources and devices. Beginning in 2015, digital textbooks will replace paper ones. Students today expect their learning experience to be multidimensional. Videos therefore may be better suited to enhance learning effects than books.
3-2 Process of developing educational videos
In 2014, the NAK made a new attempt to overcome the shortcomings and defects of the existing contents and services it provided. The first and most pressing issue was that users don't read or utilize records in the NAK. Teachers continue to emphasize that, in order for archival documents to be used in classrooms, they must be relevant to what is being taught in classrooms. They point out that archives need to develop new learning contents that students can actually apply to learn and solve problems. Second, new contents and services need to outgrow the record format. Archivists until now have refused to see records as pieces of information, and thus insisted on treating the content, format, and structure of a given record as an inseparable whole. This view of records appears to originate from archivists' obsession for preserving records. The insistence on the old habit, however, has prevented the use and spread of records into fields other than archival studies, such as education and culture at large. It is therefore crucial that records be made available in formats preferred by users. Third, archivists also tend to flood users with excessive amounts of information without careful consideration of users' ability to understand and process it. This, in turn, discourages users from exploring the records further. The NAK therefore embarked on its new project with the goal of producing contents in a more accessible format so that they can be actually applied to classroom learning. The focus this time was on enabling students to understand their learning materials better, rather than on introducing as many records as possible.
The new project thus involved extracting the contents of records from their original formats, in either part or entirety, so as to enable students to engage in the contents as if they were experiencing the featured historical events themselves. Records representative of historical facts and events were chosen and excerpted, and mixed with narrations and other audiovisual effects to form educational videos. In other words, records were used to produce new records. Relevant records were brought together and important contents were highlighted so that users can grasp the historical facts in question with greater ease. Motions, background music, and narrated and written explanations were added to records to stimulate not only students' sight, but also their hearing and emotional responses.
Moreover, the NAK made the unprecedented move of recruiting outside experts to make the result more collaborative and effective. The NAK's archivists, teachers, and a video developer worked together as a result. Archivists searched and retrieved records relevant to given themes. Teachers analyzed the curriculum to identify themes, and wrote scripts by tying the themes and records together. The video developer then edited and processed the records according to the teachers' scripts and produced educational videos.
The video development team first identified themes and topics based on an analysis of the modern history curriculum for elementary schools as well as the amount of learning performed in each class. The resulting themes were the major turning points in Korea's modern history, including the establishment of the republican government, the Korean War, the April 19 Revolution, the May 18 Democratization Movement, the Economic Development Plans, and the foreign exchange crisis called IMF. The teachers defined the scope of information to be included in the video by taking into account the ability of fifth and sixth graders to understand and process historical information. After writing scripts based on these considerations, the teachers wrote storyboards incorporating related records. Each video required 20 to 30 archival documents, including documents, photographs, and video and voice recordings. The most effective records were included in the videos. For instance, to explain the defeat of Japan in World War II, the video replayed the voice recording of the Japanese Emperor declaring capitulation on radio. Korea's liberation from Japan involved the replaying of the Liberation Day song and lyrics. The escalating ideological conflict during the period leading up to the Korean Warwas explained with a video recording from 1945, featuring such key figures as Kim Gu, Rhee Syngman, Yeo Un-hyeong, and officials of the U.S. Military Government in Korea. The establishment of the republican government was accentuated with an image of the original text of the Korean Constitution and a photograph of the ceremony celebrating the establishment of the government. Symbols and explanations were thus mixed in ways to engage students' interest and curiosity. Considering students' attention span, every video was made to run five minutes or less.
In this process, archivists extracted contents from analyzing relevant records, and finding the informations that the teachers and the video developer required. In the past, archivists focused on grouping relevant records in the light of the original contexts in which they were created. For instance, as for policymaking, archivists kept records on the proposal, execution, and outcomes of a policy in an attempt to provide a complete range of records relating to the background of that policy. Such groups of records may be indispensable to professional researchers. In order for records to become part of culture at large, however, a few leading records must be selected and presented in ways that allow the public to reconstruct the featured historical event or fact with ease. The new NAK project required archivists to extract relevant information from each single record, and reconstruct the related event or fact from an objective perspective. Archivists were thus required to outgrow the familiar ways of arranging and describing records, and instead to attempt at deeper analyses of records as well as effective organization of scattered and fragmented information.
4. Application of the educational videos
Teachers express distress that modern history is a particularly difficult subject both to teach and learn in classrooms. Nevertheless, the public awareness of the importance of historical education is on rise, and the NAK sought to facilitate this important endeavor by producing educational videos using archives.
Once the videos were completed, the NAK tested them in actual classroom settings at three elementary schools and conducted users' satisfaction survey. Teachers concluded that the videos provided substantial help with preparing for classes, and also effectively enabled students to understand key facts of Korea's modern history. As these videos allow students to grasp the flow of related historical events at once, teachers agreed that the videos can be played at both the start and the end of each class. Students also felt that as if they actually met historical figures or relived historical events, such as the Korean War, that they learned about only from textbooks until now, and answered that they were willing to watch the videos repeatedly. The NAK also used these videos in programs for students on field trip to the NAK. The video on the establishment of the Korean government, played to audiences of elementary and middle school students, proved effective in holding their focus and interest. With these videos, archives helped students to get their historical facts straight and even take greater interest in history.
The videos, moreover, dissolved the barriers of boredom and difficulty that lay between users and archives by allowing users to experience history with vividness. The project revealed that, in order for the public to make active and significant use of records, the records should be presented in new and interesting formats, with archivists making active judgments as to which records would most effectively help users to understand historical facts properly.
5. Significance of the project and future comments
Critics claim that it was not proper of the NAK to edit, appraisal, and selectively provide historical records, instead of allowing users to interpret records on their own from multiple perspectives. In order to ensure active use of records in culture and creative industries, however, archives will necessarily have to change the ways and manners in which they have provided records until now. In order to achieve such change, archivists need to analyze and appraise actively contents of archival documents, deciding which records would produce new values.
The National Institute of Korean History(NIKH) has recently announced that it has completed its analysis of The Annals of the Joseon Dynasty, and found materials that can be turned into new cultural and industrial products. Some of these materials have been transformed into TV drama series and aired to wide popularity. Until recently, The Annals of the Joseon Dynasty was an almost exclusive property of historians. With the efforts of the NIKH and other institutions, however, more and more historical records are being used to create new values and products. In order for archival documents to maintain their relevance and competitiveness in the information-oriented society, archivists need to make active efforts to informationize them. Archivists' role in the future is no longer exclusively in determining whether to extend the life spans of archives. Rather, archivists will be increasingly required to make judgment as to how valuable and usable archival documents are as key pieces of information for modern society.
The NAK's educational video project revealed the shortcomings and unsuitability, in the interest of cultural industries, of the traditional way of arranging records that archivists have used so far. Records tend to be fragmentary and scattered across multiple sources, and it is particularly difficult to find a core illuminating record. Gathering all seemingly relevant records together and presenting them to users, in the hopes that users themselves will find the core illuminating records, is a very passive form of archival service. Users want maximum information in minimum time possible. Archivists need to re-organize the helpful records users want among heaps of records. Archivists' service is crucial to ensuring and maximizing the value of archival documents among different types and sources of information. It is also crucial that the selected records be submitted to objective review by experts so that they will not be manipulated or arbitrarily reconstructed.
The formats of presenting records should also be updated. Presenting one record after another, without any effective editing and interventions, fails to tell a significant story. It is important to add depth to records with other elements, such as music and visual effects. Archivists need to outgrow their narrow definition of archives, and find ways to ensure how these records can coexist with and benefit today's evolving culture, society, and technology.
The NAK project on developing educational videos is one among many factors that prompt the paradigm shift on the roles and functions of archival services. As the progress of informatization accelerates, we wonder why archives exist at all, what roles archivists should play, and how records keeping and management should evolve in the future. The recent project tells us that archives and archivists can find their place in modern society only when they become active organizers of records and their contents, helping the public realize the specific meanings and values of these records.
The project, furthermore, attests to the effect of videos based on records. The reconstruction of records in a format or a medium other than the one in which it was originally created helps to clarify the content and significance of those records. The NAK project therefore bears important implications for the re-formatting of records, not only in video forms, but also in other forms or media.
The project also affirms the strategic importance of collaboration with experts in fields other than archival studies. Collaborations between archivists and outside experts will help extend the scope of archival services into various sectors of society and culture. More discussions are thus needed on how to form and sustain collaborations between archives and other fields of society and culture over and beyond certain occasions and projects.
References
Freeman, E. (1984). "In the Eye of the Beholder: Archives administration from the Users Point of View." American Archivist, n. 47 p.111-123
O'Toole, J. (1997) "Archival Curriculum: Where are we now?" Archival Issues, n. 22 p. 103-116 | <urn:uuid:62265e33-bf5d-4556-adae-77f16b8930b5> | CC-MAIN-2021-21 | https://www.girona.cat/web/ica2014/ponents/textos/id91.pdf | 2021-05-11T01:15:29+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00173.warc.gz | 777,378,847 | 4,251 | eng_Latn | eng_Latn | 0.952865 | eng_Latn | 0.998871 | [
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The Guinea Worm Eradication Effort: Lessons for the Future
Donald R. Hopkins
The Carter Center, Atlanta, Georgia, USA
The dracunculiasis (Guinea worm) eradication campaign has specific implications for efforts to control other emerging infectious diseases. Guinea worm, a painful disfiguring disease, affects primarily adults, who often become ill in very large numbers (usually 30% or more of a village's population) during the planting or harvest season. The disease used to be transmitted in parts of Asia and in Africa in open standing stagnant water. The intermediate host of the parasite, the copepod, contains the larva of the worm in such open drinking water; these organisms are barely visible in a glass of drinking water held up to the light. Thirteen years ago, the disease was still endemic in parts of the Indian subcontinent, a small part of Pakistan and India, Yemen, and the band of countries across Africa from east to west.
The Guinea Worm Eradication Campaign
Several interventions have been used to end transmission of Guinea worm disease: health education (teaching people to filter their water through a finely woven cloth and not to enter water when they or their neighbors are infectious), safe drinking water from such sources as underground borehole wells, and vector control (using Abate).
The Guinea worm campaign, like other campaigns in the past, has illustrated the importance of political mobilization, including the mobilization of national leaders. For example, General Amadou Toumani Touré (a charismatic former head of state of the Republic of Mali), with the encouragement of President Carter in 1992, made the eradication of Guinea worm disease in Mali and in the nine other French-speaking countries in West Africa his personal mission.
The campaign faces a problem common to many other efforts to control infectious diseases in the industrialized and the developing world: underreporting. For example, in Ghana, as in Nigeria 10 years ago, and in many other countries, only three or four thousand cases of Guinea worm disease were officially reported; but the actual numbers were much higher. In 1989 when Ghana conducted a nationwide villageby-village search, almost 180,000 cases were found. Sudan began its eradication program late because of civil war. In 1996 and 1997, an apparent decline of cases in Sudan was due to less complete reporting because of increased fighting in 1997.
The Campaign's Implications for Other Diseases
The Guinea worm campaign has demonstrated very graphically the possibility of villagebased monthly reporting in Africa. In Ghana and Nigeria at the beginning of this program 10 years ago, such reporting did not exist. Now in those countries, more than 6,000 disease-endemic villages have volunteers who report to the national capital monthly.
The Guinea worm campaign has also demonstrated very clearly the efficacy of health education. In the beginning, many were skeptical because Guinea worm could not be combated with a vaccine, and eradication efforts had to rely on behavior change. However, behavior has changed. While we have been successful in helping to bring safe drinking water to many disease-endemic villages, the fastest and most effective intervention has been health education, which helped people understand where the parasite was coming from, how they were being infected, and the importance of using cloth filters to protect themselves and their families.
The campaign has underscored the potential of local volunteers. Many years ago in the Americas, village volunteers were used as part of malaria control efforts. The onchocerciasis control program in Africa is also using village volunteers successfully. The Guinea worm campaign has been another illustration of how volunteers can be used to diagnose, report, and provide, in this instance, on-the-spot treatment
Special Issue
to neighbors for a specific infection. Those responsible for the campaign's success are often not members of the general health services.
With the help of the World Bank, the Guinea worm campaign demonstrates the importance of disease eradication to the national economy. The World Bank has estimated that the economic rate of return on the investment in Guinea worm eradication will be on the order of 29% per year once the disease is eradicated. That figure is based on a very conservative estimate of the average amount of time infected workers are unable to perform agricultural tasks.
eradication, which was in disrepute only 5, 10 years ago, has been revived. Soon we will confirm that a nonviral disease for which vaccine is not available can be eradicated.
The campaign has also created a group of trained health-care workers of a different generation from those involved in the smallpox eradication program. These workers have gone from beginning to end, from hearing the doubters and seeing the difficulty of initiating the campaign to tasting victory in their own countries. These workers can contribute to subsequent campaigns. Moreover, the concept of
Like the smallpox eradication campaign, the Guinea worm campaign has illustrated very vividly in many different ways and at many different levels (from international to village level) the power of data. In the Guinea worm campaign, we have used surveillance data to promote health policy. One key lesson from the smallpox campaign we are deliberately applying in the Guinea worm campaign is to distill what needs to be done in terms of interventions to a handful, or almost a handful, of indexes (seven on an international level) to know what is most important and (as rapidly as possible) how well we are doing. That unleashes inordinate amounts of energy.
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Long-fingered Bat goes Fishing
Elhuyar Fundazioa
[1]The long-fingered bat (Myotis capaccinii) is on the verge of extinction; the work by the UPV/EHU biologist Ostaizka Aizpurua has been crucial in getting to know it better, to be able to take the necessary steps to protect it. Thanks to this work, the long-fingered bat has been shown to feed on fish as well as insects. What is more, it knows how to fish.
Ostaizka Aizpurua-Arrieta is a researcher in the Ecology and Behaviour Evolution group of the UPV/EHU-University of the Basque Country. Her research centres on bats and, recently, she has been observing the behaviour and habits of a bat species in Valencia. And this particular bat species (Myotis capaccinii, the longfingered bat) is in fact on the verge of extinction, so it is important to know its habits to be able to take the necessary steps to protect it. Thanks to Aizpurua's work, the long-fingered bat has been shown to feed on fish as well as insects. What is more, it knows how to fish.
Aizpurua began to study bats when she embarked on her biology studies at the UPV/EHU. She had the chance to work with the research group led by Joxerra Aihartza and Inazio Garin, and also chose bats for her PhD thesis, specifically the long-fingered bat (Myotis capaccinii).
As Aizpurua says, her interest in that bat emerged out of a routine survey. The longfingered bat inhabits various niches in the Mediterranean area, but its situation is critical because it is about to become extinct. That is why it is not the first time that this species is being studied in order to design management plans to protect it. In a routine study, the researchers found scales in the droppings of bats belonging to one colony. "That detail drew their attention, because until then the species had been thought to be insectivorous; in other words, they were thought to eat only
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Long-fingered Bat goes Fishing
Published on Scientific Computing (http://www.scientificcomputing.com)
insects," recalled Aizpurua.
Many questions were prompted by those scales: Was fish intake an unusual fact in long-fingered bats, or was it part of their diet? The UPV/EHU research group began to seek answers to these questions, and so did Ostaizka Aizpurua: "It was a special challenge for me because we didn't think fishing was among the habits of the longfingered bat. Bats in fact make use of echolocation; that means they can't detect what's under the water, because the surface reflects the waves emitted. On the other hand, the long-fingered bat is very small; it weighs no more than 10 grams and that it why it is difficult to imagine it fishing".
Preference for exotic fish
According to Aizpurua, they have had to study not only the characteristics of the species but also their habitat and phenology. "You have to remember that the whole of the Mediterranean has undergone significant changes in recent years and these changes have had an effect on the bat population. Phenology looks at how the seasons and climate influence living organisms, and we suspected that it was a significant factor in the case of the bats". Specifically, according to one of the hypotheses put forward by the researchers, the bat very likely took advantage of the large concentration of fish that had accumulated in small ponds during the dry seasons to go fishing.
So they gathered samples of the droppings of a bat colony in Denia (Alicante) month by month between 2008 and 2010 to see whether remains of scales appeared, and at what point this happened.That way they reached the conclusion that eating fish was not an isolated occurrence in long-fingered bats and that this consumption was not linked to a specific season. "Although the fish remains were more abundant in August and September, we found remains throughout the year."
Apart from the scales, they also studied the otoliths, said Aizpurua. "Otoliths are a type of small bone in the ear; they are specific to each species, and that is why they are used to identify species". The study of the otoliths enabled them to reach the conclusion that the fish consumed by the long-fingered bats belong to the species Gambusia holbrooki. This is an exotic species. It is an insectivore and was introduced in the Mediterranean in the 1920s to tackle the plagues of insects. Today, it is one of the one hundred most important invasive species on the peninsula. To complete the information, the researchers measured the fish eaten by the bats. "We found that they chose the smallest fish out of those they had available."
Finally, they managed to film the bats red-handed while they were fishing: "We fitted radio transmitters to the four bats that had the most fish remains in their droppings; that enabled us to see exactly where they fished. It was a large pond with a great density of fish. For the next occasion we had the video camera set up and we filmed them while they were fishing".
There are still questions they have not yet been able to answer, like, for example, whether the bats used to fish before the Gambusia holbrooki was introduced and, if
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Long-fingered Bat goes Fishing
Published on Scientific Computing (http://www.scientificcomputing.com)
the answer is affirmative, what species they consumed. But Aizpurua and her colleagues have at least shown that the long-fingered bat is capable of fishing and that it is not an unusual activity for the members of a colony. The results of the research have been published in the specialised journal PLOS ONE.
Citation: O. Aizpurua, I. Garin, A. Alberdi, E. Salsamendi, H. Baagøe, J. Aihartza. 2013. "Fishing Long-Fingered Bats (Myotis capaccinii) Prey Regularly upon Exotic Fish". PLoS ONE. DOI: 10.1371/journal.pone.0080163
Source URL (retrieved on 10/23/2014 - 1:15am):
http://www.scientificcomputing.com/news/2014/05/long-fingered-bat-goes-fishing
Links:
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The recent history of government initiatives in the early teaching of reading'.
Jennifer Chew
Some publications:
1. 1988: English for ages 5 to 11: Proposals of the Secretary of State for Education and Science and the Secretary of State for Wales (first part of the 'Cox Report', which formed the basis for the National Curriculum English Order): 'Reading is much more than the decoding of black marks upon a page: it is a quest for meaning, and one which requires the reader to be an active participant....In their quest for meaning, children need to be helped to become confident and resourceful in the use of a variety of reading cues. They need to be able to recognise on sight a large proportion of the words they encounter and to be able to predict meaning on the basis of phonic, idiomatic and grammatical regularities and of what makes sense in context; children should be encouraged to make informed guesses.'
2. 1990: English in the National Curriculum: [at Level 2 – the expected level for 7-year-olds]'Pupils should be able to ... use picture and context cues, words recognised on sight and phonic cues in reading....Use a picture to help make sense of a text; ...use initial letters to help with recognising words.'
3. September 1993: National Curriculum Council Consultation Report: [under the heading 'Initial reading skills'] 'Level 2 pupils should be able to: ... use more than one strategy (phonic, graphic, syntactic, contextual) when reading unfamiliar words.'
4. May 1994: English in the National curriculum: Draft proposals: 'Phonic knowledge focuses on the relationships between print symbols and sound patterns. [Children] should be made aware of the sounds of spoken language, and taught how symbols correspond to those sounds. Opportunities should be given for:
* listening to sounds in oral language to develop phonological awareness;
* considering syllables in longer words;
* recognising alliteration, sound patterns and rhyme and relating these to patterns in letters;
* identifying initial and final sounds in words, including sounds which rhyme;
* identifying and using a comprehensive range of letters and sounds (including combinations of letters, blends and digraphs), and paying specific attention to their use in the formation of words;
* recognising inconsistencies in phonic patterns.
* recognising that some letters do not always produce a sound themselves but influence the sound of others, e.g. final 'e', soft 'c'.'
5. January 1995: English in the National Curriculum: The wording was very similar to that in the May 1994 draft proposals.
6. 1998: National Literacy Strategy Framework for Teaching: 'When pupils read familiar and predictable texts, they can easily become over-reliant on their knowledge of context and grammar. They may pay too little attention to how words sound and how they are spelt. But if pupils cannot decode individual words through their knowledge of sounds and spellings, they find it difficult to get at the meaning of more complex, less familiar texts....At Key Stage 1, there should be a strong and systematic emphasis on phonics and other word level skills.
Pupils should be taught to:
* Learn the letters and letter combinations most commonly used to spell those sounds;
* Discriminate between the separate sounds in words;
* Read words by sounding out and blending their separate parts;
* Write words by combining the spelling patterns of their sounds.'
.... BUT there were also lists headed 'High frequency words to be taught as "sight recognition" words through YR to Y2' – and there was the 'searchlights' model.
7. 1998: National Literacy Strategy Framework for Teaching: 'Shared reading provides a context for applying and teaching word level skills and for teaching how to use other reading cues to check for meaning, and identify and self-correct errors.'
8. 1999: Progression in Phonics: 'The most effective phonics instruction teaches children to identify phonemes in spoken language first, then to understand how these are represented by letters and letter combinations (graphemes).' This emphasis was reflected in the balance of activities suggested in Progression in Phonics: seven activities involved just identifying phonemes in spoken words with no reference to letters, an eighth had two versions, one of which involved letters, and a further ten involved identifying phonemes in spoken words and representing them by letters. A total of 18 activities therefore stressed the identification of phonemes in spoken words; against this, only 6 activities involved any blending, and the blending aspect was not stressed in all of these. That accounts for 24 out of 28 activities – the other 4 involved practice just on grapheme-phoneme correspondences without blending or segmenting, or else practice on rhyming.
9. 2002: Early Literacy Support: This was designed for children in Year 1 who were struggling. There was still a lot of emphasis on picture cues and context cues.
10. August 2003: Sound Sense: The phonics element of the National Literacy Strategy (Report by Greg Brooks on the DfES Phonics Seminar of March 2003): this included a recommendation to 'make it clear that, within the 100 most frequent words, only those that are irregular should be taught as sight words'.
11. ?Autumn 2003: DfES response to Brooks paper: '...Ofsted report that some teachers ... teach the 100 most frequent words in English as though they were all irregular. Clearly there is further clarification needed here.'
This DfES response also accepted the need for more emphasis on blending: '... the NLS paper [for the 2003 phonics seminar] acknowledged that further activities to support children in learning to blend are necessary'.
12. 2004: Playing with Sounds: A Supplement to Progression in Phonics: 'The high-frequency words listed in the back of the NLS Framework for Teaching are not intended to be taught by rote.... Many of these words are phonically regular and thus perfectly decodable. A proportion are irregular and practitioners teach these as "words with a tricky bit in"'. Playing with Sounds also included more emphasis on blending.
13. April 2005: Teaching Children to Read (the report of the House of Commons Education and Skills Committee on its inquiry conducted between November 2004 and February 2005): 'We therefore strongly urge the DfES to commission a large-scale comparative study, comparing the National Literacy Strategy with "phonics fast and first" approaches.' A study of exactly this type was not done, though the Early Reading Development Pilot was carried out and showed that phonics teaching could be speeded up. Jim Rose was commissioned to carry out a review. His interim report appeared in December 2005 and his final report was published in March 2006.
14. March 2006: Independent Review of the Teaching of Early Reading (Jim Rose's final report): 'Despite uncertainties in research findings, the practice seen by the review shows that the systematic approach, which is generally understood as "synthetic" phonics, offers the vast majority of young children the best and most direct route to becoming skilled readers and writers.'
15. May 2007: Letters and Sounds sent out to schools. This is a synthetic phonics programme. It systematically teaches grapheme-phoneme correspondences and aims for a 50-50 balance between blending-for-reading and segmenting-for-spelling. It warns against the use of picture cues and context cues, and it stresses the importance of using decoding for high-frequency words – full decoding where possible, and partial decoding where words contain grapheme-phoneme correspondences which are rare or which have not yet been taught. | <urn:uuid:26d0a009-9f07-4c2d-a020-f8d0aafba382> | CC-MAIN-2021-21 | https://www.rrf.org.uk/pdf/History%20of%20Govt%20initiatives%20J%20Chew.pdf | 2021-05-10T23:53:58+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00173.warc.gz | 969,168,495 | 1,588 | eng_Latn | eng_Latn | 0.997973 | eng_Latn | 0.998119 | [
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HASLAND JUNIOR SCHOOL
YOUNG CARERS POLICY
We want children to be healthy, at the centre of everything we do so that they can make a positive contribution, have fun and enjoy growing up. We want to build a community for them that keeps them safe, supports their creativity and enables them to meet their potential.
This statement sets out our aspirations for all our pupils. Some children will need more support than other if they are to achieve their potential. We believe that young carers are amongst this group and we strive to ensure they are supported within school and by all agencies to help them live happy, safe fulfilling lives.
We have adopted out Young Carers policy so that we will be able to relieve some of the worries, which Young Carers may have about their home and their school work, and show that we believe Young Carers' education is important.
Policy Development
The Ofsted paper 'Supporting Young Carers: Identifying, Assessing and Meeting the needs of Young Carers and their Families' (Ofsted 2009) reports that council and partners should ensure that professionals within universal services are aware of the needs of young carers, so that they can be identified and supported.
The Children and Families Act 2014, gives all young carers (regardless of the amount, frequency or nature of caring activities they undertake) a right to an assessment of their needs. The assessment must take into account the wishes of the young carer. Following the implementation of the Act we as a school will:
- Be aware of possible indicators that a child is a young carer and the wide range of caring duties they may partake in, including physical and emotional support
- Actively identify any young carers and refer them to the relevant agencies for assessment
- Contribute to the assessment process, including the decision as to whether or not a young carer is a 'child in need'
- Provide individualised support for young carers taking into account their caring responsibilities and have a personalised plan in place
- Make specific arrangements at the time of transition to secondary education
- Ensure we track Young Carers looking at their progress and achievement to ensure they are reaching their potential and review each term
The Headteacher takes overall responsibility for the policy and its implementation.
What is a Young Carer?
A young carer is anyone up to the age of 18 who is affected by looking after someone at home. They are carrying out tasks and responsibilities, which are additional to those appropriate for their age. The person they look after may have one of more of the following:
- Physical disability
- Mental health issues
- Learning difficulties
- Alcohol or drug misuse
- Long-term illness
The person they care for may be a parent, sibling or grandparent and the care they give may be physical and/or emotional.
Young carers responsibilities may include:
- Personal care (e.g. bathing, dressing, feeding)
- Giving or prompting medication/injections
- Shopping
- Housework
- Emotional support
- Looking after younger siblings
- Budgeting and paying bills
The school uses the Pupil Premium for Young Carers who meet eligibility criteria to minimise any barriers to education and learning experiences to improve their wellbeing, attainment and attendance.
The school actively seeks feedback and ideas from young carers and their families in order to shape and improve provision for Young Carers
Factors which may indicate that a young person is caring include:
- Illness or disability in the family
- Being late or absent (due to caring responsibilities at home)
- Assuming a parental role to other siblings
- Poor concentration and/or often tired
- Academic performance below potential
- Homework often uncompleted
- Isolation from peers or problems interacting with peers
- Not making use of out of school activities
- Mature and responsible but maybe 'letting go' and behaving immaturely when in a safe environment
- Behavioural problems
- Limited contact with school by parents
- Being bullied
- Experience physical problems, possibly related to lifting
- Presents as neglected e.g. poor personal hygiene, unwashed/ill-fitting clothes
- May walk to school alone, be accompanied by an older sibling or have the responsibility of escorting a younger sibling
- Have one or more parent(s) affected by alcohol or substance misuse, or with poor mental health
- Live in a family that appears to be isolated from the rest of the community
- Talk about siblings as though they have parenting responsibility for them
It might be difficult to engage parents (due to fears about their child/ren being taken into care, fears about their condition being misunderstood or their parenting skills being called into question). They may be unable to attend parents' evenings.
Young Carers may keep their caring role hidden for a range of reason which may include:
- Being concerned about what will happen to their parents if they tell someone
- Have been told by their parents not to tell anyone
- Be worried about the response of their peers
- Have had no opportunity to share their story
- Be unaware that help and support is available
- Not realise that they are a carer, or that their lives are any different to other children's
- Feel embarrassed by the condition of the person they are caring for.
Identifying Young Carers:
- If we suspect that someone is a young carer we will be sensitive when we approach them about this, as we appreciate they may not want their peers to know. Before passing this information on to relevant colleagues we will obtain the consent of the young carer.
- Staff have all received training on young carers. A survey was also undertaken to find out knowledge before and after the training. Staff also have a checklist to help identify young carers. If they suspect someone is a young carer they will pass on details to the young carers lead in school
- An assembly has been held to make children aware of young carers and know who they can speak to. There is a young carers notice board in school which signposts them of how to get help in school. The is also a hand out children can complete and put into a box for the young carer lead to see. Weekly drop in sessions are also in place and this information is listed on the young carers notice board
- Young carers are also discussed during PSHCE topics
- Children are aware that they can talk to any member of staff in school if they wish.
During the school enrolment process for new pupils the school will:
- Identify parents or family members who have disabilities or other long term physical or mental health conditions
- Identify if the pupil has caring responsibilities and if this means this Young Carer has any additional needs that need to be supported
- Establish individual plans to recognise the child's/young person's specific needs as a Young Carer
- Refer/signpost Young Carers and their families to other support agencies and professionals as appropriate.
Support Offered
Hasland Junior School acknowledges that young carers may need extra support to ensure they have equal access to education. Through this policy, Hasland Junior School is giving the message that young carers' education is important.
As a school we will:
- Have a designated member of staff with specific responsibilities for young carers (Gail Nottingham). Pupils will be made aware of the designated person during the Young Carer assembly and also via the Young Carers noticeboard. The designated member of staff will liaise with relevant colleagues, Derbyshire Young Carers and other relevant agencies with the consent of the young carer.
- Have a designated governor (Katya Zafiris) who ensures the policy is implemented and feeds back to governors meetings
- We will provide opportunities for young carers to speak to someone in private, and will not discuss their situation in front of their peers
- We appreciate that young carers will not discuss their family situation unless they feel comfortable. The young person's caring role will be acknowledged and respected.
- We will treat young carers in a sensitive and child-centred way, upholding confidentiality
- We will ensure young carers can access all available support and services in school
- We will follow child protection procedures regarding any young carer at risk of significant harm due to inappropriate levels of caring
- We will promote discussion and learning in all areas of the curriculum to facilitate fuller understanding, acceptance of and respect for, the issues surrounding illness, disability and caring.
- Ensure that family's privacy is protected and the school will only share information with professionals on a need to know basis in order to support pupils and their families
- The school views Young Carers as any other pupil, but understands that they have the additional pressure of caring responsibilities.
Hasland Junior School recognises that flexibility may be needed when responding to the needs of young carers. Available provision includes (but is not limited to):
- Give information to the young person about young carers and about the information and support available such as carers trust, babble website, Derbyshire Young Carers etc
- Consider alternatives and be flexible when responding to the needs of the young carers. This may include access to telephone home during breaks or lunchtime, negotiable deadlines for homework or opportunities to do homework during homework clubs at lunchtimes.
- A dedicated lunchtime each week for carers to see the designated member of staff if they wish to.
- A worry box for them to put in any concerns or worries
- Including issues on caring within the PSHCE curriculum to develop a holistic understanding of caring needs and responsibilities
- Supporting parents with mobility and/or access issues to facilitate and maintain regular contact with the school
- Provide alternative communication options for parents who are sensory impaired or housebound
- Advice to parents if there are difficulties in transporting a young carer to school
Transition support is in place for young carers
- The school offers support to the pupil and their family during the transition process, sharing agreed information with their new school lead for Young Carers and their families
Monitoring and Review
The Governing Body will monitor this policy at least annually or earlier if required by legislation. This policy will be shared with staff and also put on the website for the school community to access. It will also be referenced within our school prospectus. | <urn:uuid:34878369-565a-4f15-9bf1-8d92e304c5dc> | CC-MAIN-2021-21 | http://hasland-jun.derbyshire.sch.uk/young_carers_policy_-_march_2020.pdf | 2021-05-11T00:16:36+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00173.warc.gz | 21,834,604 | 2,107 | eng_Latn | eng_Latn | 0.997567 | eng_Latn | 0.997958 | [
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School Group Gallery Talks
The Clark's outstanding collections of European and American paintings and sculpture connect to many areas of study for all ages and class levels. Teachers can discuss their interests with a Clark educator and book "tailor-made" gallery talks to fit with a particular curriculum focus. Below are some popular themes that enhance typical areas of study. We also offer themes to complement our special exhibitions.
Featured Gallery Talks
Magna Carta
Come see Magna Carta on display alongside the Declaration of Independence, the U.S. Constitution, the Emancipation Proclamation, and other documents highlighting the history of thought on human rights. Your class will see original documents, explore artworks from the Clark's collection, and participate in a lively conversation about the rights of individuals within different societies. Sign up early as this talk is sure to be popular! Best suited for upper elementary level and above.
Abstraction vs. Representation
This special gallery talk introduces students to representational works of art in the Clark's permanent collection and compares them with abstract works on view in our special exhibition Make It New. This process of exploratory looking and thinking is designed to help students develop and polish analytical skills they can use in a range of different situations— familiar and unfamiliar—while building self-confidence along the way. The gallery talk, suggested for students in upper elementary through college, considers composition, color, shape, pattern, and texture, and explores the relationship between art objects and the social and political contexts in which they were made. Available September 23–October 10.
Popular Themes
Exploring Art
Students will be introduced to a number of works in the collection and will learn how to think about and talk about art in general. First-time visitors will be introduced to basic concepts such as composition and subject matter, and will consider the dynamics of looking carefully. More experienced students can focus on more advanced concepts such as how and why different artists employ different materials and techniques or how an artist uses light. All students will consider how the arts can enrich human understanding. Suitable for all grade levels.
Art and the Language Arts
Looking at works of art offers a wonderful opportunity to think about people—the artists, the subjects in their pictures, their personal stories, and ourselves. Some works of art illustrate specific narratives, while others may offer excellent starting points for students to create their own stories. Students at any grade level can enjoy exploring different types of writing using works of art as a starting point. Many of our works of art relate to mythology and the classics, and a talk can be tailored to enhance this unit of study. Suitable for all grade levels.
Art and Society
Works of art reflect the period in which they were made. Their original social context can be used as evidence of how people lived in different places and times—the Renaissance or Early America, for example. The Clark's collection relates to the study of many different cultures and historical periods. In addition, younger grades can focus on more general themes such as families and communities and diversity. For older students, a talk can be shaped to address issues of social justice such as slavery, cultural elitism, and the status of women. Suitable for all grade levels.
French Art and Culture
Depending on their education level, students can discuss the works of art in French or in a mixture of English and French with direction from a French-speaking educator. Talks usually focus on French works from the eighteenth and nineteenth centuries, and students will get a sense of France's central position in Western art at the time. Best suited for middle and high school grade levels. | <urn:uuid:3fe7748c-ac17-42c2-8f0b-65df8f2eea5b> | CC-MAIN-2014-42 | http://clarkart.edu/CMSPages/GetFile.aspx?guid=b592c0eb-3def-41af-b485-99b1757f2e69 | 2014-10-23T05:13:08Z | crawl-data/CC-MAIN-2014-42/segments/1413507450252.23/warc/CC-MAIN-20141017005730-00188-ip-10-16-133-185.ec2.internal.warc.gz | 67,670,561 | 716 | eng_Latn | eng_Latn | 0.998416 | eng_Latn | 0.998451 | [
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Home > Navigating Cancer Care > Cancer Basics > What is Cancer?
Printed October 23, 2014 from http://www.cancer.net/navigating-cancer-care/cancer-basics/what-cancer
What is Cancer? [1]
This section has been reviewed and approved by the Cancer.Net Editorial Board [2], 07/2012
Cancer is a group of more than 100 different diseases that can begin almost anywhere in the body. It happens when normal cells in the body change and grow uncontrollably. These cells may form a mass called a tumor. A tumor can be benign (noncancerous) or malignant (cancerous, meaning it can spread to other parts of the body). However, some cancers do not form solid tumors. These include leukemias (see below), most types of lymphoma (see below), and myeloma (cancer of the plasma cells in the bone marrow, the spongy tissue inside of bones).
The naming of cancer
Cancer is named for the area of the body and the type of cell in which it started:
Cancers that begin in the skin or tissue that covers the surface of internal organs and glands are called carcinomas. These include prostate cancer [3], breast cancer [4], lung cancer [5], and colorectal cancer [6].
Cancers that begin in the body?s blood-forming tissues?such as the bone marrow and spleen?are called leukemias. These include acute lymphocytic leukemia [8], chronic lymphocytic leukemia [9], acute myeloid leukemia [10], and chronic myeloid leukemia [11].
Cancers that begin in connective tissue?including muscle, fat, cartilage, or bone?are called sarcomas [7].
Cancers that begin in the lymphatic system (a network of vessels and glands that help fight infection) are called lymphomas. These include Hodgkin lymphoma [12] and non-Hodgkin lymphoma [13].
Learn more about specific types of cancer [14].
When cancer spreads
Sometimes, cancer will spread to the lymph nodes, which are tiny, bean-shaped organs that help fight infection. Lymph nodes are located in clusters in different parts of the body, such as the neck, the groin area, and the area under the arms. Cancer may also enter the bloodstream and spread to other parts of the body, such as the bones, liver, lungs, or brain. This process is called metastasis. However, even if the cancer has spread, it is still named for the area where it began. For example, if breast cancer spreads to the lungs, it is called metastatic breast cancer, not lung cancer.
Watch a brief video on how cancer begins and spreads to other areas of the body.
Video used with permission from BioDigital Systems.
The diagnosis of cancer
Often, a diagnosis begins when a person tells a doctor about any unusual symptoms. After discussing a person?s medical history and his or her symptoms, the doctor will perform various tests to find out the cause of a person?s symptoms. However, many times a person with cancer has no symptoms.
Sometimes a doctor diagnoses cancer after a cancer screening test in an otherwise healthy person. Examples of screening tests include a colonoscopy, a mammogram, and a Pap test. The results of these tests may mean a person has additional tests to confirm or disprove the result of the screening test.
Less often, a cancer is diagnosed when a person has a medical test for another reason.
For most cancers, a biopsy is the only way to make a definitive diagnosis. A biopsy [15] is the removal of a small amount of tissue for further study. Learn more about making a diagnosis after a biopsy [16].
More Information
Risk Factors and Prevention [17]
Tests and Procedures [18]
When the Doctor Says Cancer [19]
Newly Diagnosed [20]
Last Updated: August 01, 2012
Links:
[2] http://www.cancer.net/about-us
[1] http://www.cancer.net/navigating-cancer-care/cancer-basics/what-cancer
[3] http://www.cancer.net/node/19562
[5] http://www.cancer.net/node/19148
[4] http://www.cancer.net/node/18618
[6] http://www.cancer.net/node/18701
[8] http://www.cancer.net/node/19037
[7] http://www.cancer.net/node/19604
[9] http://www.cancer.net/node/19092
[11] http://www.cancer.net/node/19106
[10] http://www.cancer.net/node/19065
[12] http://www.cancer.net/node/19178
[14] http://www.cancer.net/cancer-types
[13] http://www.cancer.net/node/19207
[15] http://www.cancer.net/node/24406
[17] http://www.cancer.net/node/24868
[16] http://www.cancer.net/node/24371
[18] http://www.cancer.net/node/24959
[20] http://www.cancer.net/node/24867
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Lead in Drinking Water
"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 Onondaga County Water 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 for lead exposure by flushing your tap for 30 seconds to 2 minutes 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 http://www.epa.gov/safewater/lead."
Additional Facts on Lead
Lead is a naturally-occurring metal that for most of the 20 th century was used regularly as a component of paint, piping (including water service lines), solder, brass, and until the 1980s, as a gasoline additive. We no longer use lead in many of these products, older products – such as paints and plumbing fixtures in older houses – that contain lead remain. EPA and the U.S. Centers for Disease Control (CDC) report that lead paint (and the contaminated dust and soil it generates) is the leading source of lead exposure in older housing.
While lead is rarely present in water coming from a treatment plant, it can enter tap water through corrosion of some plumbing materials. In recent years, several aggressive and successful steps have been taken to reduce the occurrence of lead in drinking water.
In 1986, Congress amended the national Safe Drinking Water Act to prohibit the use of pipe, solder or flux containing high lead levels. The Lead Contamination Control Act of 1988 led schools and day-care centers to repair or remove water coolers with lead-lined tanks. EPA provided guidance to inform and facilitate their action.
Since the implementation of the Lead and Copper Rule in 1991, many community drinking water systems are required to actively manage the corrosivity of water distributed to customers. In addition, community water systems conduct routine monitoring at selected houses with lead service lines and lead solder. If more than 10 percent of the homes tested have elevated lead levels (defined as more than 15 parts per billion), water providers must notify their consumers via several means. They must also take steps to reduce the problem, including improving corrosion control and possibly replacing lead service lines that contribute to lead contamination.
You can't see, smell or taste lead in your water. Testing at the tap is the only way to measure the lead levels in your home or workplace. If you choose to have your tap water tested, be sure to use a properly certified laboratory. Testing usually costs between $20 and $100. If you currently have a lead service line, OCWA is willing to provide a free, one-time test after inspecting and confirming that the service line is lead. Please contact OCWA's Water Quality Manager at 315-455-7061 extension 3157 for more information. | <urn:uuid:b4baf437-8149-43aa-8dce-302fc414cc9b> | CC-MAIN-2021-21 | https://www.ocwa.org/wp-content/uploads/2021/03/Page-13-PbCu-2020.pdf | 2021-05-11T01:32:42+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00175.warc.gz | 887,411,191 | 640 | eng_Latn | eng_Latn | 0.998374 | eng_Latn | 0.998374 | [
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中華電力有限公司 CLP Power Hong Kong Ltd
22 September 2012
CLP Volunteers and Hong Chi Association Children's Solar-Powered Lanterns to Light Up Hong Kong's 'Greenest' Ever Mid-Autumn Festival
While Chinese children have long celebrated Mid-autumn festival with colourful lanterns, recent years have seen battery-powered lamps take the place of traditional candles. This year, CLP volunteers have teamed up with the intellectually challenged children from Hong Chi Association (HCA) to add a 'Greener' dimension to this centuries-old celebration. The leading light at the upcoming festival will be a series of solar-powered lanterns that are sure to excite and delight all who attend.
In sharing its festive joy, CLP distributed 30 non-traditional, eco-friendly, solar-powered lanterns its Volunteers had made with HCA children at Pinehill Village in Tai Po to deprived family children in the community. Mini solar panels exposing under the sun for about 8 hours will generate solar energy stored in the battery to light up the lanterns for 1.5 hours. In doing so, over 100 CLP volunteers grabbed the opportunity to explain to the children with intellectual disabilities that energy is not easy to generate and should not be wasted.
Speaking at today's solar-powered lantern launch, Ms. Quince Chong, CLP Power's Chief Corporate Development Officer, said: "This initiative is a fun and inspirational way of raising 'Green' awareness amongst local youngsters. In working together with the boys and girls of HCA, our Volunteers have used mini-solar panels to produce environmentally-friendly lanterns. The ultimate aim is a culturally-relevant 'Green' experience that reinforces everyone's understanding of Renewable Energy (RE) future."
A jumbo-size eco-friendly lantern measuring 1.4m tall and 1.6m across later lit up in Pinehill Village. It signified the official launch of the energy-efficient solar-powered outdoor lighting system CLP has tailored to help HCA cut energy consumption by better utilising RE.
Eleven solar-powered outdoor lighting poles were installed jointly by CLP Volunteers and HCA children to illuminate the lawns of Hong Chi Children Home, which serves as a training hostel for
32 children aged from 6 to 18 with mild grade intellectual disabilities. This was yet another 'Green' experience with RE for the children, following the installation of the Solar Thermal Heat Pump, which CLP had funded Hong Chi Children Home to set up for a reliable and eco-friendly supply of hot shower water that helped achieve an 80% savings in energy consumption and a reduction of around 2000 kg CO2 emission per year. Now the children found the hostel not just a 'home sweet home', but also a place full of lively learning opportunities. Meanwhile, CLP Volunteers also gave a series of five interactive game based 'Green' talks on energy saving tips to some 300 HCA trainees, their family members and staff.
"Hong Chi believes that like everyone else, our children have a share in the responsibility for making our environment a better place to live. For years, we have engaged them in organic farming and glass recycling, among many other green initiatives. With CLP Volunteers' help this time, our children got to learn about RE and energy conservation through the use of solar-powered lanterns and solar-powered outdoor lighting poles. It was just easy and fun! We are eager to see more collaborations with CLP in which our children can enjoy and learn from similar 'Green gadgets'", said Mr. Aldan Kwok, HCA General Secretary.
CLP and HCA have long been partners in a pioneering GREEN PLUS Programme, via which the power company tailors energy saving solutions for small- to medium-sized enterprises (SMEs) and non-profit making organisations. CLP's partnership with HCA began in 2007 when CLP donated funds and technical support enabling HCA to install solar panels on its training hotel's rooftop and enjoy RE-sourced hot bathing water in the hotel's serviced apartments.
About CLP Power Hong Kong Limited
CLP Power Hong Kong Limited ("CLP Power") is the Hong Kong utility subsidiary wholly owned by CLP Holdings Limited, a company listed on the Hong Kong Stock Exchange and one of the largest investor-owned power businesses in Asia. CLP Power operates a vertically integrated electricity supply business in Hong Kong, and provides a highly reliable supply of electricity and excellent customer services to 5.7 million people in its supply area.
About Hong Chi Association
Founded in 1965, Hong Chi Association (formerly the Hong Kong Association for the Mentally Handicapped) is a non-profit organisation dedicated solely to serving people with intellectual disabilities and their families in Hong Kong. It operates 80 service units, providing "through-train" services including special education, vocational training and rehabilitation services for 7,000 people of all ages and all grades of intellectual disabilities.
Photo captions:
Photo 1
(Photo 1) CLP volunteers brought new green element to Hong Chi children this Mid-Autumn Festival. A jumbo-sized, eco-friendly lantern lit up in Pinehill Village, signifying the official launch of the solar-powered outdoor lighting system for Hong Chi Children Home.
Ms Quince Chong (middle), Chief Corporate Development Officer of CLP Power Hong Kong; Mr LM Chow (third from right), Director, Marketing and Customer Services of CLP Power Hong Kong; Mr Aldan Kwok (first from right), General Secretary of Hong Chi Association; Mr Justin To (fourth from left), Assistant District Officer (Tai Po) of Home Affairs Department; Mr Man Chen-fai (third from left), MH, Vice Chairman of Tai Po District Council jointly officiated the lighting ceremony.
Photo 2
(Photo 2) CLP volunteers and Hong Chi Children sang a song together to celebrate a joyful Mid-Autumn Festival, while some children played musical instruments.
(Photo 3 to 6) Ms Quince Chong, Mr LM Chow of CLP and Mr Aldan Kwok of Hong Chi, together with CLP volunteers and Hong Chi children jointly produced the solar-powered lanterns, to be distributed to deprived family children in Tai Kok Tsui district, as festive gift to share the joy and green concept.
Photo 7
(Photo 7) Officiating guests visited the solar-powered outdoor lighting system in Hong Chi Children Home with CLP volunteer and Hong Chi children, who joined hands to install this energy saving system.
- End -
For further enquiries, please contact:
Ms Wong Chiu Yung Public Affairs Manager Marketing & Customer Services CLP Power Hong Kong Limited
Tel: (852) 2678 7225
Fax: (852) 2678 7214
Pager: (852) 71163131 a/c 8433
Email: firstname.lastname@example.org | <urn:uuid:1754614b-3c77-47ab-9952-691b67ffe8d1> | CC-MAIN-2021-21 | https://www.clpgroup.com/content/dam/clp-group/channels/media/document/2012/20120922_Eng.pdf.coredownload.pdf | 2021-05-11T00:51:58+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00176.warc.gz | 678,188,697 | 1,395 | eng_Latn | eng_Latn | 0.983161 | eng_Latn | 0.997315 | [
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New Teacher Account EasyBridge Basic Only
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Teachers who need a new account should ask their school or district administrator how accounts are created. If accounts are not district created, teachers can go to SavvasRealize.com, click Sign Up, and follow the steps to self-register.
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2. Assigning a lesson or a multi-activity assignment that houses several individual content items assigns every item in the lesson or assignment, respectively, with the same due date.
3. Some content is automatically assigned remediation. These options appear in the "Create an assignment" dialog box. You can uncheck this box if you do not wish to assign remediation. Once assigned, you cannot change these options.
| Item Status | Description |
|---|---|
| Icon | |
| | Hidden—This item is currently hidden from your students. Once you assign the item, your students will be able to see it. |
| | Locked—This item is for teacher use only. You cannot assign this item to your students. |
| | Mastery—This item counts toward mastery. |
| | Realize Reader Selection (RRS)— These assignments open directly in Savvas Realize and focus on the specific text and features required to complete the assigned activities. |
| | Knewton—This item contains Knewton adaptive content. |
Search for Content
2. Check the Only search this program box to confine the search to the current program.
1. Click the Search icon to enter a keyword and search across all programs in your account.
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4. Click See results from OpenEd ® to access thousands of additional standards-aligned content items.
Note: You do not see this option if you checked the "Only search this program" box.
5. Click the item to view it or display it during instruction.
6. Assign the item to any class, group, or student.
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Upload a File
1. From the program Table of Contents, click Create Content.
3. Select a file to upload. Your file cannot exceed 10 MB.
2. Click Upload a file. You can upload a file from your computer, Google Drive ™ , or Microsoft OneDrive ® .
4. Enter a title and description.
6. Click Add.
5. Check the box to certify that you have rights to distribute the content.
7. Your content is available in My Content when viewing the program Table of Contents.
Add a Link
1. From the program Table of Contents, click Create Content.
3.
2. Click Add a link.
address that includes the
Enter a complete web http:// or https://. It is
recommended to copy and paste the URL rather
4. Enter a title and description.
than type it manually.
5. Click Add.
6. Your content is available in My Content and My Library when viewing the program Table of Contents.
Build a Test
You have two options when building your own test: write your own questions or select from a bank of questions.
Write Your Own Questions
2. Click Build a test.
1. From the program Table of Contents, click Create Content.
3. Enter a title and description.
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4. Select if you want the test to count toward mastery.
13. Click the trash can icon to remove a question.
5. Select Write my own questions.
14. Click Edit at the top of the section to edit the test title, description, or settings.
7. Click Next.
6. Select an option for the number of question tries before submission and test retakes allowed.
8. To write a question, click Add question and select either Multiple choice or Gridded response.
10. When you are finished writing the question, click Save.
9. Enter the question and item choices. Click the radio button to identify the correct answer.
11. Click Add question to continue writing questions for the test.
13. Click Edit at the top of the section to edit the test title, description, or settings.
12. Click the trash can icon to remove a question. Click the Edit icon to make changes to a question.
14. Click Preview to view the test as students will see it.
16. Once you are finished building your test, click Done.
15. Click Print to print either the test or answer key.
17. Your content is available in My Content when viewing the program Table of Contents.
Select Questions from a Test Bank
2. Click Build a test
1. From the program Table of Contents, click Create Content.
3. Enter a title and description.
.
4. Select if you want the test to count toward mastery.
6. Click Next.
5. Choose Select from a bank of questions.
7. Select one of the following tabs:
b. Search banks by keyword: Enter a keyword and click Search.
a. Search banks by standard: Click the down arrows to expand sections. Check the box next to one or more standards or a complete category of standards. Then click Search selected standards.
8. Test banks aligned to the selected standards or keyword, respectively, are displayed. Expand the sections to view individual questions.
10. When you're done selecting questions, click I'm done adding questions. Your test will display.
9. Check the box next to one or more questions or a complete bank of questions. The total number of questions selected appears at the top of the page.
11. Click Show question to view test questions.
12. Click Rearrange to change the order of the questions.
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15. Click Add items from test bank to search for additional test bank questions.
17. Click Print to print either the test or answer key.
16. Click Preview to view the test as students will see it.
18. Once you are finished building your test, click Done.
19. Your content is available in My Content when viewing the program Table of Contents.
Assign Items in My Content
1. From the program Table of Contents, click My Content.
2. Click the Assign quick link to assign a content item.
3. Click the Customize quick link to edit your content.
Customize Savvas Content
You can customize Savvas content with the Customize quick link. You can retain one custom version of each item.
Customize a Lesson
1. Click the Customize quick link for the lesson.
2. Click Add to add a file, link, or other content item.
3. Click Remove to remove a content item.
4. When you are finished, click Save.
Customize a Test
1. Click the Customize quick link for the test.
2. Click Edit at the top of the section to edit the test title, description, or settings.
3. Click Add items from test bank or Add question to either select or write additional questions, respectively.
4. Click the trash can icon to remove a question.
5. When you are finished, click Done.
Note: This option is not available in all programs.
Note: If you assign customized Savvas content, students will receive that version even if you make additional changes after the assignment is made.
My Library
Select the My Library tab on the top menu bar to quickly access your custom content or Savvas program content and lessons you have customized for your students.
Search Your Library
1. Enter a keyword and click Search or press Enter on your keyboard.
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2. Select a category in the Refine By filter list on the left to refine the results.
Savvas Realize ™ Quick Reference Guide for Teachers
Additional Options
1. Click the ellipsis to the right of the item for additional options:
* Click Customize to edit the item.
* Click Remove to delete the item.
* Click Assign to assign the item to your students.
* Click Add to Playlist to add the item to a playlist.
* Click Info to view additional details.
* Click Teacher Resources to view additional resources for this item.
2. If an arrow displays to the right of the item, click it to drill further into the content. Then click a link to go directly to that content item.
Google Classroom ™ Feature
Connect to Google Classroom
Account Linking with Google Classroom ™ enables you to connect Savvas Realize to your Google Classroom account. You can then sync students from your Google Classroom into Savvas Realize. If you have already connected to Google Classroom, but would like to import additional Google Classroom classes, see the "Sync Google Classes" section.
1. Click the Profile icon in the top-right menu bar.
.
2. Select Settings
3. In the Account tab, scroll to the Account Linking section and click Get Started.
Note: If you do not see the Account Linking option in your settings, the Google Classroom feature may not be enabled for your district. Contact your administrator.
4. If prompted, select or enter your Google Classroom sign-in information.
5. If prompted, click Allow to grant Savvas Realize access to your Google Classroom account.
6. Select the Google class or classes you want to
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import into Savvas Realize.
7. Select the Savvas Realize programs you want to use with the class, and then click Connect Class.
8. Click Finish & View Classes. Classes synced from Google Classroom appear in your class list with a Google Classroom icon to the left of the class name.
Note: The first time students access a Savvas Realize assignment from Google Classroom, they are prompted to provide their Google Classroom sign-in information and grant Savvas Realize access to their Google Classroom account. Until they have granted Savvas Realize access to Google Classroom, they will display as "Needs to Connect" in the "Students & groups," "Assignments by student," and assignment student status lists.
Sync Google Classes
Once you have connected to Google Classroom to import students from your Google Classroom account into Savvas Realize, you can connect additional Google Classroom classes.
Note: If you have not yet linked Google Classroom to Savvas Realize, complete the steps in the "Connect to Google Classroom" section before you continue.
1. Click CLASSES on the top menu bar.
2. On the Select a Class page, click Connect Google Classes.
3. If prompted, select or enter your Google Classroom sign-in information.
4. If prompted, click Allow to grant Savvas Realize access to your Google Classroom account.
5. Do one of the following:
* If you have classes to connect, select the Google class or classes you want to import into Savvas Realize.
* If you do not have any classes to connect, click Create New Google Class, and then create your class in Google Classroom. When finished, return to Savvas Realize and choose Connect Google Classes on the Select a Class page again.
Note: You should add students to your new Google Classroom class and ensure they have accepted the invitation before importing the class into Savvas Realize. If you import an empty class into Savvas Realize, you cannot assign Savvas Realize content to that class. Only students currently in the Savvas Realize Google Classroom
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class will receive Savvas Realize assignments made by the teacher.
6. Select the Savvas Realize programs you want to make available for the class, and then click Connect Class.
7. Click Finish & View Classes. Classes synced from Google Classroom appear in your class list with a Google Classroom icon to the left of the class name.
Assign Google Docs ™ Content for Google Classroom
If you are subscribed to a Savvas program that contains Google Docs ™ content, you can assign this content to students in both Savvas Realize classes and Savvas Realize classes synced from Google Classroom.
* Each student in a class synced from Google Classroom receives a unique copy of the Google Doc, which can be changed and saved directly in the assignment viewer.
* Google Docs assigned to a student who is not part of a Google Classroom-synced class are view only; however, the student can download a local copy of the document.
You can find and assign Google Docs content by selecting a program using the steps below or by browsing all content.
2. On the Table of Contents page, find the Google Docs activity, and click Assign.
1. Click BROWSE on the top menu bar, and then select the program.
3. In the "Create an assignment" box, enter a title, start date, and due date, and add instructions (optional).
5. Click Assign to finish.
4. Enter the name of the class, group, or student by using smart search. Enter the first letter and scroll to the class, group, or student. Search for students using the "last name, first name" convention.
Note: If a student reports seeing a message that indicates Google cannot connect, click Sync with Google to re-sync the assignment.
Google Docs Assignments
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Savvas
When you assign a Google Docs assignment to students in a Savvas Realize class synced from Google Classroom, each student receives a unique copy of the Google Doc, which can be changed and saved directly in the assignment viewer.
Preview a Google Docs Assignment
When you open a Google Docs activity from a Savvas program or choose to preview an assignment you've made for your class, the document opens in viewonly mode. You cannot make changes to the contents of the class assignment.
Review a Google Docs Assignment
When reviewing an individual student's activity progress for a Google Docs assignment, you can view the student's changes, as well as make comments.
Note: If you see a Google Docs message indicating that you need permission, you may need to reestablish your connection to Google Classroom.
1. Open a new browser tab and sign in to Google Classroom.
2. Return to the Savvas Realize browser tab and refresh your browser. Do not click the Request Access or Switch accounts buttons.
Note: If a student reports seeing a message that indicates Google cannot connect, click Sync with Google to re-sync the assignment.
Note: Google Docs assigned to students that are not part of a Google Classroom-synced class are view only; however, the student can download a local copy of the document.
Add Students to a Google Classroom Class
If you have connected to Google Classroom, you can add students to a Google Classroom-synced class.
1. Click CLASSES on the top menu bar, and then click the View in Google button to the left of the class name to open Google Classroom and add the student(s).
Note: Before you assign Savvas Realize content to your Google Classroom class, ensure all students have accepted the invitation. Students do not receive assignments that were assigned to a class prior to accepting the Google Classroom invitation.
2. Once the student has accepted the Google Classroom invitation, return to Savvas Realize, and click Student & groups below the class name to confirm the Google Classroom
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student was added to the class in Savvas Realize. If you do not see the student listed, click the left arrow to return to the list of classes, and click Sync with Google to the left of the class.
Note: The first time students access a Savvas Realize assignment from Google Classroom, they are prompted to provide their Google Classroom sign-in information and grant Savvas Realize access to their Google Classroom account. Until they have granted Savvas Realize access to Google Classroom, they will display as "Needs to Connect" in the "Students & groups," "Assignments by student," and assignment student status lists.
Disconnect Your Google Classroom Account
Your Savvas Realize account can only be connected to a single Google Classroom account. Likewise, your Google Classroom account can only be connected to a single Savvas Realize account. If you are connected to an incorrect Google Classroom account, or you want to use your Google Classroom account for a different Savvas Realize account, you must first disconnect the accounts in your Savvas Realize settings.
Note: Once your Savvas Realize account is disconnected from Google Classroom, reconnecting the same account may not sync all previous data and information.
1. Click the Profile icon in the topright menu bar.
3. In the Account tab, scroll to the Account Linking section and click Disconnect.
2. Select Settings.
4. Click Yes to confirm.
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© 2020 Google Inc. All rights reserved. Google Doc ™ is a trademark of Google Inc.
Microsoft OneDrive ® is either a registered trademark or trademark of Microsoft Corporation in the United States and/or other countries.
Advanced Search Techniques
Use the following advanced search techniques to perform keyword searches.
Wildcard Search
To perform a single character wildcard search, use the "?" symbol. The single character wildcard search looks for terms that match with the single character replaced.
| Use | Example | To search for |
|---|---|---|
| ? | te?t | |
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Note: You cannot use a * or ? symbol as the first character of a search term.
Boolean Operators
Boolean operators enable search terms to be combined using logical operators.
Supported Boolean operators are AND, plus sign (+), OR, NOT, and minus sign (-).
Parentheses can be used to group Boolean expressions. Boolean operators are not case sensitive.
To disable Boolean operators, enclose the search phrase in quotation marks. This prevents the execution of Boolean operators and returns results containing the entire search phrase.
| Example | Returns |
|---|---|
| mountain AND tree -or- mountain and tree | |
| “mountain and tree” | |
| painting OR photo | |
| “mount everest” NOT “mount wellington” | |
| “mount everest” + ”mount wellington” | |
| + ”mount everest” + ”mount wellington” | |
| “mount everest” - ”mount wellington” | |
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Fuzzy Search
To perform a fuzzy search, use the tilde (~) symbol at the end of a single word search term.
Proximity Search
Proximity searches let you find words that are close to each other. To perform a proximity search, enclose the two target words in quotes, followed by the tilde (~) symbol and a number at the end of the search phrase.
Note: The keyword search box accepts search strings up to 50 characters in length. If you paste a search string longer than 50 characters into the search box, it will be truncated to 50 characters. If you are searching for a particular title longer than 50 characters, results may not be returned for the truncated title, especially if it contains partial words.
Workaround: Use the backspace button to trim the search phrase to the next full word. Searching for the trimmed phrase should return a results list that contains the title.
Need help?
Visit mySavvasTraining.com to view tutorials and helpful guides
Contact Technical Support support.savvas.com
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HIGH SCHOOL TEACHER RESOURCE GUIDE
Teacher Resource Guide
For High School Units of Study
1.0 INTRODUCTION
The Infinite Power of Texas Units of Study were developed by the Texas State Energy Conservation Office (SECO) to provide educational resources for K-12 teachers on renewable energy and energy efficiency. The Units introduce students to concepts such as solar, wind and biomass energy, and energy conservation in the home. The Units were created to address three grade-level groups: grades 4 and 5 (elementary Units), grades 6, 7 and 8 (middle school Units) and grades 9, 10, 11 and 12 (high school Units). This document provides an overview of the High School Units of Study. It describes the general structure of the Units; explains in more detail some instructions provided in the Units; offers safety guidelines; identifies Texas Essential Knowledge and Skills (TEKS) addressed by each Unit; provides resources needed to complete the Units, including recommended Internet and other resources; and presents guidelines for creating rubrics.
1.1 Structure of the Units
The Units of Study are classified in the black bar on the top of every page according to whom the content is geared: the teacher (Teacher Overview or Teacher Answer Key) or the student (Reading Passage or Student Data Sheet). The following table summarizes the content of each section:
TABLE 1. Organization of Units
| TEACHER OVERVIEW | |
|---|---|
| SECTION | DESCRIPTION |
| Overview | Summarizes the topic of the lesson and the activities involved |
| Objectives | Refers teacher to Teacher Resource Guide for TEKS objectives |
| Suggested Timeframe | Provides a breakdown of activities involved in the Unit that includes the amount of time each activity requires, the activity title and the subject. Teacher should note that the amounts of time printed are simply guidelines that often reflect the upper limit. Actual times will vary and may be shorter. |
| Required Materials | Materials needed for the various activities included in the Unit |
| Background Information for Teacher | Provides information to the teacher that will be useful for teaching the unit (conducting the lab, follow up and/or additional activities). The teacher can use this information when introducing the unit to the class. |
| Summary of Activities | Detailed instructions of each activity involved in the Unit. Typical structure is: • Introduction and Reading Passage – includes vocabulary and reading assignment • Lab Activity • Recommendations and/or Expected Observations (if applicable) • Assessment • Follow Up Labs – additional lab or other activity that expands upon the main Lab Activity |
| Additional Activity | Other ways to expand students’ knowledge about the Unit’s topic |
| STUDENT DATA SHEETS | |
| Reading Passage | 3-page write-up of the Unit’s topic |
| Understanding the Reading Passage | Questions pertaining to information contained in the Reading Passage that students are required to answer to ascertain comprehension |
| Vocabulary | A list of key vocabulary words either contained in the Reading Passage or relevant to the Lab Activity |
| Lab Activity | Instructions for students detailing how to conduct the activity for the Unit (when applicable includes Data Tables and data summary questions) |
| Assessment Questions | A list of questions to be photocopied and distributed to each student to assess what the student has learned about the Unit’s topic |
| Follow Up Activity | Activity that expands on the Unit’s main activity and may include additional background information, materials needed, activity instruction, and data summary questions. |
| TEACHER ANSWER KEY | |
Includes answers to Understanding the Reading Passage Questions, Lab Activity Data Summary, Assessment Questions, Vocabulary definitions, and Follow Up data summary questions.
GENERAL GUIDELINES
2.0 GUIDELINES
2.2 Alternative Vocabulary Work
Although the Units were designed to be stand-alone lessons, teachers are encouraged to complete Unit No. 16 before proceeding to higher Units. Unit No. 16 provides an overview of renewable energy technologies that are feasible in Texas. The later Units cover more in-depth information about the individual types of renewable energy technologies. Once Unit No. 16 has been completed, the remaining Units can be completed in any order. In general, the teacher should review the entire Unit beforehand. It is highly recommended that the teacher conduct the activity before the class does. Although a materials list is provided, the availability of materials may vary, which would require modifications to the setup and instructions that should be presented to the class.
The traditional approach to learning vocabulary words relevant to the Unit's subject is included in the activity description. However, as an alternative, teachers can also instruct students to create meaningful sentences using the words during class. Remind students that sentences beginning with "Biomass is…" or "Renewable energy is…" are not considered meaningful and will not receive credit. As a homework assignment, instruct students to create a paragraph or two incorporating all of the vocabulary words. This assignment can also be incorporated into the instructions for writing down predictions about the Lab Activity if the teacher so desires. Any additional activities will need to be added to the rubric template at the end of this document.
All of the activities can be modified to be more general or more involved depending on the skill level and grade of the class. The Follow Up Lab and Additional Activity sections were included to provide teachers with the opportunity to explore a topic further. Often the additional activities offer alternative teaching methods to convey the Unit's subject and offer the students a chance to be more creative. These activities are listed after the Assessment and are therefore not covered in the Assessment Questions.
Most of the Units provide background information for the teacher about the topic taught in the Unit. This information is typically geared to inform the teacher about specific concepts that are discussed either in the Reading Passage or the Lab. The teacher can use this information when introducing the topic to the class.
The following sections address specific elements in the Units of Study.
2.1 Teacher Introduction
The first activity involves introducing the Unit's topic of study to the class. In order to encourage an introduction that is thoughtprovoking and makes the subject relevant for the class, most units include an interesting quote about a different topic but is relevant to the Unit's topic. Teachers can also use an "attention-getter" activity or anticipatory set in order to spark the class' attention about the upcoming subject. Examples of ways to spark the class' attention include: a quick experiment or demonstration of the technology or theories taught in the Unit; bringing in gadgets reflecting the technology taught in the Unit such as a model solar car or mini-wind turbine (see Resources section for websites to get such gadgets); expert speaker "show & tell" (request a speaker to bring an interesting demonstration about the subject being taught that will motivate the class to learn more about the subject; should be very brief and interactive); brief video about the particular concept or technology being taught; or a field trip to a facility that is involved in the technology taught in the Unit. Once the class is engaged and ready to learn more, the teacher should summarize the activities involved in the Unit so the class will have an idea what to expect over the next few days.
2.3 Lab Activity
Before beginning the Lab, the teacher should review with the class the entire Lab Activity so they will understand the purpose and the goals. To enhance the class' scientific inquiry in the Units, instruct students to develop statements for the following:
* hypothesis
* conclusions
* predictions
* significance/implications.
Note that the hypothesis and predictions should be made before beginning the Lab Activity. Students can record their hypotheses and predictions in their notebooks, on the board or on overhead transparency with the teacher.
Many of the labs instruct students to graph their collected data to make conclusions about the experiment they conducted. The individual Units provide examples of graphs that can be created and indicate variables to be graphed on the x- and y-axes as well as suggest graph types. So that students understand how graphs can effectively convey information, before beginning the lab have a discussion about the following: potential variables that can be plotted on the graph in order to effectively communicate the results of the lab; which variable is best plotted on the x-axis and which variable is best plotted on the y-axis; the most appropriate type of graph for the results obtained (bar, line, pie, etc.); and how the representation of the results may be changed by either plotting different variables or using a different graph type. Instruct students to pre-plan the variables they will be changing and WHY they are changing those variables, making predictions about how those variables will affect the outcome in advance. Instruct the students to write those predictions and give supporting statements about why they are making those predictions. Prior to beginning the lab, the teacher can review their predictions or discuss them as a class. Their selected variables to graph can be compared to the suggested variables in the Unit.
After the class has completed the Lab Activity, teachers should review students' results, graphs, data sheets and conclusions. Discussion should continue the scientific inquiry by asking
GENERAL GUIDELINES
such questions as: How is this science? Why is experimentation important in science? What hypotheses were supported and what ones were refuted? Why? What predictions were supported and what predictions were refuted? Why? Are mistakes a necessary part of science? Did everyone's data set look the same? Why or why not? According to research in the classroom, it is important that students discuss these items in order to understand the nature of science. Generally, these discussions must explicitly bring these points to the students' attention, as they will not tend to make these correlations on their own. Research conclusively tells us that teachers need to have guided discussions about the nature of science.
slurry? (This reiterates the role that bacteria play in this process.) Ask students to describe what is happening in the "landfill." Why is this happening? What are the byproducts of this process and how can they be beneficial for our use?
Following are some examples of discussion questions that address further implications about the topic taught:
Unit No. 16, Renewable Energy Guide for Buildings: After completing the Follow Up Activity, ask the class some questions relating to why there are minimum and maximum summer and winter altitudes. Why is this information useful in building a home? How can you use this information when designing an outside structure? What causes the changes in the seasons?
Unit No. 18, Introduction to Photovoltaic Systems: After completing the Follow Up Activity, ask students: How can we use the sun's energy other than in solar cells? What are some other ways to collect the sun's energy? What are the costs to use this kind of energy? What are the benefits?
Another technology that could be brought to the student's attention during this Unit is geothermal ac/ heating units that use the sun's energy to heat water and create heat in homes as well as cool them in the summer.
Unit No. 19, Estimating PV System Size and Cost: After completing the Follow Up Activity, ask more probing questions as to why the meter readings changed. How did the sun affect the photovoltaic cell? What does sunlight do to the electrons? Why did you have to use copper in this experiment? Why wouldn't stainless steel work? Why did the copper change colors? Is heat always required for this to happen? Would regular tap water, or distilled water work for this laboratory (instead of saltwater)? Why or why not? Why was the positive terminal the copper strip and the negative terminal the copper oxide strip? Could they be reversed? Why or why not?
Unit No. 20, Clean Energy from Texas Landfills: After completing the Follow Up Activity, ask students: What does the organic slurry represent,? What are some things that could be used as organic slurry? Why does it have to be organic? Why couldn't newspapers be used as organic
Unit No. 21, Rural Renewable Applications: After completing the lab, discuss with the class questions such as the following: How does the wet cell work? Why is the copper wire required? Foil? Electrolytes? How did the baking soda affect the current? (Aluminum foil oxidizes and positive aluminum ions go into solution, leaving an excess of electrons on the aluminum electrode. The citric acid electrolyte facilitates the electron flow; the electrolyte is needed in order for the transfer of electrons to take place. Without an electrolyte, the electrons cannot move and current would not be produced. Electrons flow from areas with higher concentration to areas with lower concentration of electrons). Students can make a drawing of this concept, labeling the appropriate parts and providing their own explanation of how the wet cell actually works.
2.5 Library Research and Internet Research
Some Units include library or Internet research as either the main or additional activity. Before assigning students library research, meet with the librarian to determine the location and the type of books that are available regarding energy, the environment and sustainability. Additional resources are provided in this Guide; you may decide to order some of these publications for your library.
Before assigning students Internet research, learn about your school's Internet access including any filters that might be installed to prevent access to inappropriate websites. Most Internet research is assigned as group work to allow students to collaborate together and learn cooperative group skills. The teacher can determine the optimal number of students for a group depending on logistics of the computer lab, the number of computers and the class's skills.
The teacher should review with the class basic instructions on using search engines and provide search tips such as the use of quotations around word phrases or specifying the domain (.edu, .gov, etc.). Most search engines have options to perform advanced searches that provide a template for users to input specific information. Teacher can review the advanced options of a search engine with the class to refine their searches.
Suggested search engines: www.google.com www.altavista.com www.yahoo.com www.hotbot.com www.ask.com
SAFETY GUIDELINES
3.0 SAFETY GUIDELINES
5. Explain the consequences of unsafe behavior.
Standard science and lab safety guidelines should be followed if the teacher or school already has some in place. To take safety further, the teacher can develop a safety chart and safety contract listing basic expectations that would be signed by students individually.
The following laboratory management techniques are taken from the Texas Safety Standards for K-12 included in the Science TEKS Toolkits developed by the Charles A. Dana Center at the University of Texas.
1. Maintain fair and consistent classroom discipline to prevent unsafe conditions from being created during laboratory investigations.
3. Explain and post the expectations for orderly conduct in the classroom, laboratory, and field. Teachers should always model appropriate classroom, laboratory, and field procedures.
2. Establish routine procedures for conducting a laboratory investigation that promote an orderly and safe environment. Ask different students in each laboratory group to obtain materials from a supply area, return materials at the completion of a laboratory investigation, and record data, if class data are needed.
4. Explain and post safety rules for the classroom, laboratory, and field. Students and parents should complete and return a signed safety contract before students begin investigations.
7. Prior to the investigation, arrange for the proper disposal of wastes.
6. Before each laboratory investigation, review the safety rules for using laboratory equipment and facilities.
8. Keep up with current information on safety and class procedures, and practice those procedures consistently.
10. Review with the students the procedures for using the laboratory. Discuss safety rules and precautions before the investigation begins.
9. Examine laboratory investigations and equipment for appropriateness and safety.
11. Promote a positive attitude. Students should not fear doing experiments, using reagents, or using equipment, but should have a positive attitude toward safe laboratory procedures.
13. When a substitute teacher is in charge, create an alternate lesson plan that does not involve laboratory work.
12. Adjust procedures for students with emotional, physical, or educational problems to capitalize on the contributions they are able to make.
14. Monitor continuously for maximized learning and safe conditions.
16. Clean the work areas thoroughly and regularly.
15. Plan post-lab activities for after the laboratory work has been completed.
17. Develop procedures to be followed in case of an accident.
18. Establish procedures for asking students to leave the laboratory when they demonstrate unacceptable behavior.
4.0 TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
TABLE 2. High School TEKS addressed
| U.S. HISTORY SINCE RECONSTRUCTION | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| Science, technology, and society. The student understands the impact of 22 science and technology on the economic development of the United States. | | | | | | | | |
| (A) explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States; | | x | x | x | x | x | x | x |
| (B) explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs; and | | | | | | | x | |
| 23 | Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. | | | | | | | |
| | (A) analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and | x | x | x | x | x | x | x |
| | (B) explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living. | | | x | x | | | |
| WORLD GEOGRAPHY STUDIES | | | | | | | | |
| Geography. Such as student understands how physical processes shape patterns in the physical environment (lithosphere, atmosphere, hydrosphere, 3 and biosphere), including how Earth-Sun relationships affect physical processes and patterns on Earth’s surface | | | | | | | | |
| (A) attribute occurrences of weather phenomena and climate to annual changes in Earth-Sun relationships; and | | x | x | x | x | x | x | x |
| (B) describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil-building processes. | | x | x | x | x | x | x | x |
| 5 | Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. | | | | | | | |
| | (A) explain the distribution of different types of climate in terms of patterns of temperature, wind, and precipitation and the factors that influence climate regions such as elevation, latitude, location near warm and cold ocean currents, position on a conti | | x | | | | | x |
| Geography. The student understands how people, places, and environments 8 are connected and interdependent. | | | | | | | | |
| (A) explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change; | | x | x | x | x | x | x | x |
| (B) compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts; | | x | x | x | x | x | x | x |
| 19 | Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. | | | | | | |
|---|---|---|---|---|---|---|---|
| | (A) evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment; and | x | x | x | x | x | x |
| Science, technology, and society. The student understands how technology 20 affects definitions of, access to, and use of resources. | | | | | | | |
| (A) describe the impact of new technologies, new markets, and revised perceptions of resources; and | | x | x | x | x | x | x |
| (B) analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. | | x | | | | | |
| 21 | Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. | | | | | | |
| | (A) use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships; | | | | | | |
| | (B) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; | | | | | | |
| | (C) construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change; | | | | | | |
| Social studies skills. The student communicates in written, oral, and visual 22 forms. | | | | | | | |
| (A) design and draw appropriate maps and other graphics such as sketch maps, diagrams, tables, and graphs to present geographic information including geographic features, geographic distributions, and geographic relationships; | | | | | | | |
| (B) apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information; | | | | | | | |
| (C) use geographic terminology correctly; and | | | | | | | |
| 23 | Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. | | | | | | |
| | (A) plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results; | | | | | | |
| | (B) use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions; | | | | | | |
| WORLD GEOGRAPHY STUDIES | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | (C) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and | | | | | | | x |
| | (D) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. | | | | | | | x |
| US GOVERNMENT | | | | | | | | |
| Science, technology, and society. The student understands the role the 19 government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. | | | | | | | | |
| (A) identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies; and | | | | | | | | x |
| (B) analyze how U.S. government policies fostering competition and entrepreneurship have resulted in scientific discoveries and technological innovations. | | | | | | | | x |
| -20 | Science, technology, and society. The student understands the impact of advances in science and technology on government and society. | | | | | | | |
| | (A) analyze the potential impact on society of recent scientific discoveries and technological innovations; and | | | | | | | x |
| | (B) analyze the reaction of government to scientific discoveries and technological innovations. | | | | | | | x |
| ENGLISH I | | | | | | | | |
| 4 Writing/inquiry/research. The student uses writing as a tool for learning. | | | | | | | | |
| (A) use writing to formulate questions, refine topics, and clarify ideas; | | x | x | x | x | x | x | x |
| (B) use writing to discover, organize, and support what is known and what needs to be learned about a topic; | | x | x | x | x | x | x | x |
| (C) compile information from primary and secondary sources in systematic ways using available technology; | | x | x | x | x | x | x | x |
| (D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs; | | x | x | x | x | x | x | x |
| (E) use writing as a study tool to clarify and remember information; | | x | x | x | x | x | x | x |
| 6 | Reading/word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary. | | | | | | | |
| | (A) expand vocabulary through wide reading, listening, and discussing; | x | x | x | x | x | x | x |
| | (B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; | x | x | x | x | x | x | x |
| | (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; | x | x | x | x | x | x | x |
| ENGLISH I | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | (E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage; and | x | x | x | x | x | x | x |
| Reading/comprehension. The student comprehends selections using a 7 variety of strategies. | | | | | | | | |
| (A) establish a purpose for reading such as to discover, interpret, and enjoy; | | x | x | x | x | x | x | x |
| (B) draw upon his/her own background to provide connection to texts; | | x | x | x | x | x | x | x |
| (C) monitor reading strategies and modify them when understanding breaks down such as rereading, using resources, and questioning; | | x | x | x | x | x | x | x |
| (F) identify main ideas and their supporting details; | | x | x | x | x | x | x | x |
| (H) draw inferences such as conclusions, generalizations, and predictions and support them from text; | | x | x | x | x | x | x | x |
| (J) read silently with comprehension for a sustained period of time. | | x | x | x | x | x | x | x |
| 13 | Reading/inquiry/research. The student reads in order to research self- selected and assigned topics. | | | | | | | |
| | (A) generate relevant, interesting, and researchable questions; | x | x | x | x | x | x | x |
| | (B) locate appropriate print and non-print information using texts and technical resources, periodicals and book indices, including databases and the Internet; | x | x | x | x | x | x | x |
| | (C) organize and convert information into different forms such as charts, graphs, and drawings; | x | x | x | x | x | x | x |
| | (E) draw conclusions from information gathered. | x | x | x | x | x | x | x |
| Listening/speaking/critical listening. The student listens attentively for a 14 variety of purposes. | | | | | | | | |
| (A) focus attention on the speaker’s message; | | | | | | | | x |
| (B) use knowledge of language and develop vocabulary to interpret accurately the speaker’s message; | | | | | | | | x |
| (C) monitor speaker’s message for clarity and understanding such as asking relevant questions to clarify understanding; and | | | | | | | | x |
| (D) formulate and provide effective verbal and nonverbal feedback. | | | | | | | | x |
| 15 | Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performances and presentations. | | | | | | | |
| | (A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts; | | | | | | | x |
| | (C) evaluate informative and persuasive presentations of peers, public figures, and media presentations; | | | | | | | x |
| | (E) use audience feedback to evaluate his/her own effectiveness and set goals for future presentations. | | | | | | | x |
| Listening/speaking/purposes. The student speaks clearly and effectively 16 for a variety of purposes and audiences. | | | | | | | | |
| ENGLISH I | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| (A) use the conventions of oral language effectively; | | | | | | | | |
| (B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; | | | | | | | | x |
| (C) prepare, organize, and present a variety of informative messages effectively; | | | | | | | | x |
| (D) use effective verbal and nonverbal strategies in presenting oral messages; | | | | | | | | x |
| (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and | | | | | | | | x |
| (F) make relevant contributions in conversations and discussions. | | | | | | | | x |
| 17 | Listening/speaking/presentations. The student prepares, organizes, and presents informative and persuasive oral messages. | | | | | | | |
| | (A) present and advance a clear thesis and support the major thesis with logical points or arguments; | | | | | | | x |
| | (B) choose valid evidence, proofs, or examples to support claims; | | | | | | | x |
| | (C) use appropriate and effective appeals to support points or claims; and | | | | | | | x |
| | (D) use effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact. | | | | | | | x |
| ENGLISH II | | | | | | | | |
| 4 Writing/inquiry/research. The student uses writing as a tool for learning. | | | | | | | | |
| (A) use writing to formulate questions, refine topics, and clarify ideas; | | | | | | | | |
| (B) use writing to discover, organize, and support what is known and what needs to be learned about a topic; | | | | | | | | |
| (C) compile information from primary and secondary sources in systematic ways using available technology; | | | | | | | | |
| (D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs; | | | | | | | | |
| (E) use writing as a study tool to clarify and remember information; | | | | | | | | |
| 6 | Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. | | | | | | | |
| | (A) expand vocabulary through wide reading, listening, and discussing; | x | x | x | x | x | x | x |
| | (B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; | x | x | x | x | x | x | x |
| | (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; | x | x | x | x | x | x | x |
| | (E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage; | x | x | x | x | x | x | x |
| Reading/comprehension. The student comprehends selections using a 7 variety of strategies. | | | | | | | | |
| (B) draw upon his/her own background to provide connection with texts; | | x | x | x | x | x | x |
|---|---|---|---|---|---|---|---|
| (C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning; | | x | x | x | x | x | x |
| (G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience; | | x | x | x | x | x | x |
| (I) read silently with comprehension for a sustained period of time. | | x | x | x | x | x | x |
| 14 | Listening/speaking/critical listening. The student listens attentively for a variety of purposes. | | | | | | |
| | (A) focus attention, interpret, respond, and evaluate speaker’s message; and | | | | | | |
| | (B) engage in critical, empathic, appreciative, and reflective listening. | | | | | | |
| Listening/speaking/evaluation. The student listens to analyze, appreciate, 15 and evaluate oral performance and presentations. | | | | | | | |
| (A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances of scripts; | | | | | | | |
| (C) evaluate informative and persuasive presentations of peers, public figures, and media presentations; | | | | | | | |
| (E) use feedback to evaluate his/her own effectiveness and set goals for future presentations. | | | | | | | |
| 16 | Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences. | | | | | | |
| | (A) use the conventions of oral language effectively; | | | | | | |
| | (B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; | | | | | | |
| | (C) prepare, organize, and present a variety of informative and persuasive messages effectively with an emphasis on persuasion; | | | | | | |
| | (D) use effective verbal and nonverbal strategies in presenting oral messages; | | | | | | |
| | (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and | | | | | | |
| | (F) make relevant contributions in conversations and discussions. | | | | | | |
| Listening/speaking/presentations. The student prepares and presents 17 informative and persuasive messages. | | | | | | | |
| (A) present and advance a clear thesis and logical points, claims, or arguments to support messages; | | | | | | | |
| (B) choose valid proofs from reliable sources to support claims; | | | | | | | |
| (C) use appropriate appeals to support claims and arguments; | | | | | | | |
| (D) use language and rhetorical strategies skillfully in informative and persuasive messages; | | | | | | | |
| ENGLISH IV | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| 7 | Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. | | | | | | | |
| | (A) expand vocabulary through wide reading, listening, and discussing; | x | x | x | x | x | x | x |
| | (B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; | x | x | x | x | x | x | x |
| | (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; | x | x | x | x | x | x | x |
| | (E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage; | x | x | x | x | x | x | x |
| Reading/comprehension. The student comprehends selections using a 8 variety of strategies. | | | | | | | | |
| (A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems; | | x | x | x | x | x | x | x |
| (B) draw upon his/her own background to provide connection to texts; | | x | x | x | x | x | x | x |
| (C) monitor his/her own reading strategies and modify when necessary; | | x | x | x | x | x | x | x |
| (G) draw inferences and support them with textual evidence and experience; | | x | x | x | x | x | x | x |
| (I) read silently with comprehension for a sustained period of time. | | x | x | x | x | x | x | x |
| 14 | Reading/inquiry/research. The student uses reading and research skills to develop self-selected topics. | x | x | x | x | x | x | x |
| | (A) generate relevant, interesting, and researchable questions; | x | x | x | x | x | x | x |
| | (B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet; | x | x | x | x | x | x | x |
| | (C) use text organizers such as overviews, headings, and graphic features to locate and categorize information; | x | x | x | x | x | x | x |
| | (D) evaluate the credibility of information sources and their appropriateness for varied needs; | x | x | x | x | x | x | x |
| | (E) organize and record new information in systematic ways such as notes, charts, and graphic organizers; | x | x | x | x | x | x | x |
| | (F) produce research projects and reports in varying forms for audiences; and | x | x | x | x | x | x | x |
| | (G) draw relevant questions for further study from the research findings or conclusions. | x | x | x | x | x | x | x |
| Listening/speaking/critical listening. The student listens attentively for a 15 variety of purposes. | | | | | | | | |
| (A) demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and responding; | | | | | | | | x |
| (C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening; | | | | | | | | x |
| ENGLISH IV | | |
|---|---|---|
| (D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with those of others, and researching points of interest or contention; and | | x |
| (E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations. | | x |
| 16 | Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes. | |
| | (A) use conventions of oral language effectively, including word choice, grammar, and diction; | x |
| | (B) use informal, standard, and technical English to meet demands of occasion, audience, and task; | x |
| | (C) respond appropriately to the opinions and views of others; | x |
| | (D) adopt verbal and nonverbal strategies to accommodate needs of the listener and occasion; | x |
| | (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; | x |
| | (F) make relevant contributions in conversations and discussions; | x |
| | (G) express and defend a point of view using precise language and appropriate detail; and | x |
| | (H) speak responsibly to present accurate, truthful, and ethical messages. | x |
| Listening/speaking/presentations. The student prepares, organizes, and 17 presents oral messages. | | |
| (A) present clear thesis statements and claims; | | x |
| (B) support major thesis with logical points or arguments; | | x |
| (C) choose valid evidence or proofs to support claims; | | x |
| (D) use effective appeals to support points, claims, or arguments; | | x |
| (E) use language and rhetorical strategies skillfully in informative and persuasive messages; | | x |
| (F) analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies for presenting messages and performances; | | x |
| (H) use feedback to judge effectiveness in communicating and setting goals for future presentations. | | x |
| 18 | Listening/speaking/evaluation. The student evaluates and critiques oral presentations and performances. | |
| | (A) apply valid criteria to analyze, evaluate, and critique informative and persuasive messages; | x |
| | (B) apply valid criteria to analyze, evaluate, and critique literary performances; | x |
| | (C) use praise and suggestions of others to improve his/her own communication; and | x |
5.0 RESOURCES
5.1 Recommended Reading
RESOURCES
Real Goods Solar Living Source Book 12 th Edition, John Schaeffer, Executive Editor, Real Goods, 2004
Art of Natural Building: Design, Construction, Resources, Joseph F. Kennedy et al, New Society, 2002
Energy for Keeps: Electricity from Renewable Energy, written and published by Educators for the Environment, 2003
Exploring Energy: Energy from the Sun, Jan Burgess, Schoolhouse Press, 1988
Exploring Energy: Wind and Water Power, Philip Sauvain, Schoolhouse Press, 1988
From Space to Earth: The Story of Solar Electricity, John Perlin, Aatec Publications
Green by Design: Creating a Home for Sustainable Living, Angela Dean, Gibbs Smith, 2003
Heaven's Flame: A Guide to Solar Cookers, Joseph Radabaugh, Home Power Publishing, 1998
Solar Water Heating Systems, Active and Passive, US Department of Energy (available by calling 900-523-2929)
The Fuel Savers: A Kit of Solar Ideas for Your Home, Bruce Anderson, Real Goods, 2002
The New Natural House Book, David Pearson, Simon & Schuster, 1998
The Return of the Solar Cat Book, Jim Augustyn and Hildy Paige Burns, Patty Paw Press, 2003
The Solar Electric House : Energy for the Environmentally Responsive, Energy-Independent Home, Steven J. Strong and William G Scheller, Sustainability Press, 1994
The Solar House: Passive Heating and Cooling, Daniel D. Chiras, Ph.D., Chelsea Green, 2002
The Wind at Work : An Activity Guide to Windmills, Gretchen Woelfle, Chicago Review Press, 1997
Wind Energy Basics, Paul Gipe, Chelsea Green Publishing, 1999
5.2 Internet Resources
TABLE 3. Suggested Websites
| Organization | Website | Unit of Study No. 16 | Unit of Study No. 17 | Unit of Study No. 18 | Unit of Study No. 19 | Unit of Study No. 20 | Unit of Study No. 21 |
|---|---|---|---|---|---|---|---|
| SECO Infinite Power of TX | http://www.InfinitePower.org | x | x | x | x | x | x |
| TX Solar Energy Society | http://www.txses.org | x | x | x | x | x | x |
| U.S. DOE - Energy Efficiency and Renewable Energy (EERE) for Educators | http://www.eere.energy.gov/education/ | x | x | x | x | x | x |
| TERI - The Energy Resource Institute - Edugreen Program* | http://www.edugreen.teri.res.in/explore/n_renew/ energy.htm | x | x | x | x | x | x |
| Union of Concerned Scientists | http://www.ucsusa.org/clean_energy/renewable_ energy/ | x | x | x | x | x | x |
| Florida Solar Energy Center | www.fsec.ucf.edu | x | | x | x | | |
| U.S. DOE - Energy Efficiency and Renewable Energy - Solar Water Heaters | http://www.eere.energy.gov/RE/solar_hotwater.html | x | | | | | |
| Alliance to Save Energy - Educators Page | http://www.ase.org/section/_audience/educators/ | x | | | | | |
| National Renewable Energy Labs - Passive Solar for Educators | http://www.nrel.gov/clean_energy/teach_passive.html | x | | | | | |
| How Stuff Works - Seasons | http://science.howstuffworks.com/question165.htm | x | | | | | |
| El Paso Solar Energy Society - Thermal Mass (Passive Solar) | http://www.epsea.org/mass.html | x | | | | | |
| American Institute for Learning - Green Construction | http://www.ail.org/cvb/greenConstruction/frontPage. htm | x | | | | | |
| Rocky Mountain Institute - Home Resource Efficiency | http://www.rmi.org/sitepages/pid167.php | x | | | | | |
| US DOE EERE - State Energy Information | http://www.eere.energy.gov/state_energy/mystate. cfm?state=tx | | x | x | | x | |
| US Agency for International Development - Battery Evaluation | http://www.usaid.gov/our_work/economic_growth_ and_trade/energy/rural_energy/projects.html | | x | x | | | x |
| Alternative Energy Institute - Windenergy.org | http://www.windenergy.org/ | | x | | | | |
| American Wind Energy Association - TX Projects Page | http://www.awea.org/projects/texas.html | | x | | | | |
| American Wind Energy Association | http://www.awea.org | | x | | | | |
| National Renewable Energy Labs - Wind Energy | http://www.nrel.gov/clean_energy/wind.html | | x | | | | |
| US DOE EERE - Wind Energy | http://www.eere.energy.gov/RE/wind.html | | x | | | | |
INTERNET RESOURCES
INTERNET RESOURCES
| Organization | Website | Unit of Study No. 16 | Unit of Study No. 17 | Unit of Study No. 18 | Unit of Study No. 19 | Unit of Study No. 20 | Unit of Study No. 21 |
|---|---|---|---|---|---|---|---|
| American Solar Energy Society - general information | http://www.ases.org | | | x | | | |
| US DOE EERE - Photovoltaics | http://www.eere.energy.gov/RE/solar_photovoltaics. html | | | x | x | | |
| National Renewable Energy Labs - Photovoltaics | http://www.nrel.gov/clean_energy/photovoltaic.html | | | x | x | | |
| Engineers Without Borders | http://www.ewb-usa.org/index.htm | | | x | | | x |
| Rural Renewable Energy Alliance | http://www.rreal.org/ | | | | x | | x |
| National Rural Electric Cooperatives Association | http://www.nreca.org/ | | | | x | | |
| Texas Electric Cooperatives | http://www.texas-ec.org/ | | | | x | | |
| National Renewable Energy Labs - Biomass Energy | http://www.nrel.gov/clean_energy/bioenergy.html | | | | | x | |
| US DOE EERE - Bioenergy | http://www.eere.energy.gov/RE/bioenergy.html | | | | | x | |
| US DOE EERE - Int’l Bioenergy Links | http://www.eere.energy.gov/RE/bioenergy-intl.html | | | | | x | |
| Natural Resources Defense Council - Biomass | http://www.nrdc.org/air/energy/fbiom.asp | | | | | x | |
| How Stuff Works - Landfills | http://people.howstuffworks.com/landfill.htm | | | | | x | |
| National Renewable Energy Labs - Rural Sustainable Village Power | http://www.rsvp.nrel.gov/ | | | | | | x |
| Sandia National Laboratories - | http://www.sandia.gov/pv/docs/BattIntro.htm | | | | | | x |
| Solar Cookers International | http://solarcookers.org/ | | | | | | x |
| US DOE EERE - Geothermal | http://www.eere.energy.gov/geothermal/ | | | | | | |
| National Renewable Energy Labs - Utility Sector Projects | http://www.nrel.gov/documents/profiles.html | | | | | | |
| Public Utility Commission - Texas Electric Choice | http://www.powertochoose.org/ | | | | | | |
| NC Solar Center - Database of State Incentives for Renewable Energy | http://www.dsireusa.org/ | | | | | | |
5.3 Additional Resources
* Texas State Energy Conservation Office, www.seco.cpa.state.tx.us
There are many resources for additional information and materials on renewable energy and energy-efficiency from organizations, public agencies and supply companies some of which are free and some of which can be purchased. Below are a few suggestions:
* U.S. Environmental Protection Agency, www.epa.gov/teachers
* Pitsco (educational tools and kits for renewable energy and energy education including solar cells, model wind turbines, etc.) www.pitsco.com (items to be purchased)
* Watt Watchers, a free, state sponsored program designed to help school districts save energy dollars by enlisting students to look for energy waste in their schools by patrolling the hallways looking for empty classrooms with the lights on. http://wattwatchers.org
* Edmunds Scientific www.scientificsonline.com
* U.S. Department of Education, www.eere.energy.gov/ education
RUBRICS
6.0 RUBRICS
In order for the teacher and students to have the same understanding of how students' performance will be assessed or how grades will be assigned in each Unit, the class can develop rubrics. Specific expectations can be identified for each Unit. Table 4 provides a generic template that can be modified as a class for the entire Unit. The teacher will need to add additional points if the alternative activities suggested in this Guide are followed, such as the alternative vocabulary work or any written steps taken to enhance the scientific inquiry. Table 5 can optionally be used as a peer assessment tool for group work, such as the Lab Activity, and then be incorporated into the Unit rubric as suggested in Table 4.
TABLE 4. Template Rubric
| Activity | Exceptional (Advanced) – 4 points | Satisfactory (Acceptable and Developing) 3 points |
|---|---|---|
| 1. Vocabulary: Point assignment : 1 point per word 0 – student did not provide a definition for the word 1 – student provided the correct definition for the word | Student received 85 - 100% of total points possible | Student received 70 - 84% of total points possible |
| 2. Reading Passage and Questions: a. Qualitative: Did the student accurately complete the assignment? b. Quantitative: Point assignment: (2 points per question) 0 – student did not provide any answer for question; 1 – student attempted to answer question, but either not thoroughly or accurately; 2 – student answered the question thoroughly and correctly | a. Yes, student completed the assignment: reading the required passage and answering questions. Answers accurately addressed all of the major points including more. b. Student received 85 - 100% of total points possible | a. Yes, student completed the assignment: reading the required passage and answering questions. Most of the answers accurately addressed most of the major points. b. Student received 70 - 84% of total points possible |
RUBRICS
| Activity | Exceptional (Advanced) – 4 points | Satisfactory (Acceptable and Developing) 3 points |
|---|---|---|
| 4. Assessment: a. Short Answer Point assignment (3 points possible per question): 0 – student did not provide any answer for question; 1 – student attempted to answer question, but not correctly; 2 – student answered the question correctly but briefly showing little depth of knowledge 3 – student answered the question correctly and displaying a depth of understanding b. Multiple Choice Point assignment (1 point per question): 0 – student did not answer question correctly; 1 – student answered question correctly | a. Student received 85 - 100% of total points possible b. Student received 85 - 100% of total points possible | a. Student received 70 - 84% of total points possible b. Student received 70 - 84% of total points possible |
RUBRICS
TABLE 5. Cooperative Learning Peer Assessment Rubric
InfinitePower.org
State Energy Conservation Office
Financial Acknowledgement This publication was developed as part of the Renewable Energy Demonstration Program and was funded 100% with oil overcharge funds from the Exxon settlement as provided by the Texas State Energy Conservation Office and the U.S. Department of Energy. Mention of trade names or commercial products does not constitute endorsement or recommendation for use.
111 East 17th Street, Room 1114 Austin, Texas 78774 Ph. 800.531.5441 ext 31796 www.InfinitePower.org
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How to Take Control of Your Child's Myopia: A Guide for Parents
The purpose of this paper is to educate concerned parents about myopia, provide information about the increasing prevalence of myopia, and most importantly to help parents to take control of their child's vision so that they can stabilize the level of myopia and minimize the level of progression over time. Let's start with a simple definition of myopia:
Myopia, also called nearsightedness, is a vision condition in which objects close by are clear but things far away are blurry. It is typically caused by the eye itself being longer front to back than it should be. Myopia has historically been corrected with glasses, contact lenses, or refractive surgery.
Why do we care about myopia? While myopia can typically be corrected adequately with glasses or contacts to provide clear vision, higher amounts of myopia greatly increase a person's risk of certain ocular health conditions, such as retinal holes and detachments, cataracts, glaucoma, and myopic retinal degeneration. This increased risk is caused by the eye being longer than it should be, so even if a person has a refractive surgery like LASIK the increased risk of ocular disease persists.
Now for the bad news about myopia – The prevalence of myopia is increasing worldwide at an alarming rate, and children who are nearsighted almost always become more nearsighted over time. I prefer to state these facts as bluntly as possible because every day in my clinic I see young nearsighted children, and their parents are surprised that their glasses prescription is increasing from one year to the next. This should not be surprising to us. Nearsighted children between the age of 8-18 years old tend to get more nearsighted over time. Knowing that, it is appropriate for parents (especially parents who are nearsighted themselves) to monitor their child's vision with yearly eye exams so that if myopia does begin to develop it can be diagnosed early.
However there is also some good news about myopia – While myopia tends to get worse over time, that doesn't necessarily have to be the case. There are treatments available today that have been proven to slow down the progression of myopia. In more recent years a specialty has emerged within eye care called "myopia control". Myopia control is the process of slowing down the progression of myopia in order to keep the nearsightedness as low as possible. It is not possible to reverse myopia, but we can help to stabilize it so that eyes are healthier!
Some troubling statistics:
- The prevalence of myopia has increased 66% in the United States over the past 30 years, so that now 42% of people 12-54 are myopic
- The incidence is much higher in some other areas of the world, especially in Asia. In some countries in Asia over 80% of young adults are myopic.
- At the current rate of increase, half of the world's population will be myopic by the year 2050.
- The younger a child is when they become nearsighted, the faster they tend to progress and the more likely they are to reach high levels of myopia
- Even low amounts of myopia double a person's risk of cataract, glaucoma, and retinal detachment. For patient's with high myopia (greater than -6.00) there is a 22x higher risk of retinal detachment.
Risk factors for myopia:
- A child with one nearsighted parent is 3x more likely to be nearsighted. If both parents are myopic that risk increases to 6x.
- More screen time appears to significantly increase the risk of myopia.
- Studies show that kids who spend less time playing outside have a higher risk of myopia.
- Some research suggests a link between Asian ethnicity and faster myopic progression.
- Over or Under-corrected vision (having the wrong prescription in glasses or contacts) can accelerate progression of myopia (yes you read that correctly…intentionally under-correcting with glasses has been shown to be of absolutely no benefit).
What can you do to prevent myopia?
- Get an annual eye exam (not just a screening) to diagnose myopia as early as possible. If myopia is diagnosed do not ask your eye doctor to prescribe less than the true amount of prescription.
- Limit screen time, especially hand-held electronic devices, and avoid holding devices too close. The younger a child is, the less screen time they should have.
- Encourage your child to play outside as much as possible. Studies have shown that kids who spend more time outside are less likely to become myopic. Some of this effect may simply be the effect of less screen time but the natural outdoor light also appears to be beneficial.
What if your child is already nearsighted?
t
- Talk to your optometrist! Ask questions about your child's vision and ask about options to slow down the progressive worsening of their vision. If your eye doctor does not provide myopia control, ask for a referral to a myopia control specialist. If you need to find a specialist in myopia control, the best place to start is ht ps://www.orthokacademy.com/for-pat ents/ . This is the website for the American Academy of Orthokeratology and Myopia Control. You can get more info on myopia and search for a specialist near you. The search feature also allows you to see if a specialist is a fellow of the academy, which is the highest level of expertise in the field of myopia control.
i
- Overnight Sight, also known as Orthokeratology or CRT, is currently the most effective option for slowing progressive myopia. In orthokeratology a doctor designs a corneal mold, similar to a rigid contact lens, to be worn at night. The mold gently reshapes the cornea (the front surface of the eye) so that when it is removed in the morning the patient can see clearly without glasses or contact lenses. Correcting vision this way is a very effective way of slowing myopic progression.
- While soft contact lenses generally do nothing to slow the progression of myopia, there are some newer myopia control soft lenses that can be effective at slowing progression. These lenses are specifically designed to help control myopia.
- Bifocal glasses can be effective at slowing progressive myopia, but only in certain cases depending on how a child's eyes focus on near objects. Your optometrist can test your child's near vision to determine if this is a reasonable option for myopia control.
- Atropine is an eye drop that has been shown to slow progression in nearsighted patients. It can be prescribed by your optometrist and is typically used one drop in each eye at bedtime.
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Percent Of Change Worksheets With Answers
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With a collection of more than 45,000 free e-books, Project Gutenberg is a volunteer effort to create and share e-books online. No registration or fee is required, and books are available in ePub, Kindle, HTML, and simple text formats.
Percent Of Change Worksheets With
Calculating Percent of Change Worksheet. Given two values, students will calculate the percent change. Ten problems are provided. Calculating Practice. You will examine exercises like: The weight of 48 lb hay in a farm decreased by 9% when Buck took some hay, but later his dad added more hay and it rose by 3% of the actual quantity.
Percentage of Change Worksheets
Percent Change With Answer - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Percent of change date period, Solve each round to the nearest tenth or tenth of, Handouts on percents 2 percent word, Percents, Percent word problems, Healthcare math weight management calculations, Percent of increase or decrease, Converting fractions decimals and ...
Percent Change With Answer Worksheets - Kiddy Math
Apply the basic excel formula as (New Value – Old Value) / Old Value.. This will calculate the % change in revenue between 2008 & 2009. So revenue has been decreased by -15.75% from 2008 to 2009. Copy and paste the formula to the remaining cells to see the year on percent change.
How to Calculate Percentage Change in Excel? (with Examples)
Practice calculating change in percent from one number to another number. Also identify whether it is increase or decrease. After students / kids have learned calculating percent then they can practice these worksheets to find change in percent when some numbers changes.
Percent Change Math Worksheets|Printables PDF for kids
Name: _____Math Worksheets Date: _____ … So Much More Online! Please visit: www.EffortlessMath.com Answers Percent of Change 1) 150% 2) 50% 3) 40% 4) 50% 5) 200% 6) 80%
Percent of Change - Effortless Math
Percent of Change Date_____ Period____ Find each percent change to the nearest percent. State if it is an increase or a decrease. 1) From 45 ft to 92 ft 2) From 74 hours to 85 hours 3) From 74 ft to 75 ft 4) From 36 inches to 90 inches 5) From 94 miles to 34 miles 6) From 12 ft to 23 ft
Percent of Change Date Period - Kuta
Percent of Change Word Problems Worksheets - Problems and step by step solutions. PERCENT OF CHANGE WORD PROBLEMS WORKSHEET. Problem 1 : Amber got a raise, and her hourly wage increased from $8 to $9.50.
Percent of Change Word Problems Worksheets
Welcome to the Percents math worksheet page where we are 100% committed to providing excellent math worksheets. This page includes Percents worksheets including calculating percentages of a number, percentage rates, and original amounts and percentage increase and decrease worksheets.. As you probably know, percents are a special kind of decimal.
Percents Worksheets - Free Math Worksheets
Percent of Increase or Decrease: with Word Problems. Based on the original amount, find the ratio of change in quantity. Then, calculate the percentage of increase or decrease. Each worksheet includes a number of word problems suitable for 7th grade and 8th grade students.
Percent Worksheets
Basics of percent of change; Percentage of number worksheets generator. Tip: Set the "step" for the percentage in the generator to be 10 or 25, and limit the range for the base to multiples of ten to create percent problems you can solve in your head, such as "Find 25% of 60 or find 60% of 900".
Free printable percentage of number worksheets
It has a percent change of -25%. Percents-Percent-of-change-easy.pdf . Download. Downloads: 5470 x. Find each percent change. Round to the nearest tenth of a percent. State if it is an increase or decrease. This free worksheet contains 10 assignments each with 24 questions with answers.
Percent Of Change Worksheets - Free Math Worksheets
In these worksheets, your students will solve word problems that involve calculating percentages. Students will solve real-world problems involving money, stock prices (percent change), discounts, etc. There are 35 worksheets in this set. The worksheets are broken down into sets focusing on specific topics, with 6 worksheets in each set. 3 ...
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Percentage Word Problems Worksheets
Percent Increase And Decrease Word Problems Some of the worksheets for this concept are Percent of change date period, Percent increase and decrease word problems 4, Percents of increase and decrease, Finding percent change, Percent of increase or decrease, Grade 8 percents rates ratios lesson 8prr 2 percent, Abeged mathematics activities student work, Handouts on percents 2 percent word.
Percent Increase And Decrease Word Problems Worksheets ...
Welcome to The Percentage Increase or Decrease of Whole Numbers with 1 Percent Intervals (A) Math Worksheet from the Percents Worksheets Page at Math-Drills.com. This math worksheet was created on 2020-05-02 and has been viewed 118 times this week and 1,581 times this month. It may be printed, downloaded or saved and used in your classroom, home school, or other educational environment to help ...
Percentage Increase or Decrease of Whole Numbers with 1 ...
Percent of Change. These one page art worksheets review percent of change. Students are given an original and new number and must figure out if the change is an increase or decrease and then calculate the percent of change. After solving, students find the answers in the picture and shade in the corresponding shapes.
Percent Worksheets by Math Crush
Percent discount Worksheet. Search form. Search . To print this worksheet: click the "printer" icon in toolbar below. To save, click the "download" icon. Sign Up For Our FREE Newsletter! * By signing up, you agree to receive useful information and to our privacy policy ...
Percent discount Worksheet - Math Goodies
Percentages Worksheet FREE . Convert each fraction into a percent, then convert the percents into fractions, then solve the word problem. 5th through 7th Grades. View PDF. Percent, Fraction, and Decimal Pie Graphs. Students list the percent, fraction, and decimal amounts for each of the colors in each pie graph.
Percent Worksheets
Percentage Increase and Decrease: Worksheets with Answers Whether you want a homework, some cover work, or a lovely bit of extra practise, this is the place for you. And best of all they all (well, most!) come with answers.
Mr Barton Maths
ID: 1193965 Language: English School subject: Math Grade/level: 9 Age: 11-15 Main content: Maths Other contents: Math Add to my workbooks (2) Download file pdf Embed in my website or blog Add to Google Classroom
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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HOW DID THE UNIVERSE COME INTO BEING?
In our first story, we followed David leading his flock of sheep by the lush pastures and clear stream water, carrying the lambs, tending to those who were wounded and searching the ravines for the lost sheep. His voice echoed in the mountains, and he sang: "O God, You are my shepherd, I am your sheep, I want to follow you" and the echo repeated: "O God, You are my shepherd, I am your sheep, I want to follow you".
He compares God to a good Shepherd, but there is much more that can be said about God. Maybe you have an idea ... or ideas?
As we go through our broadcasts, we will discover together who God is and what He accomplishes.
Today, we are going to go back a long way in time, before anything existed, and we will see how, little by little, everything changed.
At the end of the story you will be able to answer the question: which appeared first : plants or the stars?
HOW DID THE UNIVERSE APPEAR?
When you enter a room which is in complete darkness and in which everything is a mess, what is the first thing that you do?
Yes! You turn on the light.
Phew! Now we can see clearly and we will be able to put things in order.
In the beginning nothing existed, it was absolute chaos and total disorder. It's hard to imagine, isn't it?
So, God said:
- Let there be light!"
And the light appeared.
God separated the light from this great darkness.
Do you know the name that He gave to the light?
He called it "Day" and the darkness "Night".
It was the 1st day
of creation.
On the 2nd day, God continued to tidy up all this chaos. There was water everywhere. God said,
- Let the waters part!
There was water below on the earth and water above in the clouds. He gave the name of "heaven" to the expanse which is above the earth.
This mass of water covered all the earth, so on the 3rd day God ordered it to come together in one place and ordered dryness to appear.
Do you know the name that He gave to this whole body of water?
Well yes, he called it "sea" and the rest was called "dry land".
To sum up, there was light, earth and water, in fact, there was everything that plants need to grow. But, there were no plants or seed, there was nothing!
If you want to grow tomatoes in your garden, you need soil, light, water, but also tomato seeds.
So, God said:
- Let the earth produce greenery, plants producing their seed and trees, each variety of which bears fruit after its kind with their seeds or their stones.
All kinds of plants have appeared, and since that day…. seeds, pips and kernels which produce new, identical plants.
It has been this way for centuries; lemon seeds produce lemon trees, peach stones continue to produce peach trees and lettuce seeds produce lettuce.
So, there have been hundreds and thousands of plants, trees, and all kinds of plants on earth, in an infinite variety. There was an explosion of shapes, color and scents.
God looked at it all, and saw that it was all good.
On the 4th day, God said:
- Let there be lights in the expanse of heaven, the greater to rule the day and the smaller to rule the night!
So, now you can understand that during the period called "day", He created the sun and the moon. He placed all the stars and all the galaxies in the expanse of the sky. He threw the stars into the firmament.
The sky sparkled with all these luminous elements.
God looked at it all and saw how good it was, but this work of creation was not yet finished. So, in our next show, we will focus on just how God is going to accomplish His plan and how animal life will come into being.
1, 2 3, 4 AND YOU AND ME!
When God looked at all He had created, He said that "everything was good"! When we observe all the wonders of nature, it is as if God was speaking to us, and as if He was telling us: -You see all this, it is I who created it to show you how great and powerful I am.
I often say to Him:
- My God, how great and powerful you are, everything around me is beautiful, I thank you with all my heart".
You, too, can do say thank you to God!
You will find our story in the first book of the Bible, Genesis, in the first chapter.
Did you manage to answer the question we asked: Which appeared first, plants or the stars?
The answer is plants; the stars appeared on the 4th day.
4, 3, 2, 1 AND WE PARENTS!
All of nature speaks to us of a God who is a Creator. It is the very manifestation of God's glory and majesty before our eyes every day. We are very much aware of the fact and at any time, we can express our wonder and our gratitude to this Almighty God.
How do our children react to the wonders of nature and of space?
Take time to admire a sunset with them, take time to look at the vegetables in the garden…
These are just some of the many opportunities that we have to make them aware of the beauty of nature.
When they hear us thanking God and praising Him for all of these wonders, then they will learn how to do it and will want to do it for themselves. | <urn:uuid:8a6ef1b3-6a09-477c-ba24-20d793cb47b2> | CC-MAIN-2021-21 | https://123raconte.com/wp-content/uploads/2021/02/2-How-did-the-universe-come-into-being-.pdf | 2021-05-11T02:41:57+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00180.warc.gz | 86,954,305 | 1,177 | eng_Latn | eng_Latn | 0.999394 | eng_Latn | 0.999552 | [
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Year 3/4 Home Learning planner - WC 08.02.21
In Year 3 we are going to be using Tapestry as a great communication tool. Please feel free to share what you have been doing at home, or use it if you need to ask Miss Purdy any questions you may have. If you are not yet on Tapestry, please connect as a lot of our resources will be shared via this platform.
Each week, some work will be selected to be marked and assessed by the teacher, so Miss Purdy can provide relevant feedback and ways to progress. These pieces of work will be highlighted yellow. Please upload these documents/photographs of work to Tapestry, so the teachers can provide personal feedback. Thank you for your assistance. TAPESTRY FEEDBACK TASK
| | | Subject | | Focus | Activity |
|---|---|---|---|---|---|
| Monday | Maths | | Times Tables | | |
| | Maths | | Money (Y3) Length (Y4) | | |
| | English | | Diary Entry Plan | | |
| | Reading | | Reading practice | | |
| | Spelling | | Practice writing your spellings | | |
| | Art / DT | | Drawing and painting | | |
Maths
Times Tables
Log on to Times Tables Rockstars and complete some activities for 20
minutes.
Write down the activities you did and your score.
Revision of previous money skills from KS1 can be found using the
| | English | Diary Entry Writing | Using the work from yesterday, please write a diary as Hogarth. You need to explain what has happened and how Hogarth feels about it. Focus on emotive vocabulary – this is vocabulary all about feelings such as scared, brave, worried, guilty, angry, furious, nervous, thrilled. Can you expand your sentences with conjunctions and commas? Remember to use paragraphs and to proof read your work. |
|---|---|---|---|
| | Reading | Independent reading | Individual reading of a book, comic, e-book of your choosing for 20 minutes. |
| | Spelling | Practice your spellings. | Spelling practice: look, say, cover, write, check |
| | PSHE | Internet Safety Day | Information, films and resources are found by clicking on the links below. Watch the virtual assembly and complete the task on Tapestry https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2021/i- am-parent-or-carer https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2021/i- am-educator/work-7-11s/virtual-assembly-7-11s |
| Wednesday | Maths | Times Tables & Division facts | Times Tables practice and division facts. Make up 20 random questions and answer them in 15 minutes e.g. 4x7= 48÷4= 55÷5= Record your score out of 20. |
| | Maths | Money (Y3) Length (Y4) | Revision of previous money skills from KS1 can be found using the links if needed https://whiterosemaths.com/homelearning/year-2/week-10- measurement-money/ https://whiterosemaths.com/homelearning/year-2/week-11-measurement- money/ Y3: Money Problems Please find the task on Tapestry to complete. Y4: Kilometres https://whiterosemaths.com/homelearning/year-4/week-8-measurement- length-perimeter/ Click on link, select lesson 3 and watch the video. Please find the task on Tapestry to complete. Y3: When task is completed practice your skills by clicking on the link https://www.topmarks.co.uk/maths-games/7-11-years/money and selecting an interactive money game to play |
Reading
Complete the comprehension in CGP book. Remember to read the extract twice to understand what you are reading and then complete the questions.
English
Comprehension
Keep checking the text to help you.
Y3: High Adventure p18-19
| | Reading | Independent reading |
|---|---|---|
| | Spelling | Practice your spellings |
| | Science | Animals including humans |
| Thursday | Maths | Times Tables |
| | Maths | Money (Y3) Length (Y4) |
| | English | Spelling Test & handwriting practice |
| | Reading | Independent reading |
| Friday | Maths | Mathletics: Multiplication and division |
|---|---|---|
| | Maths | Money (Y3) Length (Y4) |
| | English | Grammar, Punctuation & Spelling |
| | Reading | Independent reading |
| | Maths | Times Tables |
| | P.E. | HIIT Workout |
| | Music | Music making within the classroom |
EXTENSION TASKS: Have a go at these tasks in the workbooks you have been provided with.
Extension – WORKBOOK ACTIVITIES
Please complete the tasks provided below in the correct workbook. Each week you will have 3 sessions to complete, please organise your time and decide when you should complete each task.
ONLINE LINKS
Maths
Link to Home learning workbook about money for extra practice https
://wrm-13b48.kxcdn.com/wp-c on
tent/upl
oads/2020/07/Y1-HL-Summer-Block-5-Money-2020.pdf https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y2-HL-Autumn-Block-3-Money-2020.pdf
https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y3-HL-Spring-Block-2-Money-2020.pdf https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y4-HL-Summer-Block-2-Money-2020.pdf
Interactive games to practice money skills https://www.topmarks.co.uk/maths-games/5-7-years/money
https://www.topmarks.co.uk/maths-games/7-11-years/money
Link to Home learning workbook about length for extra practice https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y1-HL-Spring-Block-3-Length-and-height-2020.pdf
https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y2-HL-Spring-Block-5-Length-and-height-2020.pdf https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y3-HL-Spring-Block-4-Length-and-perimeter-2020.pdf
https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Y4-HL-Autumn-Block-3-Length-and-perimeter2020.pdf
Free spelling games can be found using the links below:
This is great game for spelling for year groups 1 to 6 for common exception words and spelling lists: https://www.ictgames.com/littleBirdSpelling/
https://www.topmarks.co.uk/search.aspx?q=spelling https://www.spellzone.com/word_lists/games-5454.htm
https://home.oxfordowl.co.uk/english/primary-spelling/
Specific reading lessons aimed at Key Stages One and Two.
Book Trust: https://www.booktrust.org.uk/books-and-reading/have-some-fun/storybooks-and-games/
Oxford Owl: https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/
Free downloaded e-books for all ages.
Various topics
https://www.bbc.co.uk/bitesize has a range of topics
BBC Bitesize: https://www.bbc.co.uk/bitesize/this-terms-topics
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DEALING WITH CYBER BULLYING - PROCEDURES
SUPPORT
PRECISE PROCEDURES
Student who has been bullied
Student displaying bullying behaviour
Support for Parents
Reassure the student that telling was the right thing to do
Remind the student to not return messages or retaliate
Inform their parents/carers
Encourage the student to save all relevant evidence to assist in further investigations - not deleting messages, taking screen capture shots, noting web addresses, noting dates and times when messages were received etc.
Check that the student understands simple ways to prevent a reoccurrence, e.g. changing contact details, blocking contacts, leaving chat rooms, keeping passwords private
Inform their parents/carers
Ask the person to remove the offending content
Encourage the student to save all relevant evidence to assist in further investigations - not deleting messages, taking screen capture shots, noting web addresses, noting dates and times when messages were received etc.
Use safeguarding measures to confiscate phones that are being used to cyber bully and return to parents/carers of the student at initial meeting with them
Apply an appropriate sanction in line with our Positive Behaviour Policy
Ask the person to name those to whom they have sent the cyber bullying content so that further circulation of material is stopped and removed from the system (NB. In cases of illegal content the PSNI will be contacted to determine what needs to be kept for evidential purposes)
Inform parents/carers of all reported incidents of cyber bullying
Advise parents to make sure their child does not return messages or retaliate
Encourage parents to save all evidence of cyber bullying print emails or website pages, save texts or voicemail messages
Encourage parents to talk to their child about offending messages ask their child to put them in to context - remind them that texts, emails and messages on social networking sites don't always give the full picture of what's going on
Support parents in reporting serious incidents of cyber bullying to the PSNI
Advise parents to report abuse to website administrators or mobile phone companies or to use the reporting buttons on profiles and by posts on social networking sites
ANTI CYBER BULLYING POLICY
Mission Statement
"In partnership with parents, guardians, staff, governors and students St Louise's promotes excellence in learning an teaching within a Catholic, Vincentian, Comprehensive ethos"
DEFINITION OF CYBER BULLYING (NIABF)
Cyber bullying is bullying that takes place through new technologies such as mobile phones and the internet.
Posting or commenting on harmful, embarrassing or threatening material on social networking websites.
Cyber bullying is defined as the use of the internet, mobile phones or other technologies to threaten, tease or embarrass others. This could include:
Sending nasty text messages or leaving rude voicemails on a mobile phone.
Excluding someone from an online game.
Setting up fake profiles on a social network to make fun of others.
PREVENTATIVE MEASURES - STRATEGIES TO PREVENT OR REDUCE CYBER BULLYING
We will:
Address Internet Safety/Cyber bullying through our Assembly and Pastoral Programme.
Ensure guidelines on Internet Safety/Cyber bullying are shared with parents and staff through our Pastoral Policies.
Address Internet Safety/Cyber bullying at Parent Teacher Meetings as required.
Promote e–safety.
Remind students of their personal responsibilities in terms of using technology in a safe and legal way.
Distribute relevant literature/reading materials to pupils, parents and staff.
Talk to students about how they should behave online "netiquette".
DEALING WITH CYBER BULLYING
We will:
Maintain records of any cyber bullying incidents and the actions taken in response to them.
Investigate fully and record all incidents of cyber bullying that are reported to us. These incidents may take place in or outside of school.
Advise pupils, parents and staff to save the cyber bullying communication as evidence which can be shown to parents/ carers/staff and if necessary to the PSNI.
Take steps to identify cyber bullying recipients/bystanders within the school community.
Take steps to identify the person(s) displaying the cyber bullying behaviour.
If appropriate apply a sanction to the student(s) displaying the bullying behaviour and to bystanders who have been involved. All sanctions will be in line with our Positive Behaviour Policy.
NB: All incidents of cyber bullying will be deemed to be Stage 2 bullying and will be dealt with by the Head of Year and the Year Team.
SANCTIONS FOR CYBER-BULLYING
When assessing the appropriate response we will consider the following:
The duration and frequency of the cyber bullying.
The impact of the cyber bullying for the person being cyber bullied, including their emotional and mental well being.
The nature of the content.
The degree to which the cyber bullying was planned/organised and involved other knowing participants.
How widely the material was circulated.
The motivation of the pupil(s) displaying the cyber bullying behaviours.
An appropriate sanction will be applied in line with our Positive Behaviour Policy. | <urn:uuid:364822b9-1400-46be-9f68-fc5b1688eb2d> | CC-MAIN-2021-21 | https://www.stlouises.org.uk/wp-content/uploads/2018/11/ANTI-CYBERBULLYING-POLICY-2.pdf | 2021-05-11T00:05:41+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00181.warc.gz | 1,004,159,760 | 1,117 | eng_Latn | eng_Latn | 0.996263 | eng_Latn | 0.996364 | [
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George
Who Played with a Dangerous Toy, and Suffered a Ca tastrophe of Considerable Dimensions
by Hilaire Belloc
When George's Grandmamma was told That George had been as good as gold, She promised in the afternoon To buy him an Immense Balloon.
And so she did; but when it came, It got into the candle flame,
And being of a dangerous sort Exploded with a loud report! The lights went out! The windows broke! The room was filled with reeking smoke. And in the darkness shrieks and yells Were mingled with electric bells, And falling masonry and groans, And crunching, as of broken bones, And dreadful shrieks, when, worst of all, The house itself began to fall! It tottered, shuddering to and fro, Then crashed into the street below— Which happened to be Savile Row.
George
When help arrived, among the dead
Were Cousin Mary, Little Fred,
The Footmen (both of them),
. . . . the Groom,
The man that cleaned the Billiard-Room,
The Chaplain, and
. . . .the Still-Room Maid.
And I am dreadfully afraid
That Monsieur Champignon, the Chef,
Will now be permanently deaf -
And both his aides are much the same;
While George, who was in part to blame, Received, you will regret to hear, A nasty lump behind the ear.
George
Who Played with a Dangerous Toy, and Suffered a Catastrophe of Considerable Dimensions
by Hilaire Belloc
Write the poem in your neatest handwriting.
When George's Grandmamma was told That George had been as good as gold, She promised in the afternoon To buy him an Immense Balloon.
And so she did; but when it came, It got into the candle flame,
And being of a dangerous sort Exploded with a loud report! The lights went out! The windows broke! The room was filled with reeking smoke. And in the darkness shrieks and yells Were mingled with electric bells, And falling masonry and groans, And crunching, as of broken bones, And dreadful shrieks, when, worst of all, The house itself began to fall! It tottered, shuddering to and fro, Then crashed into the street below— Which happened to be Savile Row.
When help arrived, among the dead
Were Cousin Mary, Little Fred,
The Footmen (both of them),
. . . . the Groom,
The man that cleaned the Billiard-Room,
The Chaplain, and
. . . .the Still-Room Maid.
And I am dreadfully afraid
That Monsieur Champignon, the Chef,
Will now be permanently deaf -
And both his aides are much the same;
While George, who was in part to blame, Received, you will regret to hear, A nasty lump behind the ear.
George
Who Played with a Dangerous Toy, and Suffered a Catastrophe of Considerable Dimensions
by Hilaire Belloc
Write the poem in your neatest handwriting.
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CHAPTER 1
TRANSFORMING INDIAN BUSINESS FROM LOCAL TO GLOBAL
The transformation of Indian companies from domestic focused players to global companies went through three phases. In the first pre-reform 1991 phase, Indian business was under shackles, first from the British colonialism, and later the socialist policies post independence. The second post-1991 economic reforms phase necessitated a decade long corporate restructuring to make companies globally competitive. Now in the third phase, Indian companies are increasingly going global. Of course, these time periods do not describe any particular company but rather the general thrust of Indian business.
INDIAN BUSINESS 1947-1991: RICH OWNERS, POOR COMPANIES
Indian business from the country's independence in 1947 until the economic liberalization program of 1991 was uniquely shaped by the constraints imposed by three factors - Indian culture, British rule, and post-independence socialist policies. It resulted in a domestically focused, somewhat unique and perverse Indian business model that left companies in poor shape but their owners rather wealthy.
Influence of Indian Culture
Indian business has been highly dynamic, thriving under different, and often difficult, circumstances. But change is slow in ancient cultures like India, and key aspects
of India's cultural and social history, especially Hinduism, practiced by 85 percent of
Indians, played an influential role in shaping the traditional Indian business model. In articulating the effects of Hinduism on business, it is important to note a caveat. As Fareed Zakaria observed in his excellent book, Hinduism is not a religion in the Abrahamic sense since it does not believe in universal commandments. 1 The only clear guiding principle appears to be "ambiguity," and over centuries, its remarkable absorptive capacity has allowed it to evolve continually. We cannot do justice to Indian culture and religion in a couple of pages. Therefore, the treatment here will cover only what is relevant to our thesis and is open to other interpretations.
A crucial element of Hinduism, the system of castes and sub-castes, functioned like medieval European guilds. It ensured division of labor and provided for training of apprentices. Over time, the caste system became a source of hierarchical differentiation in Indian society, where traders (Vysyas) and those engaged in business were placed above only the lowest Sudra caste, but below the priests (Brahmins) and warriors (Kshatriyas). Furthermore, as the four-caste system fragmented into hundreds of subcastes, it restricted people from changing their occupation or aspiring to a higher caste.
Scholars believe that the caste system throttled initiative, instilled ritual, and restricted the market. 2 It also played two vital roles in shaping the Indian business model. First, respect for higher caste members was unquestioned. This laid the foundation for deference to one's superior in the workplace. Typically, Indian organizations were, and many still are, hierarchical and feudalistic. Second, entrepreneurial aspirations were not encouraged. In fact, an acceptance of the natural order of one's position in society meant that except for those belonging to the trader class, historically, Indians did not aspire to be entrepreneurs.
Another significant aspect of Indian culture is the traditional joint family system which infused the Indian business model. The joint family is a unit with the patriarch, his younger brothers, and their children and grandchildren, all living together under a single roof. The family pooled their resources and invested in business ventures with a view to allow each member to earn a respectable livelihood.
In the western world, nepotism holds unflattering connotations because competing on merit is a strongly held virtue. In contrast, Indian family business held responsibility for, and respect of family members as superior norms. The entire family participated in the business. When a son grew up, his elders would either assign him a role in existing businesses or launch him a new venture, not only financed by existing businesses but often engaged in significant commercial transactions (e.g., supplying, buying, or distributing) with those businesses. Consequently, family business houses, especially from the two trader communities - Gujarati and Marwari - disproportionately dominate Indian business.
Impact of British Rule
For centuries, Indians had traded with Europe, Middle East and South East Asia, manufactured products such as silk, textiles and handicrafts as well as agricultural products like pepper, cinnamon, and indigo. The British rule unfortunately stifled and distorted India's trade with rest of the world, barring Indian industry from competing with the British, especially in global markets, thus forcing Indians to focus either on developing cheap raw material for British factories or on distribution of British products in India. While the British developed the railway, postal, and modern legal systems in India, this infrastructure supported the management of Indian resources for British gain.
For example, by 1830, India's thriving textile industry had been all but destroyed. By the mid-1800s, India was importing one-quarter of all British cotton textile exports. In the decades that followed, the British compelled Indian farmers to grow indigo, cotton and wheat for export to Britain. During the British rule, imported products received tariff and tax benefits while Indian industry was suppressed. The British focus on its interests hindered the development of a free trade environment, in which Indian multinational companies, similar to those sprouting elsewhere in the world in the late 1800s and early 1900s, could be born.
Yet, beyond the obvious benefit of imposing English as the fait accompli national corporate language, the British rule conferred another unintended benefit for Indian companies when they finally decided to enter global markets. Early in their rule, the British realized that it was impossible to transplant enough of their own citizens to India. Instead, Thomas Macaulay, who was advising the then Governor General of India, argued in 1834 that the British must, "Train a class of people Indian in blood and color but English in taste, in opinions, in morals, and in intellect." 3 Even today, "Macaulay's children" is a term used to refer Indians who adopt Western culture as a lifestyle. While usually used with a negative connotation, the fact is that this process meant that when the British did leave, there was a significant segment of Indians in the corporate sector who had superficially adopted British habits (e.g., a well tailored suit, using a knife and fork) which allowed them to interact with Westerners with relative ease. This was especially true for the Indian elites at the time of the country's independence, most of
whom had been educated in England. At times, these Indians even tried to outdo the British at their own game, and it is still jokingly said that the last Englishman on earth will be an Indian.
Post-independence, large Indian firms who could have adopted an Indian language or the Indian national dress as organization-wide practices chose not to do so. Instead, most Indian firms with national presence adopted English language and British Indian work practices that were considered more neutral. This allowed them to avoid having to negotiate the conflict between the large regional and language differences that existed amongst their work force. Because of British rule, Indians learnt to manage the duality of their work and home lives. At work, the managers were all similarly "British"; at home, they reverted to the language, dress, and food of the region from which they originated.
Perhaps, this duality explains why Indian managers have been more successful, compared to their Chinese or Japanese counterparts, reaching the higher echelons of Western companies. And, the Indian expatriate communities have maintained their racial and social identity regardless of whether they have been settled for more than a century and a half as in Mauritius, South East Asia, and West Indies, or whether they have emigrated in the past fifty years as in Canada, United Kingdom, and United States.
Post-Independence Socialist Model
At the end of colonial rule, India inherited an economy that was one of the poorest in the world. A stagnant economy, stalled industrial development, and an agriculture base that could not feed the rapidly accelerating population. India suffered from one of the world's lowest life expectancies and a largely illiterate population. By 1950, Britain's legacy of profound structural economic issues proved a significant challenge for India's first Prime Minister, Jawaharlal Nehru.
Influenced by the British socialist Fabian Society, Nehru adopted the socialist economic model hoping for strong growth through a centralized economy to increase the standard of living among India's poorest and to encourage the growth of critical manufacturing and heavy industries. Tragically, the earnest romantic vision of the socialist ideal proved wholly inadequate in dealing with the real challenges in the Indian economy.
In India's centrally planned economy, government planners determined the output allowed in each industry because they did not want to see "overinvestment" and "waste" in a country with limited resources. Therefore, companies needed licenses for everything - from setting up a business, expanding capacity, laying off workers, and closing down a factory. As a result, the central bureaucrats in Delhi became enormously powerful and popularly known as "license raj," translated as license rule. Favored entrepreneurs formed large groups during the "license raj", though some like the Tata and Birla groups date from early twentieth century. 4 Yet, even the Tata group received several projects as reward for the group's consistent support of Nehru's freedom movement. 5
Indian Business under License Raj
Licenses were so precious that to obtain one you needed either a "connection" to a major politician (e.g., only new automobile manufacturing license granted between
1950 and 1980 was to Sanjay Gandhi's Maruti Udyog) or the ability to pay a large bribe, or both.
Exploitation of licenses by established business houses. The large family business houses learned how to game the system as they would use their "connections" to get follow up on their files, organize bribes, and win licenses. 6 They used the licensing process to foreclose competition, often by applying for a competitor's license so that the competitor's application would be rejected because industry capacity had already been licensed. Then the company with the license would simply sit on the license without using it to build any capacity.
A license for a new business gave the owner the right to put up an operation capable of producing a pre-determined level of output specified on the license. As banks and financial institutions were nationalized by the 1970s, the license owner then approached these public sector lenders for financing. A substantial part of the public sector financial institution's mandate was to aid the economic development of the country. Therefore, they frequently lent as much as 90 percent of the total investment required. This meant that the promoter or owner of the license needed to invest only 10 percent of the project costs to control the company. Usually this 10 percent was through cross holdings from existing companies of the promoter supplemented by money raised in the domestic capital market from individual investors. This was necessary because with 90 percent plus individual tax rates on income and a punitive wealth tax, few promoters could openly demonstrate the ability to fund large projects with their personal wealth.
Most of the licenses granted were for major industrial and infrastructural projects. 7 Setting up these operations required having a large plant built by a foreign multinational company as these capabilities typically did not exist within India. International vendors would be invited to compete for these capital projects. One of the conditions for being awarded the order, which of course would not appear in the contract, was that the foreign supplier would fully or at least substantially reimburse the promoter's initial equity investment into the promoter's offshore and undeclared bank account. As a result, the entire project would be completed without the promoters having any of their own real money in play, but complete management control despite shareholdings of ten of less than 10 percent.
For example, if the project was budgeted at $100 million, the promoter would be obliged to invest $10 million with the remaining $90 million obtained as loans from public sector financial institutions and banks. A $100 million contract would then be awarded to the winning international vendor for building the factory or power plant. The understanding would be that the international vendor would have hidden into its winning bid, a $10 million transfer to a foreign bank account of the promoter. After the plant was operational, if it made a profit then the promoter owned a profitable company. On the other hand, if the company becomes unprofitable, the promoter hands over the "sick" firm to the public sector institutions who had lent the $90 million and walks away with no real losses out of pocket. The government would then continue to operate the company to avoid dismissing the existing workers and adding to the large pool of unemployed people. No wonder, licenses were so coveted that bureaucrats sanctioning them as well as bank managers approving the loans, required a "facilitating" payment.
A second bonanza to the established Indian business houses accrued in 1973 when the Foreign Exchange Regulation Act (FERA) was passed. The government restricted foreign companies from holding more than 40 percent share. This required foreign multinationals to rapidly dilute their holdings in their Indian subsidiaries. Since most foreign companies were uninterested in minority shares, they began looking for the exits. Established Indian business houses were not surprisingly able to acquire these Indian assets of foreign companies, especially British companies, at throwaway prices. Often these transfers were done at between ten to twenty cents on a dollar.
Impact on corporate sector and consumers. The prevailing policies led to concentrated family ownership of Indian business assets, exercised through pyramids, with significant divergence between the promoter family's having almost complete "control rights" but typically much smaller "cash flow rights." 8 Institutional gaps meant that new ventures by established business groups could rely not only on capital infusion from the group, but also benefit from the group brand name, internal talent transfers, and reduced contractual costs.
To grow, Indian business groups had little choice but to pursue unrelated diversification. 9 For example, the Birla Group operated in diverse industries such as automobiles, cement, dairy, electricity, jute, newspapers, plastics, sanitary ware, shipping, steel, sugar, tea and textiles. Whilst, the RPG group had interests in agribusiness, cable, carbon black, electricity, engineering, fiber glass, financial services, music, radio, tires, tea, and typewriters.
A focus on core competences leads to "product relatedness" within the group to exploit linkages between the different lines of businesses. In contrast, diversified Indian groups relied on "institutional relatedness," a dense network of ties with dominant institutions, which allowed them to exploit non-market forms of capital such as social, political, and reputational. 10 Unlike the results for American companies, where diversification resulted in lower returns, there was a "diversification premium" for Indian companies during this era. 11
Research demonstrates that during this era, because of policy distortions, informational imperfections, and entrepreneurial scarcity, groups, like Tata, with high institutional relatedness and low product relatedness performed best. In contrast, groups, like TVS, with high product relatedness and low institutional relatedness suffered from the worst relative performance. In other words, groups pursuing unrelated diversification strategies were more successful compared to those groups who were focused on related products or industries.
Despite being dominated by established business groups controlled by powerful families, there was some room for entrepreneurial ingenuity. Existing business heads and new entrepreneurs differed in their ability to cultivate close relationships with politicians and in their business acumen. As a result, there was turnover in the relative rankings of the Indian business groups. Only three of the top ten groups in 1964, also featured in the top ten in 1990. 12 Furthermore, new groups did form, the most famous of which was Reliance. Unknown in 1964, Dhirubhai Ambani, a classic rags-to-riches story, built Reliance into the third largest Indian group by 1990, behind only Tata and Birla.
Unfortunately, because of the omnipresence of state planning, controls and regulations, Indian business focused towards dealing with the state planners. Indian companies were characterized by poor quality and productivity, neglect of customer needs, and short-sighted attitudes towards product development. 13 The widely quoted observation of Indian business at the end of this era was, "Indian businesses may be poor but their owners are rich."
The production controls imposed in the face of India's burgeoning population led to chronic shortages. To obtain a scooter one had to wait two years, for a car one year, and a telephone line could easily take four years in the late 1980s. Even an everyday product like butter, where two companies controlled most of the production, was in severe shortage during the summer when consumption rose. Black market prices for these items could be 50 percent higher and the government response was to institute a policy where every company had to state the maximum retail price at which an item could be sold. Of course, this was immediately circumvented by consumers paying bribes to the middlemen.
The highly favorable climate for large Indian business houses, and the resulting strong monopolistic positions made them more prone to stay at home in the sheltered domestic market. The institutional environment of licensing and limited competition led to domestic success without developing the unique competences, the resources, or the viable scale necessary for competitive advantage in international markets. 14
The severe shortage of foreign exchange meant that companies had to apply to the country's central bank, The Reserve Bank of India, for any expenditure denominated in foreign currency. If an Indian business person wished to travel overseas in the 1970s the government limited their purchase of foreign exchange currency to $8 a day! Foreign capital was in such short supply, that the question of overseas acquisitions by Indian firms never even arose.
There was however a small silver lining. Whilst, the greater technological selfreliance and import substitution forced on Indian companies by regulation led to inefficiencies, it did help create some unique assets. Indian companies had to learn how to run imported capital equipment in the absence of ready availability of spare parts and service networks. And, frequently, import substitution meant having to reverse engineer foreign products. Thus, Indian companies were forced to develop a very broad base of technological competence. 15 They were quite innovative in adapting and improving existing technology for the local Indian context. Even after a technology was abandoned in developed markets, Indian companies were still improving them for their resource constrained market. As a result, a few business houses found opportunities to expand operations on the back of such technological competence into other emerging markets in Africa and South East Asia.
The total equity overseas investment by Indian companies rose from $2 million in 1970 to around $100 million in 1980. 16 Not a large amount and highly concentrated the top seven Indian investors accounted for at least three-quarters of the total foreign equity. The Birla group alone accounted for 40 percent and Tata's another 9 percent.
In this post-independence era until 1991, everything was loaded against Indian firms with global aspirations. Indian companies were not in great shape to compete in global markets, or even at home against global competitors.
CORPORATE RESTRUCTURING 1991-2001: BECOMING GLOBALLY COMPETITIVE
In 1991, India suffered a major economic crisis as a combination of the effects of oil price shocks (resulting from the 1990 Gulf War), the collapse of the Soviet Union (a major trading partner and source of foreign aid), and a sharp depletion of its foreign exchange reserves (caused largely by large and continuing government budget deficits). In 1991, India had to service the country's $70 billion external debt, which had trebled over the previous decade, as well as pay for the burgeoning costs of imports, especially oil. The country's foreign exchange reserves dipped below $1 billion, barely enough to pay for two to three weeks of imports. In addition, with the collapse of the Berlin Wall in November 1989, the viability of socialism as an alternative model to capitalism had crumbled before the world's eyes.
Economic Liberalization
The government was forced to accept that the socialist model that had prevailed since Independence had to be abandoned. Fortunately, the Indian government had in place what is now considered an economic dream team of Manmohan Singh (Finance Minister), P. Chidambaram (Commerce Minister), and Montek Singh Ahluwalia (Commerce Secretary). To reform the economy, several new policies were adopted: 17
* Industrial licensing was drastically reduced, leaving only eighteen industries subject to licensing.
* Import tariffs were reduced from an average of 85 percent to 25 percent combined with rolling back quantitative controls on imports.
* The rupee was devalued, and made convertible on the trade account.
* The Controller of Capital Issues which decided the prices and number of shares firms could issue was abolished.
* Indian firms were permitted to raise capital on international markets by issuing Global Depository Receipts (GDRs).
* India's equity markets were opened to investment by foreign institutional investors.
* Procedures for foreign direct investment approvals was streamlined, and in at least thirty-five industries, automatically approval of projects within the limits for foreign participation.
* Foreign direct investment was encouraged by increasing the maximum limit on share of foreign capital in joint ventures from 40 to 51 percent with 100 percent foreign equity permitted in priority sectors.
The effects of the reforms were immediate and dramatic. The GDP growth rate between 1950 and 1991, which had averaged between 2-3 percent per annum, has instead averaged about 6 percent per annum since 1991. More recently, since 2004, growth has exceeded 8 percent. The foreign exchange reserves that had dipped to a low of $1 billion are now approaching $300 billion.
More importantly, the economic growth has had a significant impact on the reduction of poverty levels. Within two decades, between 1985 and 2005, the percentage of the population living on a dollar a day had been reduced by almost a half from 93 to 54 percent. 18 Compared to if they had stayed at 1985 levels, it is estimated that 431 million fewer Indians live in extreme poverty today. 19 McKinsey expects Indian incomes to triple over the next two decades, lifting another 290 million people out of poverty and boosting India's middle class to 580 million. More optimistic surveys show even greater progress on poverty reduction, with estimates as low as 319 million Indians currently living at under a dollar a day in India. 20
In the 1990s, India was one of the fastest growing economies in the world in terms of productivity as Indian average productivity levels were doubling every sixteen years. 21 It was estimated in 2001, that if that pace of growth would be maintained, in sixty-six years (2066) India would reach the real GDP per capita level of the United States prevailing in 2001. The contrast with the pace of growth before 1980 was remarkable, when India average productivity levels were doubling only every fifty years. At the 1980s rate, India would have expected to approach America's 2001 GDP per capita level not in 2066, but in 2250! 22
Corporate Restructuring
The post-1991 reforms changed the environment for Indian business. Indian companies realized that the traditional Indian business model appropriate for "sheltered firms" had to be abandoned. First, the liberalization of industrial licensing meant that new domestic players could easily emerge in what were previously tightly controlled industrial sectors. As a result, companies went through a tough corporate restructuring program to enhance domestic competitiveness in the face of a more aggressive marketplace. Second, as import tariffs were cut and entry barriers for foreign companies were reduced, international players began to view India as a potential market. Subsequently, they brought to India their world class products and services. This forced even Indian firms
with no global ambitions to become globally competitive to survive against these foreign competitors in India.
The transformation of Indian companies and business houses post-1991 was a crucial step in preparing Indian companies for the global marketplace. And not surprisingly, some of them have eventually gone on to become global players. The decade long Indian corporate restructuring program had four essential elements of cleaning the balance sheet, improving competitiveness, focusing on core business, and strengthening management.
Cleaning the balance sheet. The balance sheets of most Indian companies in 1991 were poor. Many established companies, who had the ability to raise money from banks, had done so at relatively favorable rates. These borrowed funds which were in excess of what the business could itself utilize. Instead the money was placed in an investment portfolio and invested in other group companies. As mentioned in the previous chapter, these crossholdings allowed the ultimate promoters of these companies to control a vast network of group companies with very little of their own funds. The "other" shareholders in these companies disliked this but there was practically nothing they could do about it as the regulatory regime did not empower them or protect their interests.
As the Securities and Exchange Board of India (SEBI) began adopting reforms in corporate governance and empowering small shareholders along the lines of the American stock markets, companies were forced to shed these investments and crossholdings. The complexity and ubiquity of corporate cross holdings meant that its
disentanglement was a time consuming process. But every major Indian business group has had to address it.
The balance sheets also suffered from substantial distortions in the valuation of assets. Many firms had assets on their books at inflated values. These needed to be written down to their real market value. On the other hand, there were other assets on the books, usually property, cars, and art, which were valued much below their market price. The logic here was that these undervalued assets would at some stage be sold to the promoters at book value. It was essentially a mechanism for transferring funds from the firm to the owners with the controlling interest, at the cost of the other minority shareholders. Large Indian companies had to go through a painful process of cleaning up their balance sheet to bring the assets in line with market values. The boom in property, and therefore, its revaluation to reflect the rising prices, helped companies write down the overvalued assets.
Strong balance sheets were essential for companies to attract new share capital from domestic and foreign sources. The infusion of capital helped reduce the historically high debt to equity ratios in Indian firms. More critically, it was needed to make the necessary capital investments to become competitive in the new deregulated marketplace. Finally, funds were also required to ramp up capacity to keep pace with the rapid domestic growth that followed the liberalization program.
Improving competitiveness. Under protection of the benign environment pre-1991, Indian companies had become bloated without the discipline of a tough competitive marketplace. Costs, productivity, and quality, had all become victims as it was possible for companies to pass on inefficiencies to the consumer. Companies had little choice but to seek dramatic improvements on these fronts if they were to survive the new marketplace.
To reduce costs and improve productivity, companies became more demanding on their suppliers and employees. Traditionally, Indian firms, because of the high import duties had relied exclusively on Indian suppliers, and frequently substituted cheap available labor for sophisticated capital equipment. Baba Kalyani, who led the transformation of Bharat Forge from a labor intensive to a technology intensive manufacturing firm, observed the conditions that forced firms to make inappropriate choices: "You waited a year for an equipment-import license, got less than you wanted, then paid an 80 percent import duty." 23 Even computing the import duties was a nightmare. For example, a new Burroughs computer imported by TCS in 1974 attracted a tariff of 101 percent, including import duty, auxiliary duty, countervailing duty, and a levy to help pay for the war in Bangladesh! 24
In the 1980s, Maruti with its partnership with Suzuki of Japan, brought to India the concepts of tight cost control and process engineering. At that time, there were no auto component manufacturers in India capable of producing to Japanese standards. Yet, the Indian government required Indian indigenous content in Maruti cars. Suzuki was responsible for the first wave of modern component technology in India with its concept of Indian entrepreneurs and Japanese companies together supplying Maruti plants. It launched a Japanese backed supplier development program, where Japanese component manufacturers often took small stakes in the Indian auto component manufacturers, helping them achieve world class quality and costs standards.
In family controlled firms, suppliers were frequently relatives of the promoter. These suppliers had been set up in business by the promoter to allow them to make a decent living. The procurement managers were keenly aware of these relationships, and therefore, did not lean too hard on the suppliers with respect to prices, quality standards, or delivery reliability. The new competitive environment forced, and liberalization allowed, firms to access the global supply chain and obtain inputs on par with global standards at competitive prices.
Most Indian firms were overstaffed with strong, militant unions who protected the employees. In the new environment, companies began downsizing the workforce by providing incentives for workers to retire early. In addition, even unions began to be more flexible in the private negotiating rooms. Union bosses initially realized that layoffs were inevitable, and later that jobs were available elsewhere as the economy was rapidly expanding. For example, at Mahindra and Mahindra, in 1994, where it used to take 1,230 workers to manufacture seventy engines a day had improved to the point where 760 workers could produce 125 engines a day. 25
Finally, India always had a very poor reputation for quality and customer focus. Pre-1991, the problem for consumers was finding products rather than for companies finding customers. Reflecting on this era, Baba Kalyani, Chairman of Bharat Forge, remarked: "The concept of quality used to be that if it works somehow, it's okay, but it doesn't need to work all the time." 26 Clearly this had to change if Indian brands were going to compete with each other, and especially against the multinational companies entering the country.
The IT sector in India was a beacon in demonstrating that India could achieve world class standards. The Capability Maturity Model (CMM) from the Software Engineering Institute at Carnegie Mellon University assesses software companies for quality. Level 5 is the highest level on the maturity scale and Motorola's software centre at Bangalore became the world's second CMM Level 5 unit in 1994 (the first was at NASA). By 2003, there were eighty software centers in the world that were assessed at CMM Level 5, and of those, sixty were in India.
Focusing on core businesses. The highly diversified Indian business groups quickly realized that they needed to focus on a few industries, where they could obtain leading domestic positions. Building these positions would require significant investments. Focusing the portfolio would not only free up resources from non-core companies but their divestment would generate additional capital which would be available for the core business. In the early 1990s, many large business groups in India went through an exercise of identifying their core businesses. For example, the RPG Group went from twenty to six areas. Even Tata in 1998, reduced the number of group affiliated companies from eighty to thirty by trimming their lines of businesses from twenty-five to a dozen. 27
The focus on a few core areas allowed companies to consolidate their domestic positions and had a subtle impact on their aspirations. Firms were no longer satisfied by claiming that they were number one or two in India, instead they began touting their world ranking. For example, MRF tires started asserting it was among the top fifteen tire manufacturers in the world, whilst Ranbaxy emphasized its position amongst the top ten generic pharmaceutical producers in the world. Slowly, but surely, Indian companies began benchmarking themselves against world competitors. It was a first step for Indian firms towards global ambitions.
Strengthening management. In a populous country with relatively few opportunities in the corporate world, managerial talent was never seen as an important source of competitive advantage by companies. Compensation levels were extremely low. In the 1980s, it would not be surprising to have top executives earn as little as $5,000 per annum! Instead of the best and most competent talent rising to the top, it was relationships, loyalty, and trust that were valued in professional managers. This was especially true in family owned firms where many critical positions were occupied by family members. This explains the common usage of the term "professional" manager in India to distinguish them from the "owner manager" and family members.
Often these family firms were run on feudalistic norms with a powerful promoter through whom all important decisions had to flow. This frustrated competent professional managers, and their only refuge, were the few Indian subsidiaries of multinational companies. Some of these multinational companies, like Unilever and Imperial Tobacco, recognized that there was managerial talent available in India at a relatively low cost and raided them for their operations overseas.
Post-1991, Indian firms, especially the family business houses realized that professional managers had value as they could take responsibility and deliver results. Not surprisingly, they began to scour the Indian subsidiaries of multinational companies for management talent and move away from "one-person" rule. In the ensuing war for
talent, professional manager salaries went up dramatically. In addition, variable pay and stock options were introduced. Beyond competing for the best talent, these managers were empowered and firms began investing in their training. Today, Indian managers, relative to their peers in other countries, probably have the highest standard of living in the world. These managers brought world class practices and processes they had learnt at multinational companies to Indian companies, thereby getting Indian business ready to be globally competitive.
The role of owners. As would be expected, the general corporate restructuring program described above varied in its implementation between business groups and companies. Some firms started the restructuring process even prior to 1991, whilst others are still struggling with it. There were substantial differences between the owners, and to a large extent, this is what determined the degree to which the painful restructuring medicine was adopted by the group. Some of the heads of family business groups and companies were rather aggressive in changing the old ways. Other business groups suffered from poor leadership and family splits of assets. As a result, some renowned family business houses witnessed an unprecedented decline in the 1990s. The important point here is that owner-promoters in Indian companies, rather than the corporate resources available, played the major role in distinguishing between subsequent winners and losers.
The new regulations made it impossible to exercise control of companies with small equity stakes and helped spur consolidation within industries. Furthermore, the liberalization allowed new companies to emerge in sectors such as IT, media, pharmaceuticals, and property. Several of these relatively new companies and groups, like
Dr. Reddy's, Satyam, Subhas Chandra, and Wipro, had by 1999 entered the list of top twenty Indian business groups. This was possible, because with liberalization, unlike in the pre-reform era, groups with high product relatedness and low institutional relatedness were the relative top performers in the 1990s. 28 The ability to exploit institutional gaps became less critical than the ability to effectively manage a business. The more traditional, textbook business success factors of articulating a clear vision and strategy, understanding customer needs, focusing on core competences, innovation, and implementation, have instead become important.
UNLEASHED - HOW INDIAN COMPANIES ARE TAKING ON THE WORLD
The corporate restructuring brought confidence to Indian business. Indian companies transformed from domestic players, scared of global competitors, and constantly seeking government protection in domestic markets, into confident players building Indian multinationals. As they have gone from being passive resistors to active promoters of globalization, they are continuing to force a change in government policies towards a more open Indian market and business environment.
As stated in the introduction, we conducted face to face interviews with leaders of global Indian companies in our sample. This research was further supplemented with secondary research and follow up telephone interviews. The interviews were conducted to ascertain how Indian companies went global, what challenges they faced in doing so, and how these challenges were overcome. We found two factors clearly emerging as drivers of globalization: overcoming the mindset barrier and having a dominant lever.
Overcoming the Mindset Barrier
"We asked ourselves: Why don't we become one of India's MNCs in manufacturing? By doing so we will have better access to the market, better access to knowledge, better access to new developments," explained Baba Kalyani of Bharat Forge, elaborating on their incentive to go global. 29 Nevertheless, he added, it took Bharat Forge seven years to find their first customer as they had to battle all kinds of doubts regarding their capability and technology because they were from a so-called under-developed, low cost country. The three issues to overcome the mindset barrier, brought up by the Bharat Forge experience came up repeatedly in our interviews: making a leap of faith, persistence in the face of initial setbacks on the path to globalization, and overcoming the liabilities of "Made in India" origin.
Leap of faith. For an Indian company to go global requires, at some level, a leap of faith into the unknown. In the face of skepticism, the entrepreneur or owner made the decision to go for it despite what may have seemed like long odds to unbiased observers. Anand Mahindra, in his interview, mentioned how he was disappointed that while pursuing his MBA at Harvard Business School, there were no case studies or examples of Indian global brands. It fired his ambition and led him to decide that when he took over the family business, Mahindra would be a global brand. Much later he did just that: "We decided that we weren't going to be in any business that wasn't global... You're not safe if you're only at home. You can't compete in a small pool anymore." 30
Similarly, Ranbaxy, a generic drug maker in India, had been exporting its products since 1975, but it had never really made any money on these international sales. 31 In 1993, the then CEO, Parvinder Singh, challenged his organization to become an international research based pharmaceutical firm. When questioned by his managers, whether in a country like India it was possible to build such a firm, he responded that Ranbaxy cannot change India but what it can be is a pocket of excellence. Ranbaxy, he argued, must be an island in India. Today it is one the world's top ten generic producers with presence in twenty-three of the twenty-five largest markets, and manufacturing facilities in eleven countries. 32
Persistence in the face of initial setbacks. Becoming a global corporation is a learning game. In most of the companies that we researched, it was not a straight line process. There were initial setbacks. For example, the first attempt by Essel Propack to acquire a piece of land for their operations in China led to the vendor absconding with the money. Anand Mahindra described his firm's first international incursion into Greece as a chapter on "how not to do it!" 33 Staring at these initial setbacks, for all of these companies, in light of a growing and profitable domestic business, it would have been easy to retreat from global markets. Yet they persevered, and learnt from their mistakes.
The initial hotel properties acquired in the 1980s by the Taj group in cities such as Chicago, New York, and London were "B" level properties. But they were what the Taj Group could afford because of the foreign exchange limitations placed on Indian companies by the government. These sub par properties were not consistent with the upscale Taj image. Taj executives were not motivated by these international properties, and as a consequence, these hotels soon deteriorated in terms of customer experience, whilst also being largely unprofitable. Taj realized that its competence was in running five star hotels. Later, when Taj became serious about their international operations in the developed markets, they had to shed all of these initial hotels that had been acquired.
Learning from this experience, in their next sortie into developed markets, they acquired prestigious hotels like the Ritz Carlton in Boston, Campton Place in San Francisco, The Pierre in New York, and Blue Sydney at top dollar. What made them persevere was the realization that going global was an imperative. R.K. Krishna Kumar, vice chairman of Taj Hotels said: "The Tata Group has always recognized that the world marketplace is not divisible…There's a strategic compulsion to go outside India for many of our businesses because we believe the global market is one marketplace." 34
Overcoming the liabilities of Indian origin. Until a decade ago before the IT outsourcing boom, the image of India was detrimental to Indian business. At its worst, India was identified with abject poverty. Most images and stories in the international press on India reflected this with pictures of starving masses, natural disasters, and famines. At its best, India was seen as an old and mystical culture. The images most frequently associated with this picture were snake charmers, historical palaces, temples and holy men. While both of these were, and still are, reflective of India's reality, they missed another India - an India populated by pockets of technological sophistication, an entrepreneurial private sector, and a well educated work force.
Given India's image, it was really difficult to convince global customers that an Indian supplier could be a reliable source of good quality products made by a technologically sophisticated company. When Indian companies began knocking on the doors of large multinational companies, who had many choices with their global supply chains, it was difficult to close the sale. Imagine a decade ago, an Indian executive trying to convince the big three US automakers to buy from Bharat Forge, or persuade Procter & Gamble that Essel Propack should be its supplier in the USA.
In competitive global markets, Indian firms learnt there was always another supplier willing to match the low prices of the Indian firm. Therefore, Indian companies had to recognize that price was a weapon which could only take you so far. To obtain the order required more than that: Indian firms had to demonstrate they had world class capabilities (assets, processes, and knowledge) in place to compete in international markets. Only then would global customers be reassured.
Dominant Lever
Following the research, the hope of an academic is to discover some common patterns so as to collapse the firms into a few generic global strategies. For example, Ramamurti and Singh propose four generic international strategies of India's emerging multinationals, with an illustrative example for each: local optimizer (Mahindra & Mahindra), low cost partner (Infosys), global consolidator (ArcelorMittal), and global first mover (Suzlon). 35 We were unable to fit all our cases neatly into this typology, and in some categories like global first mover, unable to identify any Indian company beyond Suzlon. Instead, we discovered that the companies in the sample chose very different strategies in their paths to having an international footprint. And, this could not be faithfully arrayed in any simple typology. Each company in our sample had a dominant lever which they exploited to access international markets.
We were interested to see how these companies used their dominant lever to launch their globalization once they overcame the country-of-origin liability. While no company used a single dominant lever exclusively, our nine case studies demonstrate nine different dominant levers.
ArcelorMittal saw an opportunity in the fragmented steel industry, recognizing that national champions would lose to a global champion. Consolidating the fragmented steel industry created a truly global company with the ability to reduce risk and leverage capabilities across markets. His unique vision changed the industry.
Companies like Infosys and I-Flex were born global, because they understood that while there was a huge human capital advantage in India, the fulfillment had to be global. "Infosys started with no brand, no technology, no faith in marketing capability, and no access to foreign exchange," recalled Nandan Nilakeni. 36 Infosys, and more generally, the IT sector (Satyam, TCS, and Wipro in particular) was instrumental in sparking the imagination of Indian entrepreneurs to seek "born global" business models which exploit India's large pools of reasonably priced skilled workers. From Hollywood studios outsourcing animation to lawyers outsourcing preparation of briefs, the potential for India's skilled workers to be the world's workforce are substantial.
Bharat Forge employed the reasonably priced engineering talent to transform itself by going from an 85 percent blue collar workforce to an 85 percent professional workforce. Replacing unskilled workers with engineers on the plant floor led to a significant advantage in design capabilities. The product development time of two-tothree weeks (versus industry standards of six-to-twelve months) delivered the wow factor to prospective clients.
Essel Propack's induction into the global circle began once it convinced Procter & Gamble that it could be their best supplier – a quality supplier and a process-oriented supplier. It went out of its way to build a relationship with Procter & Gamble, which subsequently allowed them to enter Egypt, China, and finally the USA as a supplier.
A transformational merger is a frequently employed strategy to become a global firm. Hindalco did exactly that with its 2007 acquisition of Novelis, a world leader in aluminum rolling and can recycling. By combining its previous upstream focus with Novelis' dominance of downstream operations, it became an integrated global major in the industry. Several other Indian firms, such as Tata Tea and United Breweries, have also used acquisitions as a path to globalization.
Other companies like Tata Motors, Godrej and Marico have utilized the specific product competences developed for India to enter other emerging markets. With India's size, domestic leadership often confers global scale, as seen at both Mahindra & Mahindra and VIP. As Anand Mahindra observed, "India is the largest tractor market in the world, and if you are the largest tractor maker in India, it is a disservice to India if you are not a global force." 37
Ratan Tata, the group Chairman, has been a transformational leader in making this relatively sleepy giant dance in the global markets with bold acquisitions for individual group companies that leverage the combined financial muscle of the entire group. As in Suzlon and the other companies we examined, the role of the leader has been an important catalyst for those Indian firms who have made the transition to global.
CONCLUSION
1-29
The first seminal study of India's multinationals was done twenty-five years ago by Sanjaya Lall, where he discussed the patterns of foreign direct investment by Indian companies in the 1970s. 38 The global strategies of Indian companies today can be contrasted with those identified by him. One observes four dramatic changes in how Indian companies are pursuing global strategies in this decade vis-à-vis the 1970s.
First, the pattern of foreign direct investment was highly concentrated with seven family business groups accounting for at least three quarters of it. In contrast, the companies featured as case studies, except for Hindalco (Aditya Birla group), Tata group, and Mahindra & Mahindra, either did not exist, or if they did, were not included in the list of the largest twenty Indian business houses of 1980. What has really inspired Indian companies to go overseas, including the more aggressive internationalization of the Birla and Tata groups, is the success of the "born global" IT sector and Lakshmi Mittal. It is these latter two, rather than any of the old family business groups, that are responsible for waking up Indian business to seriously examine global opportunities. Today, the overseas footprint of corporate India is drawn from a much broader set of Indian firms.
Second, prior to 1980, 80 percent of Indian overseas activity was manufacturing based. The success of Indian outsourcing has changed the nature of Indian global operations towards the service sector. It reflects the change in India's economy over the past three decades. Services now account for 50 percent of India's gross domestic product, with industry and agriculture accounting for the remaining 25 percent each. 39 This is a very unusual profile for a developing country, where the economies, and especially exports, tend to be manufacturing (e.g., China), natural resources (e.g., Middle East), or agriculture (Latin America) dominated.
Third, observing the success of the IT sector in the USA, Indian companies are now focused on expansion opportunities in the developed markets of North America and Europe. This is in contrast to the 1970s, where most of the foreign investment of Indian firms flowed to other developing markets like Africa and South East Asia. Indian firms today have the confidence that they can succeed in the most demanding markets of the world.
Fourth, as they focus on the developed world, Indian companies recognize that they do not have the appropriate brands, product lines, or distribution networks. As many of them are impatient to go global, they have chosen to acquire these resources. Almost every Indian firm in our study has made some acquisition in the developed markets. And instead of taking minority positions in foreign joint ventures as was the practice in the 1970s, Indian companies are now either setting up wholly owned subsidiaries or buying majority interests. They do not seem to have any interest in being a minority partner. Thus, the relative focus of Indian companies globalizing has shifted from favoring greenfield operations and minority stakes in developing countries to taking controlling positions through acquisitions in developed countries.
Indian companies are no longer the traditional low price bidders for foreign assets and companies, slow to appoint international advisors. Instead, they have become self assured and savvy investors, financing large deals and paying global prices. The world class management and improved earnings has given them the ability to access global liquidity and financial markets. The future will no doubt bring financing foreign acquisitions with their own stock. And, who knows future rupee convertibility may lead
to rupee acquisitions! All of this was unimaginable in 1991, even by the biggest of India bulls.
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7 This section describing the traditional business model is based on many conversations between the author and his late father. Given its sensitive nature, despite being widely known in upper echelons of Indian business circles, as far as we know, it was never really documented in the press. And, of course no one will go on record.
8 Tarun Khanna and Yishay Yafeh, "Business Groups in Emerging Markets: Paragons or Parasites?" Journal of Economic Literature, 2007, vol. 45, no. 2: 331-372.
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16 All data from Sanjaya Lall, "The emergence of third world multinationals: Indian joint ventures overseas," World Development, 1982, Vol. 10, No. 2, 127-146.
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24
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29 Baba Kalyani of Bharat Forge, interview by authors, February 5, 2007.
30 Anuradha Raghunathan, "Anand Mahindra's great global dreams," Forbes, 19 April 2006, http://www.rediff.com/money/2006/apr/19forbes.htm (accessed 14 March 2008).
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32
http://www.ranbaxy.com/aboutus/aboutus.aspx (accessed 16 March 2008).
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36 Nandan Nilakeni of Infosys, interview by authors, December 21, 2006.
37 Anand Mahindra of Mahindra & Mahindra, interview by authors, February 7, 2007.
38 Sanjaya Lall, "The emergence of third world multinationals: Indian joint ventures overseas," World Development, 1982, Vol. 10, No. 2, 127-146.
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Glenroe Bord na n-Óg
Code of Behaviour/Discipline 2021
Club players should be entitled to:
- Be safe and feel safe.
- Have fun and experience a sense of enjoyment and fulfilment.
- Be treated with respect, dignity and sensitivity.
- Comment and make suggestions in a constructive manner.
- Be afforded appropriate confidentiality.
- Participate in games and competitions at levels with which they feel comfortable.
- Make their concerns known and have them dealt with in an appropriate manner.
- Be protected from abuse.
- Be listened to.
Club players should always:
- Play fairly, do their best and enjoy themselves.
- Respect fellow team members regardless of ability, cultural or ethnic origin, gender, sexual orientation or religious beliefs.
- Support fellow team members regardless of whether they do well or not.
- Represent their team, their club and their family with pride and dignity.
- Respect all coaches, officials and their opponents.
- Be gracious in defeat and modest in victory.
- Shake hands before and after a game as part of the Give Respect Get Respect initiative, irrespective of the result.
- Inform their coach/mentor/manager in advance if they are unavailable for training and games.
- Take due care of club equipment.
- Know that it is acceptable to talk to the club Children's Officer with any concerns or questions they may have.
- Adhere to acceptable standards of behaviour and their Club's Code of Discipline.
- Tell somebody else if they or others have been harmed in any way.
- Stay on the GAA pitch in their area unless told so by their coach.
- Stay on the GAA pitch until their parent/guardian collects them.
- Use their phone to make phone calls/send text messages only.
Club players should engage in good practice:
- Never cheat – always play by the rules.
- Never shout at or argue with a game's official, with their coach, their teammates or opponents and should never use violence.
- Never use unfair or bullying tactics to gain advantage or isolate other players.
- Never spread rumours.
- Never tell lies about adults or other young people.
- Never play or train if they feel unwell or are injured.
- Never use unacceptable language or racial and/or sectarian references to an opponent, a fellow player or official by words, deeds or gesture.
Parents/Guardians should always:
- Encourage their child/children to play by the rules.
- Respect coaches, officials and opponents.
- Remain in GAA Grounds for the duration of the session if child is under the age of 10.
- Assist the team and co-operate with the club as requested.
- Never enter the field of play unless invited to do so.
- Do not exert undue pressure on your own or any other child.
- Be responsible to get their child/children onto the pitch safely.
Club Coaches should always:
- Use a child-centred approach and respect the rights, dignity and worth of every person.
- Treat each person equally regardless of age, gender, ability, ethnic origin, cultural background or religion.
- Be positive during coaching sessions, games and other activities so that underage players always leave with a sense of achievement and an increased level of self-esteem.
- Recognise the development needs and capacity of all underage players, regardless of their ability, by emphasising participation for all while avoiding excessive training and competition.
- Skills development and personal satisfaction should have priority over competition when working with underage players.
- Develop an understanding of relevant coaching methods and ensure that they have the appropriate level of coaching accreditation.
- Do not equate losing with failure and do not develop a preoccupation with medals and trophies.
- The level of improvement made by underage players is the best indicator of effective coaching.
- Always lead by example, promote Fair Play and Respect.
- Be accompanied by at least one other GAA coach until all children have left the GAA Grounds until all children have been collected.
- Responsible for all children present 5 minutes before training commences.
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Jewish Ethics Workbook by Moses L. Pava
What does it mean to live an authentic Jewish life in the 21 st century? The Jewish Ethics Workbook is designed for students, teachers, and everyone interested in learning how to apply Jewish values to everyday life.
This unique book is a product of the ethics seminar that I have been teaching at the Sy Syms School of Business, Yeshiva University for the past ten years. It is based on hundreds of conversations, term papers, and interviews with Jewish students from all over the world. This book contains their true stories and their defining moments.
See how young Jewish men and women struggle to learn how to incorporate respect, care, and moral growth into their lives. Listen in as students strive to enact their Jewish identities at work. Feel what its like to be told suddenly that you have a life-threatening disease, and learn how one young man overcame it. Experience the moral dilemmas of cheating, getting ahead on the job, whistle-blowing, and obedience to authority.
The Jewish Ethics Workbook is a window into the real world of living Jewish ethics. Its purpose is to spark a dialogue among students and teachers on how to craft a meaningful Jewish life; a life of purpose, individual integrity, and connectedness.
The complete book contains twelve chapters and a learning guide with discussion questions, essay question, and much more. Over the course of the coming year, Edah will publish one chapter per month. To find out how to purchase hard copies of this material for professional use or for any other questions please contact the author at firstname.lastname@example.org.
About the Author
Moses Pava is the Alvin Einbender Professor of Business Ethics and Professor of Accounting at Yeshiva University's Sy Syms School of Business, where he has been taught since 1988.
Pava's research interests include business ethics, financial accounting, corporate social responsibility, and the interface between religion and business. His work in these areas is frequently cited in both the academic and professional literatures. He has written numerous books and articles on these topics including Leading with Meaning, Business Ethics: A Jewish Perspective, The Search for Meaning in Organizations, and Corporate Social Responsibility and Financial Performance which was named by Choice Magazine as an Outstanding Business Book Selection.
In addition, Pava serves as editor of the annual series–Research in Ethical Issues in Organizations. He also serves on the editorial boards of Business Ethics Quarterly and the Journal of Business Ethics and is a frequent contributor to and reviewer for these journals. He has lectured at Wharton, Yale, Stamford Law School, Hebrew University, NYU, and many other prestigious business schools throughout the world. In addition, he has done a considerable amount of public speaking on various topics of broad social interest, as well.
The Jewish Ethics Workbook: Chapter One Defining Moments
Beloved is man, for he was created in the image of God; still greater was this love in that it was made known to him that he was created in the image of God. (Avot: Chapter 3, Mishnah 14)
Aaron was proud of the fact that he had earned his Commercial Drivers License. He had worked hard all spring to pass his driving test, and the special drivers license allowed him to take a job at a Jewish summer camp for mentally and physically disabled children and adults. He was especially excited because this was his first real job. Among his many responsibilities, Aaron was in charge of transporting disabled campers to and from the camp.
It was a great summer job. It paid well, and Aaron enjoyed a real sense of satisfaction from knowing that he was helping out the campers in a tangible way. Some days were more hectic than others; extra pickups, trips to the hospital and pharmacy, and even a trip to a wheel chair repair shop.
Fridays were always the busiest day of the week. When he finally got back to the camp late on Friday afternoons, Aaron barely had time to shave, shower, and dress before Shabbat started.
One Friday was particularly crazy because the other driver at the camp took the day off. Finally, after trips to the infirmary, the hospital, and the post office, Aaron returned back to camp with about thirty minutes to spare before the evening prayer services were starting. Just as he was about to step into the shower though, Aaron's beeper went off. He was needed immediately
in the kitchen. The camp director's wife, Sheila, who was in charge of the kitchen, asked Aaron if he could do one more quick errand. She needed some rice cakes and wanted Aaron to drive back to town and pick some up in the local supermarket. Aaron protested that he didn't have enough time to drive back and forth to town before Shabbat started. Sheila glared back at Aaron and said that she really didn't care if he was late or not. She needed the rice cakes, and she needed them now!
Aaron went straight to the camp director's office and told him what Sheila had said. The director, of course, sided with his wife, and in a loud and angry voice, and in a tone Aaron had never heard him use before, ordered Aaron to do as he was told or else.
Aaron panicked. He didn't want to upset the camp director any more than he already had, and he certainly didn't want to lose his job over a few rice cakes. After just a moment's hesitation, Aaron ran back to the van and drove into town as fast as he could.
Aaron was late for Shabbat that week. As he tells it, "In the end, in order not to upset my boss, I had to sacrifice my values and Jewish law."
In retrospect, Aaron realized that he had failed big time. As hard as it would have been, it really had been within his power to say no to his boss and his wife. "All is foreseen; yet free choice is granted" (Pirkei Avot: Chapter 3, Mishnah 15). In analyzing his own situation, Aaron now says:
In later weeks, after thinking over what had occurred, I still was unsettled about the situation. Basically, I came to the conclusion that I violated the laws of Shabbat in order to please my boss; but ultimately all I ended up doing was disappointing myself. I failed my personal convictions and religious values. When the going got tough, I gave in and
compromised my beliefs.
What went wrong for Aaron? Why did he violate his own "personal convictions and religious values"? After all, Aaron had attended good Jewish schools all of his life. He identified strongly with his Jewish heritage, and in part, his love of Judaism and his fellow Jews was one of the main reasons that had made this camp job so attractive to him in the first place. Aaron had never broken the laws of Shabbat before. So, why this time?
What makes Aaron's dilemma so important was not that he's a "bad" kid. Just the opposite.
Aaron's a good kid. In fact, he's a lot like the rest of us. He's hard-working, conscientious, funny, smart, concerned about his community and doing the right thing, and he always wants to
please everyone.
I think with a little reflection all of us can come up with situations that we have faced similar to Aaron’s. They may not involve Shabbat, but they do make us question why we acted the way
we did. Why did I cheat on that exam? Why didn't I stop my friends from making fun of a classmate? Why did I drive in a such a reckless and dangerous way? The list could easily be
multiplied, but you get the point.
Mitigating Factors: The Case for the Defense
There are obviously many mitigating factors in Aaron's case. Let's suppose that you are hired as his defense attorney. What might you argue to the court in Aaron’s favor? Remember, do a
good job because the next time it may be you who is on the defense.
Number one: Fridays were always tough for Aaron and this Friday was particularly tough
because his fellow driver didn't show up. Aaron was exhausted and worn out. He couldn't think clearly.
Number two: Aaron's boss, the camp director had told him to do what he was told "or else."
Even without being able to think clearly, Aaron could certainly figure out that "or else" implied that failure to pick up the rice cakes would mean that he would lose his job.
Number three
: Aaron was scared. This was the first time the camp director had ever yelled at him in this way. This was his first real job and a yelling boss can be a traumatic event.
Number four: Aaron had very little time to think about his decision. As he himself says, he
"panicked."
Number five
: Under the circumstances, Aaron did the best he could. He drove into town and back as fast as he could. He didn’t stick around and personally benefit in anyway from his trip into
town.
Number six
: It was really the camp director's and his wife's fault. They were the ones who ordered him to go. If anyone should be on trial here, it’s them and not poor Aaron. He was just
following orders.
To summarize the case for Aaron then: He couldn't think clearly, he didn't want to lose his first job, he was traumatized, and on top of all this, he panicked. Even so, he did the best that he
could do under the extreme circumstances, and, in any event, the camp director and his wife are the one’s who really deserve the blame.
Yes, But...
To all of this, I think an impartial judge might answer as follows: While the defense does contain
4
a kernel of truth, the fact remains that in the end, Aaron's decision to drive into town and break the laws of Shabbat was still his own. Wasn't it?
I don't think that Aaron, or any of us, would want it any other way. After all, it is only through the ability to choose for ourselves that we can express our own values, our own principles, and our own identities. It is through our choices and actions that we bring our most cherished values to life. If we let others choose for us, as Aaron did in this case, it is their values that are becoming concrete and real in the world and not ours. To the extent that we allow the Sheilas of this world to control our behavior, rice cakes really do become more important than Shabbat, if just for a few moments.
If we let Aaron off the hook here, he was merely a victim of his circumstances, aren't we really diminishing him (and ourselves) even further? If Aaron wants to observe the laws of Shabbat, this is a decision that he will have to make over and over again throughout his life. This was his first test and not his last.
Defining Ourselves to Ourselves
One of the most important and unique characteristics of being human is our ability to define ourselves. This is how we create and build meaning in the world. Animals can't do this; plants can't do this; rocks can't do this. Even computers– that have been able to mimic many human abilities like playing chess and writing music – still can't define themselves. In a very real sense, our ability to state who we are through our choices and actions is what makes us human.
A defining moment is an opportunity to reveal, test, and shape one's character. In the case at hand, Aaron considered it a defining moment. He was not happy with what this situation
revealed about his character. He felt strongly that if this was indeed a test, then, on this occasion, he failed miserably.
Aaron, however, is not making the common mistake of wallowing in his past errors. It's so easy to think, "I blew it once, I'll probably blow it again." Rather, Aaron is choosing to use this defining moment as a positive opportunity. He wants to use what he has learned about himself from this experience to shape a better and more meaningful future.
"Beloved is man, for he was created in the image of God; still greater was this love in that it was made known to him that he was created in the image of God" (Avot: Chapter 3, Mishnah 14). What does it mean to be created in the image of God? According to Maimonides, it means that we have an ability choose "rationally." While philosophers continue to debate exactly what rationality is, I think it's fair to say that it at least implies that man is endowed with freedom of choice.
What I find so remarkable about Rabbi Akiva's insight quoted above from the Mishnah is that it may very well be the case that we have this freedom of choice, but we're not consciously aware of it. Aaron had freedom of choice all along, he just didn't know it. It was this dramatic episode that helped Aaron come to realize what the gift of growing up is all about. Aaron says:
I was able to learn and grow from this situation. I saw how much my religion means to me, and that I should trust myself if a similar situation arises in the future. I realized that a job is not more important than religion...I have to prioritize what is most important to me. When I look back over my life, I doubt I am going to think, "It was a good thing I went to get those rice cakes" or "Hey it's ok to violate the laws of Shabbat once." Rather I am going to be able to look back and see what I was able to learn from this situation.
In fact, not long after this incident at the camp occurred, Aaron was faced with a similar dilemma. He was scheduled to have a call-back interview for an entry-level position with a world-renown investment bank. The good news was that a call-back interview at this bank usually meant you were going to get the job. The interview was scheduled for lunch on a Friday during the fall. Aaron was assured by the Human Resources Department that the interview would be over by 2:00 PM. This would give him plenty of time to make it home for Shabbat.
Unfortunately, the person that was supposed to interview Aaron was running over an hour late. As Shabbat was now fast approaching, Aaron grew more and more agitated. This time, however, rather than passively going with the flow as he had done just a few months before, Aaron exercised his ability to choose and demonstrated his true loyalties. "At that point, I politely said to the interviewer that I am a Sabbath observer and I apologize, but I must make the 3:00 PM train in order to arrive home prior to the start of the Sabbath."
There was a lot more at stake this time than just a summer job. This time Aaron's "career was on the line", but he didn't hesitate. "I would like to think that the people at the bank respected me for my beliefs and hopefully will ultimately hire me for my abilities with the understanding that I will work as many hours as necessary, but not on Shabbat."
Truth be told, Aaron's story is not one of heroic leadership. He didn't put his life on the line to save his buddies in war time. He didn't even get the choice right the first time! And, even though it may have seemed to Aaron that his entire career was in jeopardy, if he doesn't get this investment bank job (as of this writing he still doesn't know whether or not he's lost the job or not), another one will surely come along. Rather this story is a routine and everyday one.
But ironically, I think that's precisely what makes it so important and special. A defining moment is not a once in a lifetime opportunity that we either seize or lose. A defining moment is a moment in time that we consciously choose to bracket off from the everyday, to examine, and to infuse with meaning and purpose. It is a moment in which we experience integrity and connection through reasonable choice and mindful action. It is undoubtedly true as Pirkei Avot teaches us that "one mitzvah causes another mitzvah, and one transgression causes another transgression" (Chapter 4, Mishnah 2), but for somebody like Aaron who has made a mistake in the past, thinking that our behavior can never be changed can be a dangerous idea. With careful effort, a negative cycle can be broken.
This is exactly what Aaron is now learning:
I believe that the experience I had as a driver taught me the value of my personal beliefs and convictions. I learned from the dilemma to be more confident in my approach to resolving a situation. This approach I believe includes openness, awareness and proper planning.
These three characteristics, "openness, awareness, and proper planning," are some of the important building blocks that provide the foundation for living an ethical life. No one is born with the kind of openness, awareness, and foresight that Aaron is talking about. One can cultivate and grow these characteristics, though. But it is constant, hard, and painstaking work.
Conclusion
Joseph Badaracco, a business ethics professor at Harvard University, begins his recent book, Leading Quietly, by noting that "Most people, most of the time, are neither saving the world nor exploiting it. They are living their lives, doing their jobs, and trying to take care of the people around them" (p. 3).
Building upon this insight, Badaracco suggests that real ethical leadership is about solving everyday problems. "These situations don't come labeled as strategic or critical, and they aren't reserved for people at the top of organizations. Anyone can face these challenges almost all the time" (p. 5).
Badaracco's book suggests that those individuals that are "leading quietly," in the long run, accomplish more than the bold, forceful, and heroic leaders we learn about in school or read about in history books. Badaracco's quiet leaders are neither courageous nor powerful in the conventional sense. His leaders are more likely to be working behind the scenes than on the center stage. They are careful, patient, and prudent. Most of all, they are effective.
In the end, his pragmatic and plotting leaders get things done and leave the world in a better condition than it was when they started. As Badaracco describes it:
But what do these patient, unglamorous, everyday efforts add up to? The vast majority of difficult, important human problems–both inside and outside organizations–are not solved by a swift, decisive stroke from someone at the top. What usually matters are careful, thoughtful, small practical efforts by people working far from the limelight. In short, quiet leadership is what moves and changes the world (p. 9, emphasis added).
In Badaracco's sense, Aaron is a quiet leader. Even as Aaron is learning what it means to lead his own life, his actions and thousands of others like them, can teach the rest of us what it means to be a religious person in today's world.
I have purposely chosen to begin this book on ethics with a dilemma that seemingly does not involve ethics at all but rather is about religious ritual, the observance of Shabbat. One of the reasons I have done this is to emphasize the fact that the familiar distinction between ethics and religious ritual is not at all black and white as it might first appear. From a Jewish perspective, conversations about ethics are conducted with a religious vocabulary. Ethics emerges first from religion. The very same ability that helps us to stand up to an investment banker and tell him that we need to leave in order to get home for Shabbat may also, in the future, help us to stand up to the very same investment banker and tell him that we can't participate in a sham business transaction either!
The Jewish Ethics Workbook: Chapter Two
I Don't Want to Be a Cheater
If I am not for myself, who will be for me? And, being for myself only, what am I? (Avot: Chapter 3, Mishnah 14)
In the previous chapter, I introduced Aaron. As you recall, in a moment of fear and anxiety, he panicked and violated one of his most deeply-held and cherished principles. And, for what? He drove on Shabbat to buy rice cakes for his camp so his summer-job boss wouldn't get even madder at him than he already was.
Aaron learned something about himself from this sad episode, and he used this defining moment to strengthen his resolve for the future. He was not going to make the same mistake twice, and when faced with an even harder test just a few months later, Aaron took a bold and uncompromising position, walking out on a job interview at a prestigious investment bank in order to make it home in time for Shabbat.
Aaron's initial failure is an example of one of the most difficult problems that all of us face. It has been called by psychologists "the problem of the weak will." It occurs whenever the immediate rewards of choosing a particular action overwhelm us. We act in a short-sighted way in order to obtain instant gratification even though we know that in the long run we will come to regret our action. Think about an overweight person eating a piece of chocolate cake or a gambler cashing his weekly paycheck at a Las Vegas casino and gambling it away.
In the end, Aaron teaches an important lesson about never giving up on ourselves, never surrendering. Whenever I talk about this subject with students, I always think of Rocky Balboa in the fight scene at the end of the first Rocky movie.
Round after bloody round, Rocky gets blasted by his opponent Apollo Creed. But, Rocky simply "won't back down," (to quote the rock singer Tom Petty). He gets punched in the head and knocked down over and over again, but he keeps getting up for more. Rocky doesn't think he can win the fight against his opponent Apollo Creed, but he wants to go the distance with the champion of the world.
Emphasizing this ability to keep getting back up after life knocks us down is an important place to begin a discussion about what it means to be an ethical person. After all, no matter how great we are, nobody is perfect, and eventually we will all need a second chance.
But, we can't stop here. Perhaps, more important than not giving up on ourselves is the question of this chapter: How can we get it right the first time? To answer this, we have to understand a little more about the problem of the weak will.
What is a Weak Will?
Some scientists now believe that humans (and animals) are actually hard-wired to prefer short term gains at the expense of long-term and more permanent rewards. The social scientist, George Ainslie, for example, has noted, "Pigeons will choose a shorter, earlier access to grain over a later, larger one when the shorter one is immediate and not when it's delayed.". This is the same pattern of behavior that we find over and over again in human beings, as well.
I remember a friend of mine from college who used to consistently put off studying for exams and writing his term papers. My favorite excuse of his went like this. "Well, I can watch Monday Night Football tonight because I have so much studying to do--I'm gonna be up all night anyway." While there is a kind of perverse logic here, I think his excuse for not studying perfectly captures the essence of the problem of the weak will.
In Aaron's case, he chose the immediate "reward" of not angering his boss over what he knew to be his true long term interests; keeping Shabbat. In Jewish terms, in this instance, his yetzer hara (evil inclination) overwhelmed his yetzer hatov (good inclination).
Now, if it is true that all of us suffer from this problem (at least on occasion), and if we are aware that we suffer from it (as most of us are), surely there must be something we can do about it. The question really boils down to this: How do we learn to protect ourselves from ourselves?
To Cheat or Not to Cheat? That is the Question
Consider the following scenario. Sarah is a college student attending Yeshiva University. She is a bright, hard-working young woman of high ideals and ambitions. She is a double-major in psychology and philosophy. While this doesn't necessarily mean that she has twice as much work as her peers, it does mean that she has more work than the average Yeshiva University student.
Sarah was in the middle of studying for her midterm exams, and her take-home gemorah test was already a week overdue. According to the instructions of her teacher, students were supposed to complete the exam on their own without books, notes, or other aids of any kind. They were encouraged to study the material before they looked at the exam, but were prohibited to re-check any materials after they had a chance to read the test questions.
This semester had been particularly difficult for Sarah. She was taking several demanding courses and had little or no time to prepare for her gemorah test. She had attended most of the shiurim (classes) and was relatively confident that she would remember enough of the material to at least pass the exam. But, as she tore open the sealed envelope that contained the exam and began to read it, her heart started pumping faster and faster. Maybe her attendance was not as good as she remembered? Whatever the case, there were many questions that looked unfamiliar to her.
According to Sarah:
I wanted to perform well. The thought of bombing the midterm and disappointing my Rebbe [teacher] was worrisome. As such, the temptation to glance at my notes and to "clarify" a few things I could not remember was very real. I couldn't help but think that this situation would be much easier if he forced us to take the test in class. It would get rid of the potential for a problem.
Right off the bat, I knew Sarah was in for some trouble. After all, her stated motivation for performing well was not for its own sake, but she wanted to perform well in order not to disappoint her Rebbe. In the long run, external rewards are almost always less commanding than internal rewards. That's why in one of the very first statements in the Pirkei Avot, we are taught by Antigonos of Sokho to "Be not like the slaves who serve the master for the sake of receiving a reward, but be like the slaves who serve the master not for the sake of receiving a reward" (Chapter 1, Mishnah 3).
While some of the details may differ from situation to situation, Sarah's problem is a common one that everyone who has attended school has faced at one time or another. It might not be a take-home exam or a gemorah test, but all of us want to perform well and have had the opportunity to cheat with little or no chance of ever getting caught. What to do?
In situations like this, isn't it amazing how our own mind begins to play tricks on us. Even in this brief snippet from Sarah's discussion of what happened, you can see how she is beginning to shift the responsibility for her decision from herself to her teacher. If only the teacher had "forced us to take the test in class." Translation: If I cheat, it's not my fault. It's his fault. Sound familiar? I'm sure Aaron would know what Sarah is talking about.
As I stated in the previous chapter, Maimonides believed that our likeness to God lies in our ability to make "rational" decisions and choices. But, you better be careful here. There is a fine line between rationality (think yetzer hatov) and rationalization (think yetzer hara). In shifting the responsibility from herself to her teacher, Sarah has already begun this process.
Here are just some of the other rationalizations she makes. As always in this book, these are real and exact quotes:
1-"The situation was unique in that my review notes sat underneath my take home test."
2-"It [the test] was required to be handed in tomorrow."
3-"The timing of the test could not have been worse. I was in the middle of a difficult midterm season."
4-"I found myself overwhelmed by the amount of studying and time necessary to prepare for each test."
5-"If teachers know that students value their grade then they are almost inviting them to cheat on the [take home] exam."
6-"A take home test leaves a lot of room for moral ambiguity."
7-"Is it a problem to do the test in shifts, looking at the notes in between? Or is it a problem asking people questions in between parts or about the test? These [questions] are all in the 'gray area.'"
How to Recognize a Rationalization When You See One
How do you distinguish rational decision making from rationalization? Let's examine the above list. I think that the closer you examine each of these seven items, the sillier they look. A good way to proceed and hopefully avoid the pitfalls of rationalization in a situation like this is to ask yourself, how would these reasons look to me if I were on the other side. Let's pretend we're the gemorah teacher here and examine how he might respond to each of the above items one by one.
1'-"Sarah–Take the test in the library. That way your notes won't be so easily available."
2'-"It is due tomorrow, but you've already had the test for more than a week."
3'-"When should I give you the midterm? The first day of class?"
4'-"Welcome to the real world Sarah."
5'-"Let me be as direct as I possibly can, I'm not "inviting you to cheat!" In fact, I'm trying to treat you like the adult you want to be."
6'-"'Moral ambiguity?' Could my directions have been any clearer?"
7'-"Sarah–If you think these questions are in the 'grey area' just ask your ten year old sister what she thinks you should do."
Here's a good rule of thumb. If it looks like a rationalization and smells like a rationalization then it is a rationalization. Here's another one. If you think you can't be lured by the siren song of rationalization, you're already rationalizing.
Overcoming the Temptations of a Weak Will
Maybe I'm being a little tough on Sarah, but fortunately for her, she was even tougher on herself. In fact, as she began to spell out her rationalizations she was able to catch herself before she acted on them. In the end, Sarah did not cheat.
This is how she describes her thinking about how she overcame her own temptations. I quote her at length because she clarifies better than I can:
First, it is a clear violation of g'nevat da'at. You are giving off an impression to the professor that is not valid. If your retention of the material or work invested into the class warrants a lower grade, then falsely representing yourself to get a higher grade is a clear violation. Second, it's dishonest. You're not being honest with yourself or your professor. So even if the teacher does not get "fooled" by your work and identify it as forgery, you're still being dishonest. Third, cheating will shape your personality.
The actions you perform shape who you are or become. If you are a person who cheats, then this is how you will start acting [in the future]. First it will be glancing at notes for a take home test, then crib sheets on in-class tests, then midterms, papers etc. But this will not end with school. People that allow themselves to cheat to get ahead will cheat in every aspect of life; in business, in personal matters, etc. It is easy to see that cheating also has an effect on who you are as a person and who you shape yourself to become.
I do not want to be a "cheater" or someone who allows personal gains at the expense of my moral fiber. I was afraid that any act of cheating could snowball into many more and more grievous acts. So it was these thoughts that ran through my head at that very moment that kept me on the straight and narrow and withheld my temptation to cheat (emphasis added).
These powerful and moving words indicate that Sarah has achieved a significant milestone in her moral development. Instead of mere rationalizations, Sarah now gives three important reasons why it is wrong to look at her notes.
First she identifies a specific halachik rule against this kind of deception. Second, she invokes a broad moral concept of always being honest, correctly noting that even if she could fool her teacher, her actions would still be wrong! Finally, Sarah makes the important observation that in the very act of cheating, she becomes a cheater. While this last point sounds like a tautology (it's true because...well... it's true) it actually represents a new way of thinking about ethics and is an important defense against succumbing to the weak will problem. What Sarah has discovered is that ethics is about specific rules of behavior (thou shalt, thou shalt not), but ethics is also about identity (who am I? who am I becoming? who do I want to be?).
One of the reasons why this is such a powerful tool in fighting the yetzer hara is that it helps her realize what is really at stake in an ethical dilemma like cheating. Now, when Sarah weighs the costs and benefits of her decision, it's not just comparing the immediate gains from cheating against the pangs of guilt that will surely result from a one time slip up. Rather Sarah now realizes that her real choice is between the gains from cheating versus the fear of permanent damage to her character. Though the perceived gains from cheating don't really change, the cost of engaging in this behavior rises dramatically.
As Sarah puts it starkly, "I don't want to be a cheater." The idea that ethics is about both rules and identity has an ancient lineage. To me, Sarah's thought process is really just a specific application of Hillel's famous dictum, "If I am not for myself, who will be for me? And, being for myself only, what am I?"
None of this is meant to downplay the importance of ethical rules. In most situations rules alone provide sufficient guidelines and sufficient motivating power. Sometimes, though, it is necessary to call in additional artillery. Thinking of ethics in terms of identity is meant to support ethical rules, just as ethical rules are what help to create an ethical person.
Notice also how in the end, Sarah's motivation switches from an external source–her teacher's approval--to an internal source–What kind of a persona am I? Since Sarah will soon be graduating and she will no longer have the support and help of her teachers, this is a better and safer way to go. Ben Azzai knew this almost two thousand years ago when he taught that the reward of a mitzvah is the mitzvah (Pirkei Avot: Chapter 4, Mishnah 2).
Conclusion
Let's step back for a moment. What can we learn from Sarah's story?
Aaron said in the last chapter "when the going got tough, I gave in and compromised my beliefs." His story taught us that a lack of awareness of our own special human ability to choose can have extremely bad repercussions. Fortunately, Aaron learned this lesson quickly and didn't make the same mistake again and so he also taught us to hang in there.
In this chapter, Sarah shows us that it's possible to get things right the first time.
In the end I did score a respectable grade, but well under my usual performance. However, I am proud of this test. Although I am not happy with the amount of time I was able to prepare this test, this was a moral victory. I was able to stick to my morals and repulse the temptation to cheat. Thank God I can proudly sit here today and proclaim that I am not a person who cheats, and this holds true for the past, present, and future.
Sarah's approach to her dilemma introduces a new way of thinking about ethical problems. She knows that cheating means...well... that you're a cheater. And, no one wants to believe that they're really a cheater. Right?
The Jewish Ethics Workbook: Chapter Three
Ethical Artistry
"What is mine is mine and what is yours is yours" – this is the average type; but some say this is a characteristic of Sodom.
(Avot: Chapter 5, Mishnah 10)
Sarah knows that ethics is not just about following a set of rules or a pre-written recipe. In many ways, ethics is more like art than science. This chapter extends this idea of "ethical artistry" in a number of concrete ways.
So far in this book I have been putting some of my students under the microscope, and I will continue to do so in this and other chapters because of the important lessons that they can teach us about how to live an ethical life. In this chapter, though I put myself under the microscope, as well. After all, what's good for the goose is good for the gander. If we fail to examine our own behavior, habits, thought patterns, and motives and continue to treat ethics as an "objective science" like physics or biology, then we will undoubtedly miss some of the most important opportunities for growth and learning.
The Student as Teacher
Yosef, an accounting student of mine, is a short, well-mannered, almost boyish-looking young man, who stands out because of his bright eyes, long payos (earlocks), and large, black-felt yarmulke, identifying him as a hasidic Jew.
On a Monday evening, not so long ago, I reminded my class that on Wednesday of that week I would be giving them the midterm exam. Immediately, a number of students complained loudly that it wasn't fair to give them an exam on Wednesday because they would be observing a communal fast day, memorializing Israeli victims of the Palestinian suicide bombers.
The students explained that the full-day fast (no food or drinks) would be over at about 6:30, around the same time the test was scheduled to begin. The students complained that they would be tired and hungry and would not be able to perform as they normally would when they are not fasting. I was surprised by the students' request. While I had heard about the fast day, I didn't think it was necessary to reschedule the exam. Of course, I wasn't taking it, I was only proctoring.
While I was sympathetic to the students' request, I thought we should stay on schedule. I wanted to protect the academic integrity of the course. I also imagined that some of the students were using the fast day as an excuse to get more time to study. As the students' demand became more shrill and less respectful, I exercised my authority, cut off the debate, and began our review session. After class, I did feel a twinge of guilt when some of my colleagues told me that they had postponed their exams to respect their students' desire to fast. This feeling was just a small nuisance and disappeared as soon as I got in my car to drive home.
On Wednesday, as students arrived early to take the midterm, Yosef came in with his usual smile. He was carrying a case of juice and several boxes of cookies to share with the class. He put the food and drinks on my desk and asked me if it would be okay to announce to the class that they could take whatever food and drinks they wanted.
His creativity and generosity immediately broke the tense silence that usually accompanies exam day. Yosef was the only one of us who was able to look at this situation from everyone's point of view. He didn't participate in Monday's whining, but he heard his classmates' concerns. At the same time, Yosef demonstrated a respect for the educational process. If ethical artistry is about deepening our ability to communicate, Yosef's actions certainly qualify. He taught me that a little imagination, concern, and active listening can serve in very practical ways.
I had been wrong. This was not a case of the students versus the professor. This was an opportunity to build bridges, only I hadn't been able to see it that way initially. As it turned out, those students who wanted to fast were able to do so. We were able to stick to the lesson plan, and through Yosef's simple example, the classroom became a a loving and caring community, if just for an hour or so. All the while, Yosef, with his quiet leadership, hardly needed to speak more than a few casually chosen words. Yosef's example is special but not unique.
In thinking back about this incident I draw four important lessons. Let's look at these from the simplest to the more profound.
1-Derek Eretz is a two-way street.
I wanted my students to respect me, but I made it much more difficult for them to show me respect by not trusting them in the first place. I still think that a few of the louder students did want to take advantage of the situation (or am I still rationalizing?), but I now realize that the silent majority was truly concerned about balancing their regard for the wider Jewish community with genuine concern for their school work.
Trust is a fragile asset. It has been compared to crystal. It's expensive to make, it's very valuable, and it is easily broken (see Badaracco's Leading Quietly).
Did I have good reasons to trust my class? I had already spent seven weeks together with them; lecturing, collecting homework, and reviewing numerous accounting problems. In retrospect, I must admit, though, that I had never really gotten to know my students in this class very well. And so, to be perfectly honest, when a few loud students began to demand that I postpone the exam, I automatically overgeneralized and assumed that the whole class was in on something. If I didn't trust them this was because I never really gave the class an opportunity to earn my trust. Trust is not the product of a magical spell, but results from expertise, open communication, and
honesty in the context of a caring environment.
This does not mean that a teacher should blur the professional relationship between teacher and student that must always exist in and out of the classroom. The teacher's role is not to naively befriend students or to joke around with them. Rather, a teacher is a leader responsible for designing an appropriate environment conducive for the educational growth of his or her students. Part of the teacher's job then is to encourage mutual trust.
2-Ethics is about knowing when to act and when to refrain from acting.
In both Aaron's and Sarah's examples, the dilemmas were essentially about not doing something that they both really knew they shouldn't be doing in the first place. In Aaron's case, he knew he shouldn't have driven to town so close to Shabbat when there would be no realistic way for him to return before it was too late. In Sarah's case, her intuition told her almost from the get go that she shouldn't cheat on a gemorah test.
Yosef's situation is different. He could have purposely ignored the entire classroom conversation about postponing the test (as many of his colleagues did), and noone would have thought worse of him. After all, "'What is mine is mine and what is yours is yours' – this is the average type..."
Yosef has learned, though, that ethics is active. To Yosef, the attitude of "What is mine is mine and what is yours is yours" (at least in some circumstances) is "a characteristic of Sodom." You can't always sit back and protect your own turf. In the real world, the responsibility of living a fully ethical life demands that we act in a positive and proactive way–we need to make things happen, and that's exactly what Yosef did. By bringing in food and drinks that he bought with his own money Yosef showed a mature sensitivity to everyone's needs.
3-You can't just ask who am I? You've got to ask who are we.
In the previous chapter, Sarah avoided the temptation to cheat by realizing that if she did cheat, she would be changing her character--the kind of person she was--if just in a small way.
Yosef is also concerned about his character–the kind of person he is. But, Yosef is also operating on another level entirely. He is not only concerned with his own well-being, he is worried about the well-being of the entire class. Yosef doesn't ignore the situation as most of us did, and he doesn't try to find a solution that will work for him only. Yosef works on a bigger stage. In a very real sense, Yosef is emerging as an ethical leader.
Yosef knows that "He who says, 'What is mine is yours, and what is yours is yours is a hasid (a pious person).'" So, in the end, it's not what you wear or a hair style that makes you a hasid, but who you are on the inside and how you live your life that really matters.
4-Ethics requires moral imagination.
I was not completely wrong in thinking that this situation was a kind of confrontation between me and some of my students, but I was wrong in thinking that this was the best way to think about what was happening. Yosef saw this episode as an opportunity to build bridges. Why didn't I see it that way? Simply put, in this instance, I suffered from a lack of moral imagination.
What is moral imagination? Formally, it has been defined as the ability "to step back from one's situation and view it from another point of view. In taking such a perspective a person tries to disengage herself from the exigencies of the situation to look at the world or herself from a more dispassionate point of view or from the point of view of another dispassionate reasonable person" (Patricia Werhane).
I prefer a much simpler definition, though. Moral imagination is what allows us to continue being ourselves only better! Isn't this exactly what Yosef's gift allowed me and my students to do. By bringing in the juice and cookies, Yosef showed us that we can balance a love for the Jewish community with real respect for school work.
To some, it may seem funny to link ethics and imagination. In talking about imagination in this context it might sound like what I'm really saying is that when it comes to ethics, you can make it up as you go along. Nothing could be further from the truth.
Think about some of the great moral heroes of the past century like Gandhi, Rosa Parks, Martin Luther King Jr., Rabbi Abraham Isaac Kook, Rabbi Joseph Soloveitchick, and Theodore Herzl. These individuals were not moral relativists who did what ever felt good at the moment. Rather these were people deeply attuned to the legitimate needs of their respective communities, at the same time they embodied the ethical teachings of their history and traditions. They had the energy and creativity to bring about lasting and positive change not only for themselves and for their own communities, but they now all serve as role models for the whole world to emulate.
To summarize so far, if the discussion in this chapter has left you with the feeling that when it comes to ethics there's no set formula, that's the whole point! Ethics is more art than science.
Shimon ben Shetach as a Moral Artist
Good stories are like ocean-going vessels carrying us away to the far corners of the earth and returning us home from distant continents, filled-with hard-earned and precious cargo.
The stories that pass from brother to sister, and from father to child, contain the ethical values of a people and culture, living values polished by time and experience.
Arguably one of the most often cited and important ethical sources from a Jewish perspective is the following story about Shimon ben Shetach, a rabbinic sage and leader who lived, worked, and taught in the land of Israel in the first century b.c.e.
Shimon ben Shetach was occupied with preparing flax. His students said to him, "Rabbi, stop. We will buy you a donkey, and you won't have to work so hard anymore."
They went and bought a donkey from an Arab, and a pearl was found on it. The students returned to their teacher and said, "From now on you don't have to work at all any more."
"Why?" he asked. The students said, "We bought you a donkey from an Arab, and a pearl was found on it." Shimon ben Shetach said to them, "Does the owner know about the pearl?" They answered, "No." He said to them, "Go and give the pearl back to him."
"But," they argued, "did not Rabbi Huna, in the name of Rab, say all the world agrees that if you find something which belongs to a heathen, you may keep it?"
Their teacher said, "Do you think that Shimon ben Shetach is a barbarian? He would prefer to hear the Arab say, 'Blessed be the God of the Jews,' than possess all the riches of the world. It is written, 'You shall not oppress your neighbor.' Now your neighbor is as your brother, and your brother is as your neighbor. Hence you learn that to rob a Gentile is robbery." (Bava Mezia, ii, 5, 8c, Jerusalem Talmud)
While this story really speaks for itself, I think it is interesting to point out that all of the lessons I learned from Yosef's actions are already contained in this story. In fact, this was a story that Yosef himself told me he was quite familiar with.
Notice how Shimon ben Shetach's decision to return the pearl to the original owner demonstrates a kind of derek eretz or trust toward the Arab merchant. Shimon ben Shetach understands that if he returns the pearl to its rightful owner, the Arab will recognize how unusual Shimon ben Shetach's behavior is and will come to praise God. Well, maybe and maybe not. The point is that Shimon ben Shetach in trusting the heathen is opening himself up and taking a kind of risk here. The payoff from Shimon ben Shetach's point of view is high, but there's no guarantee here, either.
Shimon ben Shetach's students are correct that from a strictly legal perspective, "all the world agrees" he can keep the pearl. But Shimon ben Shetach knows that when it comes to ethics, there are times when one has to take an active stance. In Jewish thought this is known as lifnim mishurat hadin or going beyond the letter of the law.
In addition, the story shows that Shimon ben Shetach is well aware of the fact that you can't just ask who am I? You've got to ask who are we? By returning the pearl to the heathen Shimon ben Shetach is really saying that even a heathen–if he comes to recognize God--might someday become part of the "we"! And, on the downside, if he doesn't return the pearl to the Arab, it just might be the case that Shimon ben Shetach would become the real heathen in this story.
Finally, if you still don't quite understand what I mean by the phrase moral imagination, I think this story provides one of the best examples. It's a kind of model of what moral imagination, at its best, is. Think how tempting it must have been for Shimon ben Shetach to accept the pearl from his students. With his newly obtained riches, he could have retired from the flax business and devoted himself full time to the study of Torah. So, why didn't he?
Good question. Shimon ben Shetach could easily have defined this situation as a zero-sum game "Either I get the pearl or the Arab gets the pearl." His creativity lies in the fact that he saw beyond this simple formulation and recognized that this was a positive opportunity for him to demonstrate his unselfish love for his fellow beings. In doing so, he helped to make the world a better place to live for all of us.
Conclusion
What I take away from all of this can be stated quite simply. At one level ethics is about who gets what. Given the rules of the game, ethics tells us how to distribute rewards fairly. At a deeper level though, for those imaginative enough to see it, ethics is about changing the very rules of how the game is played in a positive and more inclusive way. Yosef and Shimon ben Shetach are just two examples of what it means to be an ethical artist.
The Jewish Ethics Workbook: Chapter Four
Ethical Genius
Who is mighty? He who subdues his passions.
(Avot: Chapter 4, Mishnah 1)
There are two theories about leadership. On the one hand, there is the view that in every generation there are a few special men and women–great heroes-- who set the agenda and call the shots for the rest of us. These men and women are larger than life. They think big and they act big because they are big!
On the other hand, there is the view that no one can rise above history like this. Even the greatest heroes, when examined carefully, are carried along by the currents of time. This theory says that real leadership is quieter, more prosaic, and more common. Let's call the first view, the "heroic model of leadership" and the second view, "quiet leadership."
Heroic Leaders
These men and women are exceedingly smart, full of energy, cunning as foxes, and almost always physically strong and alert. These are the men and women that we read about in history text books. In the United States, George Washington, Thomas Jefferson, Abraham Lincoln, and Ben Franklin come easily to mind.
Just consider Ben Franklin for a moment. He was a prolific writer, a politician, a diplomat, and one of the founding fathers of the United States of America. Here are a few of his inventions: bifocals, Franklin stove, catheter, lightning rod, odometer, and daylight savings time. He founded the first fire department, the first fire insurance company, and he is given credit with penning the first political cartoon. And, this is only a partial list of his accomplishments!
In Jewish history, there is Abraham, Sarah, Moses, Isaiah, Devorah, Hillel, Rabbi Akiva, Maimonides, and Ben Gurion just to name some of the all time greats. There is no need to recount their outsized accomplishments here since you have probably been learning about them from the time that you first learned to talk.
These men and women from both Jewish and non-Jewish history are the "statistical outliers." They make up history's hall of fame. They don't just respond to circumstances, they are the forces that cause these circumstances. Each leader was outstanding in his or her own way. Ben Franklin's gift resided in his ability to invent. Abraham was the founder of monotheism. Maimonides was an unmatched legal scholar and philosopher (not to mention a world-class physician). Ben Gurion was a politician with few peers.
While all of these heroes were special in their own way, I want to suggest that the one thing that each of these great men and women shared was "ethical genius." By this, I simply mean that--in their area of expertise--each of these great heroes was able to subdue or channel his or her passions. "Who is mighty? He who subdues his passions."
This doesn't mean that these individuals destroyed or uprooted their passions and emotions. These heroes are not Spock-like creatures devoid of feeling. Rather, in subduing their passions they learned how to direct them in a positive way. Their passions become the fuel that provides the energy to create.
Think of the famous story of Abraham destroying his father's precious idols. No one would deny Abraham's flaming passion–who among us would have the guts to destroy his father's idols? But, in time, Abraham was able to channel this overflowing energy and youthful enthusiasm toward the noble goal of spreading monotheism.
Perhaps Nimrod, Abraham's arch-enemy, was just as strong or even stronger than Abraham. The difference though is that history and tradition remember Abraham as someone who learned to master his own power and direct his actions toward a positive goal. Nimrod, however, is best remembered for being a "mighty hunter" and the mastermind behind the building of the infamous tower of Babel. It's stories like these that the author of our Mishna, Ben Zoma, had in mind, when he wrote his famous statement quoted above.
This is not to say that these men and women never failed, after all, they were all humans. But in their special domain of greatness, be it invention, philosophy, or politics, these people harnessed their great power and passion in the service of pinpoint accuracy.
Quiet Leaders
Quiet leaders show up to work everyday. They take pride in their efforts and are modest about their accomplishments. They know what the right thing to do is and they usually do it. Quiet leaders don't try to alter history in a dramatic way. They are not planning a military conquest of any continents in the near future.
Quiet leaders enjoy the company of good friends and the warmth and care of members of their family. When faced with a difficult situation, quiet leaders rise to the occasion. In the previous chapter, Yosef didn't climb any mountains, he didn't discover electricity, and he didn't rule over any countries, and yet he is a quintessential quiet leader.
So far, in this book, I have examined almost exclusively people more like my former student Yosef than the biblical prophetess Devorah. This is by conscious choice because it is my strong belief that, in the long run, we need more down-to-earth role models and fewer super heroes. If the only leaders we ever talk about are the great heroes, it's too easy to get discouraged. "I'm never going to be like Rabbi Akiva, so why even bother?"
And, yet this approach has its limitations, too. If we set the bar too low, we begin to lower our expectations and, eventually our behavior, as well. "You can't expect me to do that, after all, no one thinks I'm George Washington."
The great heroes are necessary, after all. If we think of them as real human beings and not mythical giants, and if we approach them with a heavy dose of realism and caution, these ethical geniuses are the only ones that can teach us about what is best and most noble in being human. They teach us about our true potential.
By definition, the great heroes are statistical outliers and this implies that very few of us will ever rise to such great heights. It doesn't mean, though, that we shouldn't try. It may very well be the case that in time, the statistical outliers of one generation become the norm in the next.
Natan Sharansky: Great Hero and Quiet Leader
In March 1977, the Soviet Union's secret police force--the KGB--arrested Natan Sharansky under the false charges of treason and espionage, capital crimes under Soviet law. His continuing story has been one of the great inspirations for me to write this book on ethics.
Sharansky had applied to government authorities for an exit visa years earlier. His dream and unshakable ambition was to make aliyah. Unfortunately, his request was denied for "security reasons." But, in a bittersweet twist of history, in 1974, his wife Avital was able to emigrate to Israel, leaving Sharansky behind just one day after their marriage.
Natan Sharansky was a computer scientist by profession (he graduated from the prestigious Physical Technical Institute in Moscow) and a brilliant chess master by avocation. But, during the mid 1970s, before his arrest, he became better known as a spokesperson for Soviet dissidents and human rights activists. In 1976, he helped to establish the Helsinki Monitoring Group, a movement headed by Andrei Sakharov.
In time, his heroism and altruism thrust him onto the world stage. He became an inspirational role-model for those fighting for the freedom of Soviet citizens, Jews and non-Jews alike. As punishment for his unselfish and uncompromising activities, he was eventually "found guilty" and spent nine years as a political prisoner of the immoral, crumbling, and decrepit Soviet Empire. His only real "crime" was his desire to live a fully Jewish life in the state of Israel with his wife Avital and being in the wrong place at the wrong time.
Today, with the Soviet Union gone, it difficult to imagine what it was like being a prisoner of conscience, suffering under one of the most brutal and evil regimes in history. The KGB's goal from the time they arrested Sharansky was to humiliate and break him, to make him admit that his political activities were wrong-headed and subversive to the Soviet Union.
Despite the fact that it seemed to everyone at the time that the Soviet Union was made out of the hardest rock and would last forever, in his heart of hearts, Natan Sharansky always knew that the
KGB could never humiliate him unless he let them. In his book, aptly titled, Fear No Evil (now translated into nine languages), he writes "Only I can humiliate me."
"Who is mighty? He who subdues his passions." But, how does it work in real life? Natan Sharansky helps us to understand.
Following his arrest, the KGB met with Sharansky in prison and warned him about his dire circumstances. Unless he recanted from his pro-Zionist position, they told him, he would face capital punishment. His captors lied to him over and over and said that they had sufficient evidence to convict him and kill him. Sharansky was scared, but he did not panic.
Thinking about his own situation, almost as if he were playing a game of chess, Sharansky reasoned as follows:
I came to the obvious conclusion that I hadn't been psychologically prepared for a charge of treason–and especially the horrifying possibility of rasstrel [capital punishment]. My only hope was to quickly become accustomed to that idea, to steel myself against it. Just as the skin on my feet used to toughen up every summer during my childhood, when I walked around barefoot, I now had to toughen up my ears and my heart until the sound and the prospect of rasstrel meant nothing to me. (p. 40)
The path of least resistance for Sharansky would have been to tell the Soviet authorities that he had been wrong, and that he now understood the error of his ways. Others before him had been weaker. Recanting like this would have almost guaranteed him a reduced sentence and might have allowed him to make aliya and to be reunited with his wife Avital. In Israel, he could have repudiated his statements to the KGB and set the record straight.
Natan Sharansky's overarching dream was to resume his marriage to Avital in Israel as soon as possible, but not on these terms!
Sharansky would not give in to the Soviets for three distinct reasons. First, he felt that if he confessed, he would be hurting his good friends who were still on the outside and still working hard for the cause of freedom in the Soviet Union. Simply put, he could not betray his friends. Second, any collaboration with the KGB, even a feigned collaboration, would undercut his strong moral position. Sharansky knew that the reason that the world was concerned about a few Soviet refuseniks and political prisoners was because of the "moral righteousness" of their struggle against evil. To compromise with the KGB would diminish the power of their cause. Finally, if he cooperated with the KGB, it would be understood as a major victory for them and would only encourage the political elite to arrest more dissidents. Sharansky drew his line in the sand and he would never cross it. Never.
There was no way on earth, I could ever return to my former life as an assimilated Soviet Jew, a loyal citizen who said one thing but thought another as he tried to act just like everyone else. That was all behind me now. For the past four years I had been a free man, and it was unthinkable that I would ever give up the marvelous sensation of freedom that came over me after I returned to my roots. For now I had purpose, I had perspective, I had peace of mind. And although we were separated by time and space, I had Avital. (p. 42)
Sharansky knew that he had committed no punishable crimes. Publicizing human rights violations in the Soviet Union did not violate Soviet law. Throughout his career as a dissident, his actions never compromised the sovereign independence of the Soviet Union nor did it diminish its military power.
Even while he was locked away in the Soviet Gulag, isolated from his family and friends–often in solitary confinement with meager food rations and cold winter winds chilling him to the point that he could not even escape into sleep–Natan Sharansky believed that he was a free man. He would never give up the marvelous sensation of freedom. In finding his roots, in discovering what it meant to him to be Jewish, he had discovered his real identity for the very first time in his life. He was not about to barter this away for anything.
One of the psychological tools that Sharansky used to ease his burden while in confinement was song. Not that Sharansky was a very good singer. In fact, he jokes that he was no good at all. But, now in solitary confinement with no one to hear him or criticize him, he sang the words of Rabbi Nachman of Bratslav, "The entire world is a narrow bridge, and the important thing is not to be afraid at all" to a haunting melody a visiting American rabbi had taught him just before his incarceration.
Natan Sharansky did not just sing these words in a rote fashion as we who are more comfortable than him often do. He lived and breathed Rabbi Nachman's words:
This mystical feeling of the interconnection of human souls was forged in the gloomy prison-camp world when our zeks' [prisoners'] solidarity was the one weapon we had to oppose the world of evil, and when the defeat of any of us had an immediate and painful effect on the others. It was tempered in the punishment cells, where the supportive voices of my friends reached me only if I summoned them through a mental effort and only if our hearts were tuned to the same frequency. This feeling of our great unity and solidarity that knew neither temporal nor spatial limits crystallized during my hunger strike when the voices from their world, the voices of the doctor healed me only in order to pour in another portion of the mixture or to remind me it was still not to late to join them (p. 361)
Sharansky did not just survive the Soviet system of total repression and thought control, he thrived. As his body weakened due to unhealthy living conditions and frequent hunger strikes, his spirit strengthened.
In the end, due to the intense political pressure orchestrated by his seemingly shy and unassuming wife Avital, the Soviets let Sharansky go.
Today, Sharansky is living in Jerusalem surrounded by a loving family–Avital and his two daughters Rachel and Hanna--and is a prominent and influential member of the Israeli government.
To me one of the most amazing things about Sharansky has been his ability to evolve--in response to his dramatically changing circumstances--into a quiet leader. In one of his most thought-provoking comments in his book, Sharansky notes that upon his arrival in Israel he, "soon learned that defending one's freedom in the ocean of love can be no less challenging than defending it in the sea of hatred" (p. 419). To those who believe that quiet leadership is too easy, this statement, authored by one of the great ethical geniuses of our time, is an important reminder of just how hard the give-and-take of everyday leadership can be.
In the Soviet Union, life was harsh, but the moral and political issues were black and white. In Israel, daily life is much less harsh, but the moral and political dilemmas are grayer and less obvious. Since his release from prison, Sharansky has become a more prosaic and everyday leader, but no less of a role model for the Jewish people. In many ways, his being less of a superman, makes him even more valuable to the rest of us as a guide to everyday ethics.
In 1994, Sharansky co-founded Peace Watch, a group dedicated to monitoring compliance with agreements signed by Israel and the PLO. In addition, Sharansky has become increasingly active in Israeli politics. He founded a new political party Yisrael Baaliya, which translates to both "Israel on the Rise" and "Israel for Immigration." In 1996, Sharansky was elected to the Israeli Knesset, and in 1999 he was appointed to the post of Minister of Interior. Today, he is one of the most articulate spokesman against world-wide anti-Semitism.
Conclusion
In learning about ethics and how to live a moral life, role models are essential. We need the examples of quiet leaders like my students Yosef and Sarah. We also need the other kind of leaders–the larger than life heroes. They show us just how big the human spirit, at its very best, can be. Natan Sharansky's staunch stoicism and unblinking courage in the face of a totalitarian regime bent on destroying him certainly qualify him as a heroic leader for our time. His work in Israel, although quieter and less publicized, make him a more approachable figure, but no less important. In channeling his energy and "subduing his passions" for the good of the Jewish people and for the world at large, Natan Sharansky continues to teach us what true freedom is all about.
The Jewish Ethics Workbook: Chapter Five
An Etrog, A Car, and Some Beer
The more flesh, the more worms.
(Avot: Chapter 2, Mishnah 8)
Each of the ethical leaders and would-be leaders introduced in the earlier chapters of this book struggled with the question of identity, asking themselves "who am I?" or "who are we?"
Aaron was surprised and frightened by his boss's request to drive into town so close to Shabbat and momentarily forgot who he really was. Sarah realized, just in time, that she did not want to risk becoming a cheater and so, in the end, she decided not to look at her notes even though this would have improved her score on the take-home gemorah exam. Yosef seized an opportunity to express his own identity. Through his modest gift of cookies and juice, he taught his classmates and his teacher what a caring community looks like. Natan Sharansky wanted more than anything to be reunited with his wife Avital who was already living in Israel. But, he recognized that compromising with the KGB would mean compromising his integrity and this was too high a price for him to pay.
Finding our own voice, discovering our own identity, presupposes as an ability to choose wisely. But no one is born with this ability; despite the famous song, no one is "born free." You don't inherit freedom the way you inherit eye color. The experience of freedom develops slowly over time.
The ability to choose is like the ability to read or to write. To begin with, you have to have some basic natural abilities and talents (nothing beyond the ordinary), but you also need to be in the right place at the right time. You need to be exposed to good teachers and role models. And, just as there is no upper limit on how well you master these skills, so too there is no upper limit on learning how to choose wisely. As the philosopher Daniel Dennett has recently put it, "freedom evolves."
Freedom's journey begins by becoming more self-aware. It begins when you start to ask yourself, "Well, why did I do that?" To answer this question, though, we need to understand something about human motives. Or, to put all of this in much simpler terms, in order to learn how to manage ourselves better, we need to know what makes us tick.
The Great Variety of Human Motives or Why Bother at All?
Ethics is about improving our behavior and ourselves. In order to accomplish this task, it is important to explore the rich tapestry of human motivation and to begin to ask about the
differences between legitimate human needs and illegitimate desires. How do we tell the difference?
This book can't possibly cover all human motives; the list is as long and as varied as we are. Psychologists, for example, have identified all of the following motives and more: thirst, hunger, sex, safety, money, a need to belong, a need to love and to be loved, reputation, self-esteem, selfefficacy, power, the needs to express gratitude and reverence, religion, spirituality, curiosity, a desire to learn and grow, self-actualization, a desire to avoid boredom, the search for meaning and purpose in life, a longing to create, and, last but definitely not least, a desire to make a lasting contribution to the world.
Instead of presenting a formal theory of human motivation here, this chapter will examine the following three vignettes to see what we can learn about this topic and how we can use this knowledge to improve ethics.
Vignette 1– Reuven and The True Value of An Etrog
Reuven needed some extra money. So it was only natural that when his older brother's friend (who was learning in Kollel) asked him if he wanted to manage his etrog business for him, he jumped at the opportunity.
Since the owner of the business couldn't be around to oversee how hard Reuven was working, he decided to pay him a percentage of the total profits. This way, the more etrogs Reuven sold the more money they would both make!
When Reuven picked up the etrogs, there were three boxes. One contained etrogs of average quality. These were priced at $50. The second box contained better quality etrogs and were priced at $75. The etrogs in the third box were considered premium and sold for $100. All of the etrogs were kosher, but to a trained eye there were important differences in appearance and quality among them.
Business was brisk and Reuven had no complaints. One day one of his customers was trying to decide which of the three kinds of etrogs to buy, and Reuven was pointing out why one was more expensive than the other. The customer decided to buy the premium etrog for a $100 and carelessly put the other two etrogs down on the table with the premium ones. As Reuven was writing up the customer's order, a second customer came in and picked out the $50 etrog that had been placed on the wrong table.
Reuven had a dilemma. The customer was willing to pay $100 for an average quality etrog. Should he accept the higher price and not say anything or should he disclose the truth to the customer? Without thinking about it too much, Reuven took the money and kept silent.
Vignette 2–Shimon and The Collision on the FDR Drive
It was well passed midnight and Shimon was driving home alone after a night out with his friends. The movie had been funny and enjoyable, and the pizza was great as always. It was nice, Shimon thought to himself, not having to worry about school work and his part-time job for a few hours.
As his car made its way north up the FDR drive through a quiet mist, Shimon was relieved that there was almost no traffic tonight. As he was fidgeting with his car radio buttons, though, he suddenly noticed a man darting across the highway. He had come out of nowhere!
Shimon was an alert driver and managed to slow down and swerve away from the man, but his reactions were not quick enough. He hit him. Not with the front of his car and not at a high speed, but hard enough to knock the man down.
Shimon stopped the car but was afraid to get out. He was there long enough to see the man moving but not long enough to see if he could walk. Shimon put his car back in drive and clutching tightly to his steering wheel with both hands, he drove away.
Vignette 3–Levi and Drinking Beer in Fair Haven
Fair Haven is a typical suburban community with nice houses and well-manicured lawns. A few years ago, the Fair Haven Jewish Center, the community's largest synagogue, hosted more than a hundreds high school kids. The students came from three states in the region to celebrate Simchat Torah together.
On the afternoon of Simchat Torah, a large group of kids from the event gathered together at one of the homes. Unfortunately, the celebration got out of hand, and one of the boys who was staying at the house overdosed on a combination of beer and drugs and passed out. Just as the ambulance was leaving to rush the boy to the hospital, police arrived and arrested a group of teenagers.
The next Shabbat, the Rabbi of the Fair Haven Jewish Center spoke about the shame and disgrace that he felt, noting that it was the community's and his responsibility to make sure that something like this would never happen again. If news about this got out, Fair Haven's reputation would be soiled.
A year later, the Fair Haven Jewish Center was hosting a similar event. This time, though, the rabbi sent a letter to every family reminding them about last year's catastrophe and everyone's responsibility to make sure that history did not repeat itself.
At first, Levi didn't think much about the letter and what was happening in the synagogue. He was just excited about having his friends from school, camp, and past events coming to Fair Haven.
When he overheard some of his friends talking about who would be staying at their house this year, Levi responded, "Cool, that's great." But, Levi had an uneasy feeling about these boys. He knew them from camp and knew that they were both heavy beer drinkers and pot smokers.
Levi didn't know what do. He felt like he should warn somebody about these two boys, but he didn't want to blow his reputation at school as a "fun, cool, and popular kid." He felt an obligation to the Fair Haven community, but he did not want to "snitch" on his friends either. "I'm supposed to have fun, I'm not expected to report this to the rabbi."
After his mother reminded Levi about the rabbi's letter, though, he began to think more seriously about his role in all of this. For sure, he personally was not going to take any drugs this year after what happened last year, but maybe he had to do even more.
As Levi continued to struggle with his dilemma, he realized "my reputation and my ego are less important than the reputation of my community and the synagogue as a whole." He decided to tell the rabbi about the two boys who would be staying at his friends house.
In retrospect, Levi believes that in telling the rabbi, he did the right thing. In his words, "I now had the personality of a person who disregards his reputation and ego in the face of others.
What's Driving Reuven, Shimon, and Levi
What can these vignettes teach us about our own motives? How can we use these stories to help us make better and wiser choices in the future? Let's dig down below the surface here and see if we can figure out just what's going on.
Let's start with Reuven. His motives are pretty natural and probably among the most common. He's selling a $50 etrog for $100 because he is driven by money and the things that money can buy. Simply put, he remains silent because he wants more of his customer's money. You don't have to be a brain surgeon to figure this one out.
If you think about it, money is an amazing invention. Though it is intrinsically worthless–just a piece of paper–it can be easily converted into so many other rewards. It also is unique in that unlike other needs where enough is enough (I just can't eat another hot dog), with money, the more we have, the more we seem to want. Despite the fact that pirkei avot wisely warns us that "the more flesh, the more worms," when it comes to money, we think more is always better!
The fact that Reuven happens to be selling etrogs of all things is really not relevant. From an ethical point of view, his dilemma would not have been any different had he been selling sport coats or sneakers. Although, I guess the fact that he is charging double the price for an etrog does make the story a little more ironic.
Shimon's decision to leave the scene of his accident is a little different and obviously a lot more troublesome. He's not motivated by money but by his need for safety. He's scared and he wants to get out of the situation as fast as he possibly can. He's not thinking about the person he hit, he's thinking about what's best for himself in the short run.
What Shimon probably does not realize is that if we understand safety and security not just as physical safety and physical security but as psychological safety, his quick decision to leave will probably never give him want he's really looking for. I imagine he is still haunted by his own behavior.
As we turn our focus to Levi, I think there is a difference in kind between his motives and Reuven's and Shimon's. He explicitly stated that he is acting for the community of Fair Haven and for the synagogue as a whole. If we take Levi at his word, what his story is saying is that one can move beyond a concern with physical needs and even one's own immediate self-interest.
The ability to do this, though, requires a degree of self-awareness, beyond what Reuven and Shimon demonstrated. Comparing the three cases, Levi is the only one who is weighing his options in a reasonable kind of way. He wants to keep his reputation as a "cool" kid, but he also wants to make sure that no one ends up in the hospital this year either. In part, this is due to the fact that he has more time to think about what to do, but it is also a function of his ethical awareness and his expanding concern for other people besides himself. One way of putting this is that Levi has interests, while Reuven and Shimon are their interests.
To the extent that almost everyone can relate to all three of these stories, it suggest that some needs or some motives are shared by everyone (or almost everyone). In fact, this is exactly what the psychologist Abraham Maslow believed and taught. He identified different kinds of needs including physiological (Reuven), safety (Shimon), and community needs (Levi).
In looking at how Maslow thought about needs together with Reuven, Shimon, and Levi's behavior, it appears, that there is a kind of hierarchy of needs. In many (if not most) situations, our instinct is to satisfy our most basic needs first. It is as if we are pre-wired to satisfy our physiological needs before anything else. In today's world, where money can be converted into just about anything, our default preference shows up, like in Reuven's choice, as, above all, a desire for money.
After our physiological needs are satisfied, our behavior is motivated by a need for security and safety. Maslow would easily understand even if he wouldn't agree with Shimon's unthinking and almost automatic reaction to flee the scene of his accident.
Finally, in those situations where we are no longer hungry or thirsty, and where we feel no external threats to our safety, the need to become a member of a community emerges. Of the three stories, Levi's reflects the most inclusive type of need.
Maslow went so far as to say that it was impossible for "higher level" needs to emerge before "lower level" needs were satisfied. He argued, for example, that a starving person, could think of nothing other than satisfying his hunger. I think it's incorrect to go this far, but I do think that anyone with the ambition of becoming a moral hero should give due respect to his or her
physiological and safety needs. This is not to say that one can not act for higher purposes even in the absence of adequate food and shelter, but one should recognize just how hard this is to accomplish in the real world. Minimally, one must recognize that there are tradeoffs that will need to be made. If Levi really cares about the welfare of his community, he has to make sacrifices.
One of the things that strikes me most about Levi's decision to go to the rabbi (especially when you contrast it to Reuven and Shimon's behavior), is his confidence in his own ability to affect the world in a positive way. This confidence is called self-efficacy and is a foundation for ethical behavior. Without the belief that what we do matters in a fundamental way, it is impossible to sustain enough drive to do the right thing.
Levi's choice was also, in part, a result of his ability to envision and imagine an alternative to last year's fiasco. He knows that there is often a delay between action and outcomes and his decision to go to the rabbi shows a mature patience.
Levi's ability to carefully reflect about his own behavior is testimony to his own strength of character but it is also a product of the environment and the positive role models like his mother and the rabbi.
Reuven and Shimon seem like they're acting in a free and uncoerced way. But, to the extent that neither one of them really thought about what they were doing, they are just reacting to their environments rather than creating them. I see them more like prisoners to their own instincts than truly free agents.
Conclusion
I retell Reuven, Shimon, and Levi's stories not because these three individuals are so different from you and me, but because in them I recognize more of myself. And, I hope that, with the help of a little imagination, through their stories you will come to understand your own stories better, as well.
Reuven, Shimon, and Levi, like the rest of us, are struggling to survive and thrive in a world that seems one moment to be cold, arbitrary, and unforgiving while the next moment it's warm, inviting, and hospitable. One minute a stranger darts out in front of our car showing us to be shallow and self-interested, but in the next minute we find the strength to care enough about our community to do something to help.
Most of the time, with a little effort on our part, a bit of help from our friends, and a lucky break or two, our ability to choose wisely develops over time.
The most fortunate among us, never stop growing. Natan Sharnasky's ability to defy the KGB was not merely the result of happenstance, but was the culmination of a life's journey. His life is remarkable for its intense passion and mindful decision-making.
In order to underscore the great potential of human motivation I close this chapter by quoting once again from Natan Sharansky's Fear No Evil. After realizing just how serious his situation was, Sharansky writes:
It was around this time that I composed a short prayer in my primitive Hebrew:...Blessed are You, Adonai, King of the Universe. Grant me the good fortune to live with my wife, my beloved Avital Sharon, in the Land of Israel. Grant my parents, my wife, and my whole family the strength to endure all hardships until we meet. Grant me the strength to endure all hardships until we meet. Grant me the strength, the power, the intelligence, the good fortune, and the patience to leave this jail to reach the land of Israel in an honest and worthy way." (P. 52)
It's easy to fall into the trap of more flesh–more worms, but it's not impossible to escape either.
The Jewish Ethics Workbook: Chapter Six
Beyond Fair Haven
Shall the Judge of all the earth not act justly? (Genesis: Chapter 25, Verse 25)
With numbing regularity good people were seen to knuckle under the demands of authority and perform actions that were callous and severe. Men who are in everyday life responsible and decent were seduced by the trappings of authority, by the control of their perceptions, and by the uncritical acceptance of the experimenter's definition of the situation, into performing harsh acts. …A substantial proportion of people do what they are told to do, irrespective of the content of the act and without limitations of conscience, so long as they perceive that the command comes from a legitimate authority. (Stanley Milgram as quoted at StanleyMilgram.com)
The patriarch Abraham, is motivated by his physiological needs and by his desire for security for himself and for those closest to him. Abraham is also motivated, by a powerful need to act not for himself only, but for others, as well. This focus, beyond his own immediate concerns, is expressed in many ways, but most famously in the following episode.
As God is contemplating the destruction of Sodom, Abraham tries to stop Him. As Abraham and God hash it out, Abraham raises a profound question. "Shall the Judge of all the earth not act justly?" This question reflects Abraham's passion and concern for even the most treacherous people on earth. Abraham is willing to put himself in jeopardy-by possibly angering God with his chutzpa--in order to try to stop God from destroying the people of Sodom.
Abraham's question hints at a new way of thinking about behavior, and not just God's behavior, but more to the point--our own behavior. To make sense of his question, it must necessarily be the case that Abraham has come to the hard-won realization that truly ethical behavior must conform to broad and potentially universal principles that apply to everyone in exactly the same way. Treat everyone justly. Easy to say, but nearly impossible to apply.
Abraham's ethics are lofty indeed. To truly live the kind of life that Abraham aspires to, one's moral concern must be ever expanding. It must go beyond self, family, and community to include "outsiders," as well. Many people have correctly compared ethics to an ever widening circle. The hope is that today's outsiders will become tomorrow's insiders. Remember Shimon ben Shetach's decision to return the pearl to the heathen.
If you think back to the previous chapter, we begin to see the very beginning of this kind of growth. Reuven and Shimon are concerned about themselves only, but Levi's decision to go to the rabbi shows that he is pulled beyond himself by a feeling of sympathy for his friends welfare and a feeling of responsibility to the community of Fair Haven.
Judith and Her Mixed Motives
In this chapter, I introduce Judith, a college student who like Levi has grown up in Fair Haven and is motivated by her desire to become an important contributing member of this community, but is now just beginning to realize that maybe this isn't quite enough for her.
With the help of her family, Judith got a great part time job working for US Zionists, a pro-Israel organization dedicated to promoting the universal recognition of Israel's right to exist and to defend herself. The organization, like other Israel-friendly groups, lobbies the US government and provides and disseminates accurate information about the Israeli-Arab conflict.
Judith is quite mature, hard-working, and highly articulate. This was recognized quickly by her superiors, and Judith, although still in college, was given the important jobs of searching the media (magazines, newspapers, and television) for anti-Israel biases and doing research to assist others in writing pro-Israel articles.
Judith loved her work and knew she was gaining invaluable experience. Judith decided that after graduation she wanted to work in some capacity as a Jewish communal leader. Her father was the director of Fair Haven's Jewish Federation, and Judith always admired his idealism and his desire to serve the Jewish community.
After a few months of working at US Zionists, Judith began to learn more about the organization. Judith says:
Unlike many Jewish organizations, this specific organization was [and is] the most virulent in its opposition to a Palestinian state in the West Bank and Gaza. The organization has become famous for being one of the few to speak out against the Oslo Accords in 1993, and for constantly pointing out the Palestinian Authority's numerous violations of Oslo, especially when the "world community," including many Jewish organizations, ignored such seemingly minor breaches in hope that Palestinian leadership would sign a final status peace agreement with Israel and would end the conflict.
Judith does not support the Peace Now movement nor does she consider herself "left wing" in terms of her politics. For the most part, she agrees with the "organization's historical and legal portrayal of the conflict" and she recognizes "that the Arab states have perpetuated this brutal 'cycle of violence' through aggression, rejectionism, and propaganda."
Nevertheless, Judith did not agree with the US Zionists extreme policy of not negotiating with the Palestinians. She believed that a two-state solution to the Arab-Israeli conflict was the only realistic compromise. Judith points out that the US Zionists position is actually less flexible than Israeli Prime Minister Ariel Sharon's position.
Like much of the world community, I support the creation of a Palestinian state in much the West Banks and all of Gaza. For the most part, I support[ed] the Clinton Peace Plan, which was presented in December 2000 and rejected by Chairman Arafat and his negotiators.
The US Zionists organization believes that any compromises like those contemplated in previous Arab-Israeli peace plans would be suicide for Israel. Its current executive director is opposed, under any and all circumstances, to a Palestinian state on the West Bank. Such a state, he believes, will encourage more terrorism and will gravely imperil the State of Israel, putting its very existence at risk
Judith's personal belief, however, is that a Palestinian state "is a fait accompli and the only solution to this ostensibly endless conflict." She believes that justice ultimately demands a fair and equitable solution to the seemingly unending war between Moslems and Jews, and that Israel has a responsibility to actively seek out some kind of compromise.
As Judith's work responsibilities expanded, the clash between the organization's clear goal of no-negotiation and her own beliefs that a Palestinian state is inevitable became more acute.
Judith began to examine her own moral principles and stands. Where did they come from? In part, she believed that they drew from her education and upbringing. How many times had she studied the stories of Abraham? In part, they were nourished by her love of Israel. And, finally, she recognized that they were also an echo of her father's moderate political inclinations.
Since Judith was doing such a good job writing up her research findings (she obviously had a way with words), her supervisors decided to let her write some political material, as well. This was a promotion for Judith and revealed just how much everyone at work trusted her. She wasn't just doing routine research work anymore, she was fast becoming part of the team.
In describing her dilemma, Judith demonstrates a degree of honesty and self-awareness that is truly remarkable for a college student. She is an astute observer of her own behavior and motives:
When it came to political writing, numerous issues came up. First, I would be required to espouse an opinion that I did not agree with. Moreover, not only did I reject their political leanings, I felt their opinion is contrary to the interests of the very object which they are trying to defend. With that in mind, how could I contribute in hurting the State of Israel, when my very reason for working at a pro-Israel organization was to strengthen her standing in the Western world and to help find a solution to the conflict?
Yes, I understood the effects of my decision would hardly constitute an earth-shattering effect influencing millions. But since the primary aspect of ths organization is disseminating information to its readers and others, if I were to participate in helping the organization publish articles propagating a position I greatly eschew, I would be directly responsible if public support for a Palestinian state declines. So this issue was pretty pertinent.
This is heavy stuff! The way I see it, Judith is being pulled in two directions at the same time. She doesn't ever quite say it explicitly, but she is driven by mixed motives. On the one hand, it must be incredibly satisfying to Judith to be recognized as an integral and useful part of her new organization. For most of her life, she has watched her father dutifully carry out his important work as a Jewish communal leader in Fair Haven. Now, for the first time, she is being recognized and rewarded for her own contributions to her own work community. If she does a good job on the public relations work, perhaps she'll be asked to stay on full time after graduation? This might be the fastest path for Judith to realize her career aspirations. On the other hand, Judith senses an obligation beyond her responsibilities to work. She feels an obligation to the State of Israel, and she wants to be true to her own emerging principles and beliefs. This sense of justice is in many ways less tangible than her desire to contribute and "belong" to US Zionists, but this doesn't make it any less real.
You can see that Judith's dilemma is very different than Reuven, Shimon, and even Levi's. She's not motivated by money, nor is she motivated by a desire for security. To over simplify, she is torn between a desire for community and a desire to live a life in accordance with a more abstract principle–universal justice.
Judith's Choice
Suppose you're one of Judith's friends and she calls you for advice on what to do. What would you tell her? In many ways, this is a classic right versus right choice. So you might tell her:
First Friend:
Listen, Judy, I think you've got an incredible opportunity here. US Zionists is an internationally-known organization. It is a powerful and highly influential group and they've recognized you as an important contributor.
Don't you think you're being a little arrogant in claiming that there is an ethical problem with their views? Maybe the problem is not with them, Judy, but with you. No one can dispute how much they care about Israel, and they've been studying the situation a lot longer than you have. It's not going to be your name on the published documents anyway. In the end, it's their responsibility and not yours.
In any event, Judy, don't blow it. Seize the moment. An opportunity like this doesn't come along all that often. The important thing for you, at this stage in your life, is to get real world experience. If you really want to have an effect, you have to be in the game.
An opportunity of a lifetime is being offered to you on a silver platter. Go for it.
Or, alternatively, you could say:
Second Friend:
Judy, remember what happened to Aaron back in Chapter 1. He panicked and broke Shabbat in order to pacify his boss's wife. Through his unthinking actions he said that rice cakes were more important than Shabbat. Don't make the same mistake that Aaron made!
You said that you think the US Zionist's position harms Israel rather than helps it. You claimed that justice demands a fair solution to the Arab-Israeli conflict and that Israel has a responsibility to actively search for some kind of resolution. These are nice sentiments. But, did you really mean them or were you just talking?
Well, put your money where your mouth is. You can't possibly write something up and not really believe it. There's a word for this. It's called being a hypocrite.
Judy, this is the beginning of your career. If you're setting aside your principles now just to keep a part time job, what's going to happen down the road when the stakes are even higher?
So, which is it? Judith's dilemma here, as in all right versus right choices, is that both friends seem to be correct. The optimistic way of looking at this situation is that no matter what she does, she'll be okay. Of course, the flip side of this is that no matter what she does, she'll be wrong, too.
Judith's Solution
Judith is between a rock and a hard place. What did she decide to do? Let's let her speak for herself:
I realized the importance of working to support Israel, even within an organization whose most important creed I eschewed. Israeli Public Relations border on horrid, and it seems the only convincing, workable PR for the Jewish state comes from American Jewish organizations. And I did not disagree with everything the organization espoused.
After thinking about it, it was not a question of good versus bad, but rather a question of good versus less good.
The concept of Palestinian autonomy [the solution favored by US Zionists] is modeled after numerous examples in world history and is hardly an evil alternative. Had the organization proffered a solution of "transfer,", it would have been a choice of good versus bad. In that case I would be required to shine a glaring spotlight on the bad and reject it. But since the solution of autonomy is not bad, just not as good, perhaps I could ignore it while working to exemplify the good.
In the end, Judith's decision was to:
work with the organization to further our agreed goals on the one hand, but on the other hand, to try and change what I felt objectionable. This way I could achieve the best of both worlds. I cold promote Israeli interests and (hopefully) convince a major Jewish organization to support what needs to be done. Hopefully this was the right thing to do. This chapter of the story has not yet been completed, but hopefully, it was the correct path.
In all honesty, when Judith first told me about her dilemma and her chosen solution, I was disappointed. In her conclusion, she said that she finally realized that "it was not a question of good versus bad, but rather a question of good versus less good." "So what?" I thought to myself. Adopting an overly moralistic attitude, I fixated on this part of her statement. Even if this is true, why not choose the good option over the less good?
With the passage of time, though, I have come to admire and respect her decision. First of all, if this truly is a right versus right dilemma (as I think it is), one should keep in mind that no matter what--after the fact--there will always be reasons to criticize. This is not the fault of the person making the decision, ultimately this is just what it means to be faced with a decision like this with no easy answers.
Further, I admire Judith's experimental and tentative attitude. She's certainly no fanatic. In her very last sentence, she recognizes that "the story has not yet been completed.." To the extent that Judith continues to monitor her own behavior and feelings as she has done up until this point, Judith will be fine.
If it turns out that in the future, the organization becomes even more radical and does adopt a position "unequivocally condemned by the world community," there is no doubt in my mind that Judith will terminate her association with the group regardless of the personal cost. For now, though, Judith is a fighter and not a quitter. She says that she is going to try and work to change what she feels is objectionable about the organization, and I believe her.
To some extent, it is true that Judith is now compromising, but that is what always has to happen in a right versus right dilemma. But, exactly, what kind of compromise is Judith really making here? At first, I interpreted her behavior (like the second friend above) as an abandonment of principle.
Now, I see that this is simply not so. From beginning to end, Judith is motivated by her twin desires to become a contributing member of her community and to always treat everyone justly. Her compromise is that she realizes now that, in the real world, the justice principle means that she must continue her work in support of the State of Israel, despite the fact that she will probably have to write things that she personally will not agree with. Even if it means getting her hands dirty, she has to keep her eyes on the prize. She isn't putting justice aside, she's reinterpreting what it means in light of her own development and increasing understanding of an incredibly complex situation.
Most importantly, I have come to trust Judith's ethical intuition. I am viewing her situation as an outsider looking in. She is looking at it as an insider looking out. She's got the better view! She has a kind of tacit knowledge of the situation that can't be substituted for by theory, no matter how elegant the theory is. Will Judith really be able to achieve the "best of both worlds?" I'm not as sure as she is. But in the end, what matters is that she is being honest with herself. Like Levi from the previous chapter she displays a healthy amount of self-efficacy, she is going in with her eyes open, she is maintaining a dose of skepticism while trying to be optimistic, and she is taking full responsibility as the author of her own actions. I'm not sure you can really ask for much more than this from anyone, regardless of age.
Conclusion
Ethics is an ever widening circle. A global community demands that everyone always acts justly towards each other. But just how to apply this in a world that rarely conforms to our wishes and theories?
Abraham never caved in on his demand that even God must act justly. But, in the end, it is worthwhile to recall that he doesn't really get what he wants. While Lot is saved, Sodom is destroyed. If Abraham is continually trying to understand the precise contours of what justice demands, how much more so do we? Ethics is about the process of decision making, as much as it is about the end result.
The Jewish Ethics Workbook: Chapter Seven
Stuff Happens
And Joseph said to his brothers, fear not, for am I instead of God? You thought evil against me, God thought it for good; in order to do as at this day, to preserve numerous people alive. Now therefore fear not: I will support you and your little ones. So he comforted his brothers and spoke kindly to them. (Genesis: Chapter 50, Verses 19-21)
No matter how careful we are, life never follows our plans. For whatever reasons, stuff happens. As the plots of our lives unfold before us, we continually revise old plans. This is a never ending cycle.
Sometimes the stuff is good, like winning the lottery. "What am I going to do with all of this money now?" Sometimes it's not so good. "I was sure I got an A on that exam. Now, how am I ever going to get into to med school?"
In large part, the quality of our lives–how they look and feel to us–rests on our ability to improvise as things change. It depends on how well we can make sense of what is happening around us. In other words, to exercise our free choice wisely, we have an urgent and constant need to find meaning where ever we can. This search for meaning and purpose in the everyday world is a uniquely human ability and motive. It is the chain that connects up life's experiences one to another.
Joseph as Improvisor
In Jewish history, the biblical figure of Joseph provides the classic example. On the surface, Joseph's story makes him look like he's simply a victim of his circumstances.
His father Jacob loved him more than any of his brothers or sisters. Not because of anything special or unique about Joseph himself, but because "he was the son of his old age (Genesis 37:3). Because Jacob loved Rachel, he loved her son Joseph best among his children. Jacob gave Joseph a special coat, and his brothers--obviously jealous of the unique treatment–hated him and can't speak nicely to him.
His father, seemingly oblivious to the sibling rivalry, sends Joseph out alone to meet his brothers. Although initially Joseph can't find his brothers, "a man found him" (Genesis 37: 15) and pointed him in the right direction.
His brothers, blinded by their envy, throw him into a pit, and eventually sell him to the Ishmaelites for twenty shekels of silver. Then they go back to their father and lie about the whole episode, telling their father that Joseph was eaten by an evil beast. The brothers produce the bloody coat as proof of their story.
As Joseph is sold again to Potiphar, an Egyptian officer, he must wonder to himself how far he now is from realizing his childhood dreams of power and leadership. Talk about stuff happening to somebody.
Just when Joseph probably thinks that things can't get any worse, Potiphars' wife sets him up and accuses him of attacking her. "See," she screams to her staff, " Potiphar brought in a Hebrew to mock us; he came to lie with me and I called in a loud voice. When he heard that I lifted up my voice, he left his garment and ran away" (Genesis 39: 14-15).
Joseph--stripped of his coat for a second time--must feel like a boat cut loose from its mooring and tossed about by an angry sea. This was not the original plan! As Potiphar angrily drags him away to prison, there is no sun, there is no moon, nor are there any stars prostrating themselves to him.
Joseph makes the most of his situation, and with God's help, he is soon elevated to a position of authority in the prison. For the first time, Joseph begins to prosper.
His reputation as an astute interpreter of dreams grows. Pharoh himself calls on Joseph to help him and Joseph seizes the opportunity. Not only does he correctly interpret Pharoh's dream, but Joseph provides Pharoh with practical political advice on how to make the most of the upcoming seven years of feast and seven years of famine. And so Pharoh, recognizing Joseph's abilities, appoints him to be the viceroy of Egypt.
But stuff keeps happening to Joseph, even as his luck has dramatically changed. His past is fast catching up with him. "And Joseph was the governor over the land, and he sold grain to all the people of the land; and Joseph's brother's came and bowed down to him with their faces to the earth" (Genesis 42:6).
Probably, for the first time in many years, Joseph remembers his childhood dreams, and although he was always quick to interpret everyone else's dreams, it's only now that Joseph begins to make sense of his own dreams and his own life's purposes.
Joseph does seem to have some fun at the expense of his brothers, but in the end, his actions are a way for his bothers to prove that they have undergone a kind of teshuva or repentance.
Joseph could have easily chosen to take revenge on his brothers. With his immense power, Joseph was now calling the shots. But, what did his youthful dreams really mean? At the dramatic climax of this story, Joseph can no longer refrain himself from revealing his true identity. In order for Joseph to really be Joseph, his brothers must know and acknowledge who he is. And Joseph said to them:
I am Joseph your brother whom you sold into Egypt. Don't be angry with yourselves because you sold me. For God did send me before you for the preservation of life. For two years there has been a famine in the land and there are five more years in which there will be no plowing or harvest. And God sent me before you to...save your lives by a great deliverance. And, it is not you that sent me here, but God (Genesis, Chapter 45:4-8).
It might seem odd to say, but one of the hard things about really understanding this story is that it is so familiar to us. As we study it each year, we know already how it's all going to turn out. But if we step back for a moment, and we read this as if we were reading it for the first time, Joseph's decision is really an astonishing conclusion. Joseph, in a foreshadowing of Moses's farewell address to the children of Israel, chooses to choose life, "For God did send me before you for the preservation of life."
This is Joseph as an improvisor; as an interpreter of his own dreams. In choosing to preserve life, despite his childhood trauma, Joseph has discovered the next link in the chain that connects together everything in his own life with the best that has come before him and the best that is yet to come.
In searching for and finally finding the "correct" meaning of his own life, Joseph becomes a beloved figure in Jewish history so much so that he is known to us today as Yosef hatzadik, Joseph the righteous one.
Few people can rise to the heights of a Joseph, but all of us can identify with the way that Joseph eventually created a kind of order out of a seeming chaos. Stuff happens. The question is though how do we best respond?
Zeke's Story
Imagine that you haven't been feeling very well for a few weeks. You've lost weight--more than 30 pounds in three weeks, you're constantly thirsty, and you've been going to the bathroom more frequently than ever before in your life. One rainy Friday afternoon, your mom picks you up from school and takes you to see to your pediatrician to figure out what's going on. After taking a sample of your urine and asking you a few questions, the doctor recommends to your mother that she get you to the nearest hospital as fast as possible.
Just two hours later, the blood tests results come back, and the doctor from the hospital walks in to your room with a gloomy look on his face. Speaking to your parents and not to you directly, the doctor states flatly, "Your son has Juvenile Diabetes. His glucose levels were about 500 where the normal human range doesn't go beyond 120." You learn that you will need to stay in the hospital for the rest of weekend so that the doctors can stabilize you and teach you about injections and insulin.
As Zeke told me this story, he explained more to me about diabetes.
It is a disease in which the body does not produce or properly use insulin, a hormone that is needed to convert sugar, starches and other food into energy needed for daily life. The cause of diabetes is a mystery, although both genetics and environmental factors such as obesity and lack of exercise appear to play roles. It is estimated that about 6.3% of the American population is currently living with diabetes. About 5.2 million [people] are unaware that they have it. Diabetes has many life threatening complications that if go unnoticed can be fatal.
Zeke continued to explain that diabetes dramatically increases the likelihood of heart disease and stroke. It is the leading cause of blindness among adults. It is one of the causes of renal disease and lower limb amputations. In general, people with diabetes are more like to suffer from a host of other diseases including influenza and pneumonia. Once they get these diseases, they have a worse prognosis than other patients who don't have diabetes.
Stuff happens, and this time it all happened to Zeke. He and his family were devastated by the bad news. "Constant injections, lessons, and endless tears were now becoming a daily routine and I hated every moment of it!"
Zeke's Search for Meaning
It was time to improvise, but how do you make sense out of something like this? Thinking back about his lonely ordeal more than three years later Zeke says, "I looked deep into myself and discovered that there must be a reason why God had chosen to give me this disease instead of someone else. It was my job to learn from this experience and make a change." The prison Zeke found himself in was not a physical prison like Joseph's, but was the prison of his disease.
The following year, Zeke–now a senior in high school-- was feeling much better. When it came time to choose a location for a three month internship program run by his school, Zeke decided to volunteer his services at the Diabetes Association of Greater Los Angeles. This job had its drawbacks, especially the two hour daily bus commute. But Zeke says, "For the first time I felt that I could work hard and actually make a difference."
During the internship, Zeke was extremely motivated to do a good job. He spent endless hours, checking his data entry to make sure that he didn't make any mistakes. What to most people would have been a tedious grind, to Zeke was one of the most meaningful activities of his young life. Because Zeke had personally experienced the trauma of learning that he had diabetes, his routine work was transformed. He was contributing, in however modest a way, to research that was designed to help kids with diabetes live longer and better lives.
After the internship was over, Zeke decided to continue volunteering at the Diabetes Association. "I spoke with the director and told her that I wanted to help in the program that they were going to run in May. This program was going to help the elderly with monitoring all of their health tests and teach them how to ask their doctors the right questions and give them insight on a healthier lifestyle." Upon completion of this project, Zeke felt a wonderful feeling of accomplishment like nothing else he had ever felt in his life.
Today Zeke says that "diabetes constantly plays a role in my life. The decisions that I make based on my experience with the disease are defining moments that leave an impact."
So how does Zeke cope with a serious and potentially life-threatening disease like diabetes? Zeke has successfully integrated his experience into his life's story. His disease and his ability to cope with it by giving back to the community is integral to him. "These stories are important to me in understanding my life and the role I play in it."
Zeke says, "I feel as though God had given me not only a disease, but rather a window of opportunity to make a change in this world for the better." As I think about Zeke's mature reaction and as I study his words carefully, I can't help but think back to the story of Joseph. In Zeke's attitude and expressions, I hear a faint echo from Joseph's story. Zeke is discovering his own link connecting him to Joseph's ancient chain.
Zeke concludes that his "defining moment" is not one of a single occurrence; rather it is a constant flow of events that help me in realizing what kind of a person I really am. I truly believe that through diabetes my ethics and values have made a leap in making an everlasting change in this world. I continue to live hoping to help others in any way that I can." These are Zeke's words and not mine, but having gotten to know Zeke for the past few months I truly believe them.
Natan Sharansky Again
Meaning, and the search for it, is a powerful motivating force. But just how powerful is it really? Many psychologists have accepted this idea that human beings do have a need for meaning. They may call it self-actualization, or something like that, but what they're really talking about is meaning.
Abraham Maslow was one of the most articulate and outspoken psychologists to have made this claim. Nevertheless, he believed that this need for living a meaningful life could not emerge unless lower level needs were already satisfied. He said that the hungry man can't think about anything else except his own hunger. Perhaps this is true, but it doesn't mean that humans will always act on these thoughts. In fact, there are ethical heroes, both historical and contemporary, who when faced with life's ultimate challenges will choose with care and reason to put aside their own physiological needs in favor of their vision of what it means to live a life of integrity and connection. Simply put, they believe that some values are worth dying for.
Let's return to Natan Sharansky. What motivated him to stand up to the KGB? From what source or sources did he derive the energy to stand up against the evil of the Soviet Empire? Life's circumstances were not always kind to Sharansky. That's obvious. But how one chooses to react and respond to these circumstances is what life is all about.
What Zeke's story says implicitly, Natan Sharnasky says explicitly, "The only way out was to hold on fiercely to my own world. No matter how difficult it was, I had to preserve the link with
my former environment and my values (p. 47, emphasis added).
Becoming the Author of One's Own Story
But, how does one accomplish this? In prison, Sharansky began to author and edit his own powerful narrative (not literally, of course, but figuratively). "I felt long ago that the meaning of life came be discovered only when you challenge fate and destiny, when you tear yourself away from the numbing iron embraces of 'social,' 'historical,' and other necessities" (p. 374). In other words, Sharansky's advice is that each of us has to find his or her own unique voice appropriate to one's own historical circumstances.
His was a story that connected him to the greatest characters of all time, real and fictional. "Socrates and Don Quixote, Ulysses and Gargantua, Oedipus and Hamlet, had rushed to my aid. I felt a spiritual bond with these figures; their struggles reverberated with my own, their laughter with mine. They accompanied me through prisons and cams, through cells and transports" (p. 361).
In further elaborating on the deep connection he felt with these classical heroes, Sharansky writes:
I was inspired by Ulysses, with his wit, his stubbornness and his enormous curiosity– even on the edge of the abyss. There was Gargantua, whose physical strength and laughter broke through all the borders of this world. And Antigone–pressed by fate, she refused to violate the basic, eternal values, and saw her mission as bringing love, not hate. And Don Quixote–a dreamer who enjoyed life to the fullest, in contrast to the dull players around him. All of these characters, it seemed to me, hurried toward me from various countries and across the centuries. "You see," they told me, "there is nothing new in this world of ours. But how much there is that is worth living for–and, if necessary, worth dying for as well." (P. 83)
He found some of his strongest inspiration in the words of King David. On the eve of his incarceration, his wife Avital had given him, as a gift, a small volume containing the book of Psalms. In jail, it was this book that he kept with him at all times and that he read and re-read. Sharansky quotes Psalm 39 as the model he tried to emulate in defying the KGB:
I resolved I would watch my step
Lest I offend by my speech;
I would keep my mouth muzzled while the wicked man was in my presence.
I was dumb, silent;
I held my peace
While my pain was intense.
Sharansky imagined himself living in dialogue with the great religious spokesmen, philosophers, scientists, and kings. He knew how they lived their lives must necessarily affect the way he lived his own life. Further, he boldly imagined that what he did mattered not only to himself, but his actions would somehow also affect the great leaders of the past.
He describes an almost mystical feeling. He calls it a "reverse connection." According to Sharansky, "not only was it important to me how these characters behaved in various circumstances, but it was also important to them, who had been created many centuries ago, to know how I was acting today. And just as they had influenced the conduct of individuals in many lands and over many centuries, so I, too, with my decisions and choices had the power to inspire or disenchant those who had existed in the past as well as those who would come in the future" (p. 361).
In the Pirkei Avot, we discover that the best teacher or student is like a sieve (and not a funnel)– "which lets the course flour pass out and retains the fine flour" (Chapter 5, Mishna 15).This describes Sharansky's approach to tradition.
In fact, in one especially poignant moment, Sharasnky finds himself struggling with Galileo's decision to recant to the Inquisition. Sharansky considers Galileo one of the all time greats, but this doesn't mean that his behavior should be accepted and emulated in every case.
Sharansky finds fault in Galileo's capitulation, however much Galileo did not really mean what he said. He believes that because Galileo was so great, his precedent to cave in when confronted with his "unorthodox" beliefs, even though it is three and a half centuries old now, provides a poor model for those of us who have come after. "His very fame undoubtedly multiplied the number if individuals in various times and places who cited his great name in order to justify their own moral failure, caused by an inertia of fear, and who argued that what they told the authorities was less important that the fact that "it moves" (p. 362).
Ironically, Sharansky, even though he staunchly disagreed with Galileo, was able to learn from him. He strengthened his own will to fight on by reminding himself that his own actions will soon become a precedent to the next generation.
As important as Sharansky found his dialogue with these historical figures from both his own Jewish heritage and the broader western tradition, Sharansky does not paint himself devoid of real feeling and emotion. He's no stick figure.
If one's story is only a kind of philosophical dissertation then it is doubtful that it will be able to provide sufficient impetus for it to do what we want it to do. In the end, everyone of our stories has to answer the question "why bother at all?" Quite literally, it is our special stories that move us.
Think back to Joseph. His decision to forgive his brothers and to save their lives is no doubt something that he, in his calmest moments, would find intellectually satisfying. But, if we study Joseph's story more carefully, there is a deep and abiding love for his brothers that Joseph can no longer contain. "Joseph could not refrain himself before all them that stood by him. Let every man go out from me. And there stood no man with him, while Joseph made himself known to his
brothers. And he wept aloud" (Genesis 45: 1-2).
Zeke's story was also one that was not only intellectually satisfying to him, but more importantly, it was a story that allowed him to express his bottled-up emotions. In helping others, he was helping heal himself more than anyone else.
In the end, Sharansky, too, found his sense of purpose not just in how he thought, but in how he felt. On this point, Sharansky is about as clear as anyone could be. Throughout his years in the Gulag, his one fixed point was the love he felt for his wife Avital:
The coordinates in my life changed many times, and there were moments when I doubted almost everybody. Archimedes called for one fixed point to move the world. For twelve years I continually relied on my own fixed point–Avital–even as our globe was spinning, throwing us madly from one situation to another. (p. 121)
I guess it's obvious, but it's still worth stating explicitly. A meaning or a purpose that is devoid of real, live human relationships is no meaning at all. In searching for meaning, we're not looking for just any old link in the chain, but we're looking for the golden link. When you finally find it, you know it's right because it is intellectually defensible and emotionally satisfying.
You know you will have found the golden link when you can answer yes to all of the following questions:
Is my interpretation of events true to my historical roots?
Does it honor my tradition but not idolize it?
Does the story that I am telling allow me to live fully in the moment?
Does it recognize that today's actions will lead to tomorrow's realities?
Does my story make me a more complex person?
Does my interpretation enlarge my sense of community?
Does it bring me closer to those I love?
Can I explain my version of what is happening to an impartial judge?
Am I proud to take responsibility for my story?
Finally, if I act upon my interpretation of events, will my action get me to where I want to go?
Conclusion
Joseph, Zeke, and Natan Sharansky were all victims. Joseph was the victim of his brothers' jealously. Zeke was diagnosed with juvenile diabetes. Natan Sharansky became a pawn in the politics of the cold war.
What Joseph, Zeke, and Natan Sharansky have in common is their mindful decisions not to define themselves as victims. Each of them found a positive meaning to their suffering. Joseph realized that his youthful dreams meant that he would be given the opportunity to help save his family from a deadly famine. Zeke used his disease as an opportunity help others with the same disease. Sharansky became a powerful symbol of the power of one person to stand up against the state.
The meaning that each of these people discovered became a powerful motivating force in their lives. Joseph, Zeke, and Natan Sharansky learned how to look at themselves and their own lives in a kind of detached way. Each of them cultivated a kind of profound acceptance. They did this not to live a detached and emotionless life, but to live a deeper, richer, and more purposeful life, a life of integrity and connectedness.
The Jewish Ethics Workbook: Chapter Eight
Respect
Let the honor of your fellow man be as precious to you as your own. (Avot: Chapter 2, Mishna 10)
What happens when we lose the human ability to honor and respect one another? How bad can things get?
I keep a newspaper article from the Jerusalem Post on my desk at school so that every student who comes into my office can read it. The article appeared in 1996, about a month before Yigal Amir's murder of Yitchak Rabin. The title of the article is "They Will Share the Guilt."
The article, written by two Jewish writers associated with the Hartman Institute in Jerusalem, hints about the possibility of Rabin's assassination. In the article, the authors document the harsh and incendiary public statements of a prominent rabbi attacking Rabin's political policies, implying that Rabin, a former military hero of Israel, was now a traitor to the state.
The authors suggested, with deadly accuracy, that if and when Rabin is assassinated, it is precisely these leaders--who are undercutting the most basic premises of Israeli democracy--who will be to blame.
Re-reading this article with the advantage of 20-20 hindsight is uncomfortable and disturbing, but it also provides a powerful argument in favor of recognizing our responsibility to strengthen society's fragile democratic institutions and values. These values include respecting others, noncoercion, transparency, equal rights, freedom of expression, pluralism, compromise, individual and communal responsibility, and many others.
For those who still insist that Yigal Amir was a crazy young man acting alone, this article provides a powerful wake-up call. Amir did murder Rabin, but he did so in order to realize his teachers' anti-democratic ideals. In thinking back about what happened, one can easily trace the slippery slope from a basic lack of respect for a fellow human being (I disagree with your politics to you're a traitor) to his cold-blooded murder (you're dead).
Moral Decay
Rabin's assassination is a particularly severe symptom of moral decay in the Jewish community. Unfortunately, it is not the only symptom.
Consider the damage and loss of trust within and towards the Jewish community caused by the well-publicized Satmar School Scandal in Brooklyn, New York. According to the New York
Times and Jewish Week reports, after a five year investigation, the once well–respected, Rabbi Hertz Frankel, principal of the Beth Rachel school, pleaded guilty to felony charges involving no show teachers, fund diversions, false job titles, and clear breaches of separation of church and state.
Rabbi Frankel, with the help of high placed public school officials, designed an elaborate scheme to bilk the public school system out of $6 million. Among other crimes, Rabbi Frankel provided the school district with lists of women with appropriate academic credentials to be put on the districts payroll. These teachers, though, never worked at the school. Rather school officials cashed the checks and used the money to pay other women–lacking the appropriate professional credentials–who were deemed by Rabbi Frankel to be better teachers and role models for his young students. The women, whose names were being inappropriately used, happily accepted this arrangement since they were able to use the health insurance benefits these jobs provided. Rabbi Frankel explained the ruse tersely, "We only want Satmar teachers for Satmar girls."
On April 9, 1999, Rabbi Frankel was sentenced to three years unsupervised probation, and Beth Rachel had to pay a fine of $1 million. Although a significant portion of the school district's money remained unaccounted for, Rabbi Frankel and his attorney, Nat Lewin, claim that he was more a victim than a criminal, noting that Rabbi Frankel did not personally benefit from these activities and that three officials at the school district actually approved the scheme.
Even after entering his guilty plea, Rabbi Frankel seemed unapologetic. In a New York Times interview, Rabbi Frankel continued to insist publicly that "the ends justify the means,."-- his words not mine.
If Rabbi Frankel and his attorney were the only ones who held to this view it probably wouldn't be worthwhile to spend too much time on this issue. Unfortunately, as we all know, the attitude that the ends justify the means is a well-accepted dictum in some quarters.
For example, just a few months after Rabbi Frankel pleaded guilty, in an unrelated incident, Rabbi Elimelech Naiman, a former deputy director of Brooklyn's largest Jewish community council (COJO), was sentenced to two years in jail for misappropriating more than $300,000 in government funds. Rabbi Naiman's excuse is remarkably similar to Rabbi Frankel's. He did not personally benefit from the misappropriated funds, but, his defenders argued, the monies were used for appropriate organizational ends (as if this makes everything okay).
In the real world, of course, it is impossible to completely separate the ends from the means. Justifying illegal and unethical actions in the name of some higher principle is the argument of last resort and is always symptomatic of a deeper problem. Means are ends, and ends are always means for other, more distant, ends.
Is There an Antidote to Moral Decay?
These three incidents document what happens as the concept of a binding morality loses its force; society unravels. I believe there is an antidote to the kind of moral decay described in the above unfortunate incidents and it is embedded in Rabbi Eliezer's statement quoted at the beginning of this chapter. "Let the honor of your fellow man be as precious to you as your own." This seemingly simple prescription is a kind of moral minimum necessary for any community that aspires to call itself moral.
When Rabbi Frankel states that "the ends justify the means," he is demeaning and dehumanizing his fellow citizens from whom he has already stolen millions of dollars. He is saying, in effect, his own interests trump everyone else's. He believes this to such an extent that he thinks it's okay for him to steal in order to make sure his students are given what he thinks is the best possible education. This, of course, is the exact opposite of Rabbi Eliezer's prescription and hardly the legacy Rabbi Frankel himself would really want to leave to his students if he thought about it for very long.
Ironically, as Rabbi Frankel withholds his honor and respect from his fellow citizens, he dishonors and shows disrespect to himself and his own tradition even more! One of the lessons then from these kinds of stories is that it is impossible to disentangle one's own honor and respect from the honor and respect one shows to others. That's why in another Mishna, the Pirkei Avot teaches us in the name of Ben Zoma, "Who is honored? He who honors others" (Chapter 4, Mishna 1). Or, in Rabbi Frankel's case we might formulate this mishna in the negative, Who is dishonored? He who dishonors others.
But, how do we begin to learn how to honor and respect others in our everyday lives? The story that Josh told me provides a good example to consider.
Nathan's Secret
Josh is a 21 year-old college student who works most weekends as a counselor at a home for mentally disabled adults in Brooklyn. The home is run by a well-known state-funded Jewish agency. It is hard work, mentally and physically. Josh recently described it to me as follows:
The home in which I work consists of eight, older, high functioning Jewish males. On an average weekend, there are three counselors working. Our job is to help the clients go about their daily functions. We eat with them, help them shave, and make sure that they shower properly.
Josh is an intelligent and capable young man of high ideals and aspirations. Why has he decided to work in such a high pressure and no-glamour environment? It's certainly not for the working conditions, salary, or prestige. Josh works at this Jewish agency because he finds his work there meaningful and, has he puts it, "emotionally rewarding."
Despite all of its difficulties, Josh loved his job working with mentally disabled men. In fact, his manager was considering retirement, and Josh had high hopes of replacing him in the not too distant future. As a young man with few family or financial obligations, he could afford a job, at least for the short term, where the pay was low but the psychological rewards were high.
Although Josh recalls that he was apprehensive when a new counselor was hired to work with him, in a short time, Josh and the new hire, Nathan, were getting along quite well. Nathan was about the same age as Josh, and they quickly discovered that they both enjoyed some of the same hobbies like reading science fiction novels and skiing. They liked spending time together at work and joking around with each other whenever their job assignments allowed it. There were never those awkward silences where Josh or Nathan might feel uncomfortable with each other.
About a month after Nathan had started working at the home, Nathan was feeling more confident and self-assured. On Friday night, after completing their chores for the evening, Nathan and Josh began a lively conversation about their religious beliefs.
Both Josh and Nathan realized how their choice of work was strongly influenced by their shared heritage and upbringing. Josh and Nathan had both gone to Jewish day schools where gemilut chasidim (acts of loving kindness) were constantly emphasized as an essential and nonnegotiable aspect of Judaism.
They also made the discovery that their parents shared a passion for philanthropy and were always trying to help out the least well-off members of society. Whenever someone in synagogue did not have a place to eat Shabbat dinner, Josh's parents would always invite them over. Nathan's parents were known best for their work in helping out recent Russian immigrants by finding them furniture and other daily necessities. If either of them had any complaint about their parents, it was that maybe sometimes they spent too much time helping others!
As this conversation continued into the early morning hours, it took an odd and unfamiliar turn. Suddenly, Nathan made what seemed like a strange observation to Josh. Here's how Josh described the discussion. "Nathan mentioned that a situation arose where he felt it necessary for his spiritual growth to desecrate Shabbat to take a subway to a specific schul [synagogue] in midtown to see how they davened."
Josh was baffled and confused by Nathan's remarks. Why would Nathan want to desecrate Shabbat? And, how would this help his spiritual development? Weren't there plenty of schuls in Brooklyn? What was so special about this particular synagogue in midtown Manhattan?
I had no idea what he was talking about and he tried to change the subject, but I pressed the issue. Finally, he confessed; the schul that he wanted to go to was a gay and lesbian schul. I was quite shocked. I suddenly felt a little weird about the massage that he had given me earlier.
Josh had never met a gay person before, and although it seemed strange to him at first to learn that Nathan was gay, he quickly "got used to working with Nathan." Josh was certainly surprised and caught off balance, but upon reflection, this news didn't really change his opinion much of Nathan. According to Josh, Nathan was still the same Nathan, and it certainly did not affect his ability to perform his job duties.
When Josh's boss heard that Nathan was gay from another counselor, though, he was upset and wanted to fire Nathan immediately. As Josh tells it,
The problem was that they had no reason to fire him for he was a good worker. If they got rid of him with no good reason he could sue the organization for discrimination and they could lose their government funding...My manager wanted me to lie and back up his claim that Nathan was lazy and took a lot of long breaks and generally shirked his responsibilities.
With so many leaders and role models in both the Jewish and non-Jewish worlds saying and acting as if the ends really do justify the means, it is no wonder that Josh felt so conflicted. On the one hand, he wanted his promotion and he knew that if he lied to help his boss, the manager's job would probably be his in the not too distant future. Besides, perhaps, Nathan really was a potential danger to the clients (or, was this just a rationalization?). On the other hand, Josh had come to appreciate Nathan and had grown fond of him. Again, in Josh's words, "I asked myself, what type of person am I? I am an honest God fearing Jew. What does such a person do in this situation?"
After some serious soul-searching, Josh realized that a God fearing Jew doesn't lie and bring harm to others. "So I chose not to do it. I told my manager that I just could not do it. He was quite annoyed and our relationship was never the same from then on."
In the end, Josh tells me, Nathan was fired anyway and Josh himself was passed over for the job promotion. "As for me," Josh says, "I feel content that I made the right decision. I believe that I am now a better person for it. I tested the principles for which I stand and reaffirmed them. I am stronger and now ready to face a new more difficult challenge."
As I think about Josh's tale, I can't help but contrast his attitude to Rabbi Frankel's. Josh simply does not accept the idea that the ends justify the means. In fact, Josh escapes Rabbi Frankel's ill fate because he continues to respect and honor Nathan as a fellow human being even after he learns that Nathan is not exactly who he originally thought he was. Despite the fundamental differences between them, Josh continues to see a precious dignity in Nathan's person.
Josh's story makes vivid the power and tension inherent in Rabbi Eliezer's statement. It's easy to show respect to those people who look and think just like you, the real moral challenge and contemporary need is to learn how to respect those people who aren't like you.
Josh's Secret
Respect and honor are the basic building blocks for all social groups, whether it be a married couple, a family, a synagogue, a city, a country, or even a "global community." Regardless of the size, every group requires its members to treat one another with basic human decency.
As I was writing this chapter, I took a break to pick up my daughter from school. Driving down to pick her up, I was stuck in an unusual traffic jam. Apparently, some time earlier in the afternoon someone had driven into the traffic light and knocked it over. As I finally passed through the intersection, I saw the traffic light lying on the ground. I couldn't help but think of this damaged and broken traffic light as a metaphor for the loss of respect in a community. Without the traffic light, bedlam reigned. The first guy to the intersection wins!
We now know what Nathan's secret was, but what's Josh's secret? What is it that Josh knows that his boss has apparently forgotten? Here's a list of seven possibilities:
1-In order to respect someone else, you have to respect yourself first. Josh knew that if he caved into his bosses demand and lied about Nathan's job performance that he would not only be diminishing Nathan's dignity, but he would be harming himself, as well. It takes great confidence and self-assurance in your own beliefs and attitudes to stand up to someone like Josh's boss.
Where does this self-respect come from? In Josh's case it was probably his upbringing, his parents, his elementary and high school teachers, and his own emerging sense of identity. Josh is clearly a thinking person and someone who takes himself seriously.
2-In order to show respect, you may have to make a sacrifice. Or, as they say, "no pain--no gain." In Josh's case, he was willing to jeopardize his job promotion in order to help Nathan. This doesn't mean that Josh is worse off after the fact. In fact, Josh believes he's better off and he puts it plainly. "I believe that I am now a better person for it. I tested the principles for which I stand and reaffirmed them. I am stronger and now ready to face a new more difficult challenge."
3-Showing respect for someone else makes you respectable. I don't know a lot about Josh's boss. I've never met him, and I don't even know his real name. The one thing I can tell you about him, though, is that noone would think of featuring him in an ethics text book as an example of an ethical leader.
Josh, by contrast, is a quiet leader. In the end, he couldn't save Nathan's job and he didn't get his own promotion, but, in a small way, his example of courage and his strength of character make it easier for the rest of us to stand up for what we believe in. If Josh can do it, so can we.
4-You can't always look to an authority figure for ethical guidance. In Josh's case, it's the authority figure who puts him in his difficult situation to begin with. It's his boss who is asking him to lie to make it easier for him to fire Nathan. Here's a thought experiment. Suppose Josh's identical twin brother was working in an identical home and was faced with an identical dilemma. But, unlike Josh, his twin decides to lie about Nathan saying that he doesn't show up to work on time and is delinquent in carrying out his chores. Suppose further that his brother defends his actions by stating that "well...it's okay. I'm just following orders. It's part of my job."
To me this would be a chilling defense, especially as I remember those infamous historical figures who used this exact logic to defend some of the most evil crimes in history.
In the end, what Josh's story shows in its quiet way is that ultimately each one of us is
responsible for his or her own actions. When it comes to ethics, we must necessarily take ownership of our own actions. So even though Josh was fortunate to have been brought up in a positive and nurturing environment, it is now his turn to stand up and decide what kind of person he's going to be.
5-Respect is not love. As I think about Josh's story, a few things jump out at me. First, Josh never socialized with Nathan outside of the work environment. Second, Josh makes no mention of staying in touch with Nathan after he was fired. Third, Josh doesn't justify his actions in terms of trying to help Nathan retain his position. His stated motivation is that he will not make up lies that will harm someone else...anybody else.
6-Respect is not approval. Nowhere in his description of what happened with Nathan does Josh explain his attitude about homosexuality. In a kind of nervous, humorous aside, he does say that he "felt kind of funny about the massage" that Nathan had given him earlier but Josh doesn't really seem to be too bothered by this.
I think the reason why Josh doesn't discuss his attitude about homosexuality as he discusses this situation is because he realizes that this would miss the entire point of his dilemma. To bring in the issue of homosexuality would be to mis-frame what is happening. In Josh's mind the ethical issue is black and white. His boss wants him to lie and he knows that this would be "bearing false witness." The difficulty for Josh was simply whether or not he "was strong enough to make that [the correct] choice."
To be able to maintain this distinction between respect and approval is not easy. So many of us become overly moralistic when we see someone doing something that we don't like. And, often times, these powerful feelings make us forget the respect that every human being is due.
7-Respect may not always be enough. Although, I think in Josh's case respect probably was enough. I think by simply refusing to lie Josh did what he had to do, and what he could reasonably be expected to do given these circumstances.
Nevertheless, it is worth raising the question of whether he could have done more here. Just how far does respect require us to go? Josh might have decided to be more proactive. For example, he might have warned his boss that he would defend Nathan if it ever came to that in court. Or, Josh might have tried to contact Nathan after he was fired and reassure him that he believed Nathan was doing a good job. Perhaps Josh could have discussed this issue with some of his coworkers. Josh might have taken Nathan's questions to him about going to the gay schul more seriously. As Josh tells the story, he never responded to these obviously painful questions.
I think the reason why respect may not always be enough is that it's such a fragile attitude to maintain. It's extremely difficult to continue to respect someone day after day in the absence of a deeper emotional attachment. If we respect someone without caring about them, it's way too easy to underestimate what respect really requires from us.
I know as a teacher that I have a special responsibility to respect everyone of my students,
regardless of my personal likes and dislikes. But, in the interest of full disclosure, I can tell you that it is infinitely easier to respect someone that you actually care about than someone you dislike. It is possible to respect someone with out caring about them, but keep in mind that there is a danger in this, as well.
Conclusion
This chapter began with two question. What happens when we lose the human ability to honor and respect one another? And, How bad can things get? According to Jewish tradition, pretty bad. The ancient rabbis believed that one of the reasons why the temple in Jerusalem was destroyed was because of sinat chinam (baseless hatred). If we understand this sinat chinam as an expression of a lack of human respect, the message here is a powerful one. Simply put, without mutual respect a community cannot keep it together. If so, we must continually ask ourselves, what it is that respect entails?
It is easy to acknowledge from a purely intellectual viewpoint that every single one of us is created in God's image. This is why we are all equal. What is much more difficult is to live your everyday life mindful of this core belief. Does our daily behavior mirror our faith? Josh is just now learning how important this question can be.
The Jewish Ethics Workbook: Chapter Nine
Caring
Make for yourself a friend and judge everyone charitably. (Avot: Chapter 1, Mishnah 6)
In the previous chapter, Josh provided an example of what it means to respect or to honor someone. One of the main reasons for discussing Josh' dilemma was to underscore the difficulty of implementing this principle in the real world. The difficulty is that ethics demands from us not only that we respect the people that are most like us, but it also requires us to respect people that are different from us in one way or another.
Josh's boss wanted him to lie about Nathan's ability to perform his work at the home. Josh may or may not have approved of Nathan's homosexuality–we don't know because Josh didn't feel this issue was relevant in this situation–but Josh was not willing to harm him even if it meant given up his job promotion. After all was said and done, Josh felt good that he had stood up to his boss. So, although its difficult to respect others it's not beyond our capabilities.
Respect is an antidote for moral decay. But respect alone may not always be enough. As philosophers like to say, it is a necessary condition for community but not a sufficient condition. Care, at its best, includes respect, but is something deeper and more inclusive.
In the dictionary, to respect someone is "to avoid harming" or "interfering" with him or her. To care for someone is "to like him or her" or "to feel affection." Josh respected Nathan, but it is at best unclear if he cared about him (in this technical sense).
From a Jewish perspective, it would be an impossible morality that always expected everyone to like everyone else (respect is usually hard enough). Nevertheless, ethics does ask us to work hard and consistently at extinguishing our unjustified prejudices towards one another. This task requires much effort and a high degree of self-awareness and self-scrutiny. These are the kinds of prejudices that hold us hostage to unexamined and negative assumptions about whole classes of people (usually the kind of people that we meet only infrequently). What often makes this work so hard is how deeply ingrained some of these prejudices can be.
To the extent that your successful at this task of uncovering these unjustified negative attitude towards others, one can easily imagine respect blossoming into care and friendship. Joshua ben Perachiah taught "make for yourself a friend and judge everyone charitably." I'd like to turn this Mishna around and interpret as follows: Judge everyone charitably (stop being prejudiced) and this is exactly how you will make for yourself a friend. As you'll see soon, this is what worked for Jon.
Jon's Fear
I've known Jon for a few years now. He's a good student. He's bright, friendly, and he works hard. This past summer, Jon worked as an intern at a brokerage firm in New York City.
Jon's assignment for the summer was to call potential investors and to interest then in a bond fund which, at the time, was paying pretty good interest rates. Jon, with his outgoing personality and pleasant speaking style, enjoyed the work despite its routine nature. He knew that he really didn't want to make "cold calls" for a living, but Jon felt that just being in a professional environment would help him no matter what he does after graduation. Besides, no matter how boring the work really was, he could talk it up when it came time to interview for a full-time position.
The firm that Jon was working at was going through a down cycle the summer he was there. This really didn't effect Jon too much. Actually, since the firm had just laid off a number of full-time employees, Jon got to share a pretty nice office with a couple of other interns. What was even better was that the two interns he shared the office with were good friends from college.
Jon and his friends attend Yeshiva University, a Jewish university that requires students to take a rigorous Judaic Studies program along with their secular courses.
The summer Jon was working at the brokerage firm, he and his friends were preoccupied by the horrible news coming out of Israel. It seemed that almost everyday there was news of another suicide bombing. Jon and his friends had all been to Israel just a few years before and all of them have friends and family who are still there. When Jon and his friends weren't on the telephone selling bonds they were usually discussing, debating, and arguing about what Israel could do. Jon couldn't fathom the "cruel and barbaric ways of the Muslims," as he put it to me. They talked incessantly about Israel and its problems, not that they thought they could really change Israeli or Palestinian policies, but Israel was what they cared about.
About a week into the summer, Jon's boss came in and introduced a new intern who would be sharing the office with him and his friends. The boss said, "meet the new intern – Mohamed – he will be assisting you with the project." Without missing a beat, an uncomfortable and selfconscious Mohamed asked his new co-workers to please call him Alan.
Jon describes his own reaction to this news as follows. "We all looked at each other in shock, we were not accustomed to working with Muslims as many sects of Muslims hate Jews. After a minute of silence I finally approached Alan and introduced myself."
Of course, another reason why Jon and his friends had never worked with a Muslim is that all three of the young men had attended Jewish day schools from kindergarten through high school, and were now attending a Jewish university. Given this, there really wasn't much opportunity to meet Christians, let alone Muslims!
"Working with the new intern produced an uncomfortable situation," to say the least. "Reading all the articles and seeing all the pictures after every suicide bombing caused us to hate every Muslim even if we had not met them before. This made us dislike Alan from the moment he stepped into our office."
From the time Alan started working with Jon and his friends, the animated political conversations which had so characterized the first week of work stopped immediately. The tiny community of Jon and his two friends was altered forever. With no warning, here was this unknown, strange, and exotic figure who had been thrust into their midst.
Jon and his friends trusted one another from day one. They shared a common heritage, a common background, and similar personal histories. They dressed alike, talked alike, and had many other mutual friends outside of the office. They didn't necessarily share all the same values and ideas–that's why their conversations during the first week were so interesting–but at the end of the day, they knew in their heart of hearts that they all belonged to the same "moral community."
Despite differences, and even substantial differences in some cases, these three friends shared a deep and maybe even "spiritual" sense of connection. But, at what cost?
For sure, Jon and his friends tried not to mistreat Alan in anyway (translation: they tried to "respect" Alan). On the other hand, they did exclude Alan from their inside jokes, and he was left behind everyday at lunch to fend for himself. Simply put, Alan was not a member of their small work community.
Pangs of Guilt
Jon, though, began to feel pangs of guilt about how he was treating his brand new co-worker. At first, Jon tried to manage the guilt by "remembering all the suffering and pain the Muslims were causing to the Jews in Israel." This strategy didn't work. As much as Jon feared Alan, he couldn't help but feel sorry for Alan, too. Perhaps Jon imagined himself as Alan. How would he like to be treated if the situation was reversed?
So Jon tried another tack. "I tried to think of reasons why Alan might be different than the Muslims that I had learned to hate. I conjectured that Alan was a non-religious Muslim and did not associate himself with the Muslim community."
In other words, Jon wondered and hoped that perhaps Alan had cut himself off from his own community. To Jon, this would make it easier to begin to trust Alan and to be more open with him.
Interestingly, a close reading of Jon's statement shows that Jon himself knew that his hate for Muslims was not something that had originally come from inside of himself, but was something that he had picked up along the way, as he correctly put it, "I had learned to hate." But, what one has learned, one can unlearn.
Jon's hope that Alan wasn't a real Muslim proved to be false. As the days went by, it became clear that Alan, like Jon, was a deeply religious person. He prayed five time a day and scrupulously observed the laws of Ramadan.
Jon's emotions though kept getting the best of him. Maybe he was remembering the same song that Natan Sharansky kept singing while he was locked away in the Gulag. "The entire world is a narrow bridge, and the important thing is not to be afraid at all." Despite Alan's religious practices and background, Jon still felt that he needed to go out of his way and be nice to Alan. He now argued with himself that Alan "was not a suicide bomber nor was he a part of the Muslim sects that act in evil ways." As he focused on this emerging insight and began to see Alan as a unique person with his own desires, fears, and hopes, Jon started to overcome his initial dislike of Alan.
During the early weeks of the summer, Jon was obviously torn between his love and devotion for the state of Israel and his obvious desire and obligation to respect a fellow worker, no matter what his culture and background might be.
Borrowing from the sociologist Philip Selznick's categories, Jon felt the tension between the differing pulls of piety and civility, although I doubt he would put it in these terms. Selznick writes, that "The norms of civility are impersonal, rational, and inclusive, whereas piety is personal, passionate, and particularist."
To me, piety seems to be the more natural and primitive instinct. I like the way the philosopher George Santayan described it. "Piety, in its nobler sense, may be said to mean man's reverent attachment to the sources of his being and the steadying of his life by that attachment."
Piety is more emotional than rational. One loves one's family and home, one's own people and its traditions. Piety is the humble recognition that your personality is rooted deeply in the happenstance of your background and upbringing. Everyone has a history that predates his own birth and conscious choices. It is human nature to identify with and accept with gratitude the gifts of one's community and its traditions.
By contrast, civility can be formally defined as "behavior befitting a citizen." Civility doesn't appear naturally, rather it is the end product of hard and sustained work. It is an acquired trait, rather than an inherited trait. Selznick describes civility as "moderation in pursuit of one's own interests, and concern for the common good. In civility, respect, not love, is the salient value."
Most importantly, for my purposes, the goal of civility is to enlarge and strengthen the moral community. It strives not for a parochial ethic restricted to insiders, but for a universal morality where the boundary between insiders and outsiders is finally wiped away.
Jon's love and deep loyalty to the State of Israel is part of the very definition of who Jon is.
Jon's attitude toward Alan, by contrast, is much more tentative and experimental. Jon's felt obligation to reach out to Alan reflects Jon's developing awareness of a world beyond the one he has known since childhood. This other world is mysterious, unpredictable, and scary. Still, there is an attraction and a growing intellectual realization that despite the surface differences between Alan's world and his own, at a deeper and more fundamental level, the similarities between Alan and him are more profound, or at least, they might be.
As all of us soon realize, there is no roadmap to get us from piety to civility and home again. In many ways, it looks as though piety and civility contradict one another. The more one is attached to one's traditions the less likely one will be inclined to accept a universal morality. I think this is exactly what made Jon's decision so difficult for him.
On the one hand, Jon felt a tug to reach out to Alan and include him in his small work community. On the other hand, the last thing Jon wanted to do was to be disloyal to his own people and to himself. Might befriending a Muslim at a brokerage firm in New York City while Jews in Jerusalem and Tel Aviv are being blown up by Muslim suicide bombers be an act of betrayal?
Digging Deeper
As Jon continued to reflect on his situation, he dug deeper and deeper into his own religious and ethical tradition. What else can any of us do but continue to examine who one really is? This is one of the great lessons Natan Sharansky teaches us:
For the activist Jews of my generation, our movement represented the exact opposite of what our parents had gone through when they were young. But we saw what had happened to their dreams, and we understood that the path to liberation could not be found in denying our own roots while pursuing universal goals. On the contrary: we had to deepen our commitment, because only he who understands his own identity and has already become a free person can work effectively for the human rights of others (p. xxii, emphasis added, Fear No Evil, New York: Random House, 1988).
Paradoxically, the more carefully Jon thought about what it means to be an authentic Jew, the clearer and more vivid his obligation to Alan became. It turned out, at least for Jon last summer, that piety doesn't contradict civility but rather piety is the foundation of civility.
As Jon thought about his predicament, he told me about the ancient story of Shimon ben Shetach, a rabbi who lived about 2,000 years ago. It happened once that the students of Shimon ben Shetach purchased donkey for him from an Arab. On the way back to Shimon ben Shetach, the students found an expensive pearl buried in the donkey's saddle bag. Upon reaching their teacher, the students told Shimon ben Shetach the good news. "Your are a wealthy man now, teacher, and you don't have to work for a living anymore, but can devote yourself full time to the study of Torah." Shimon ben Shetach looked at his students and said "what kind of person do you think I am?" "But," his students said, "everyone agrees that if you find a lost object belonging to a heathen you may keep it." Shimon ben Shetach was unmoved by this argument. "I would rather return the pearl to the heathen and have him bless God than have all the riches in the world."
As Jon explained it to me, Shimon ben Shetach's story shows that religion is not just about following the rules, but it provides us "models of aspirations," as well. Nobody told Shimon ben Shetach that he had to return the pearl, he just knew it was the right thing to do.
Jon finally decided that the Jewish concept of Kiddush Hashem, usually translated as the sanctification of God's name, was appropriate for his situation with Alan.
I began to think that maybe we should go out of our way to be nice to Alan by including him into our conversations and inviting him to eat lunch with us. Instead of ignoring Alan, which made us seem unfriendly to people who were not like us. I thought that going out of our way to be nice to him would create a big Kiddush Hashem. To create a Kiddush Hashem is one of the most precious things a Jew can do.
I began to realize that not all Muslims are associated with evil acts. I began by helping him with his job and I began to have some personal conversations with him. We discussed our backgrounds, families, hobbies, and goals in life. By the end of the summer, we became very friendly even though he was a religious Muslim and I was a religious Jew.
I would like to suggest to Jon, perhaps, it wasn't in spite of their religion that they became friends but it was because of their religion that they became friends. The story Jon tells about his own deliberations and thought processes would suggest that this is the case. Of course, we don't know what motivated Alan throughout this whole ordeal, but I would guess that he felt some of the exact same tension and confusions that Jon was feeling. And, perhaps he too allowed himself to become friendly with Jon for some of the same kinds of reasons–although no doubt formulated in a very different religious vocabulary.
Jon told me that he now thinks the business world "is one of the best places to create this Kiddush Hashem. This can be done in many different way and each person must find his way of accomplishing a Kiddush Hashem in the business world."
A pure secularist might suggest that we need to keep a strict separation of religion and business. She might argue that the civility, tolerance, and acceptance that is required in the modern pluralistic organization demands adherence to a universal code of ethics independent of one's parochial interests and backgrounds.
If this is the case, I think the secularist is asking for the impossible. A universal code of ethics can only exist if there already exists a universal moral community. To create this moral community requires that all of us start from where we are. Universal ethics is not something that comes from the top down, rather it is built–piece by piece–from the bottom up.
This is not to suggest that secularists must adopt a religious vocabulary like Jon or Alan in order to participate in this process. Just as a religious person needs to go back home again in order to participate fully in the broader society, so too a secular person needs to examine her own roots
and sources of morality, whether they be philosophical, literary, or even scientific.
Will Jon and Alan's friendship survive even more bombings and bloodshed? Noone can no. This will be up to Jon and Alan and how they decide to read and interpret their respective traditions. I think that Jon's final insight that "each person must find his way," should be a guiding light here.
How do we build and enlarge the moral community? Through hit and miss, Jon and Alan figured out a secret...one person at a time. And, how do we strengthen our own resolve to participate in this process? Perhaps the very first step is to enlarge and improve our own conceptions of our own identities. To go two steps forward, we need to go one step back. Maybe while Jon and Alan were learning how to sell bonds they were also learning something much more profound about themselves and about what it means to help build community.
Conclusion
I love Jon's story because it is such a hopeful one. To me it beautifully captures Joshua ben Perachiah's mishna: "make for yourself a friend and judge everyone charitably."
It turns out that these are not two distinct statements but a set of directions. Judge everyone charitably (stop being prejudiced) and this is exactly how you will make for yourself a friend. Jon overcame his initial prejudices against Alan and this is exactly how Alan became his friend. Jon accomplished this not by betraying his tradition, but by more fully understanding what it means to be Jewish.
The Jewish Ethics Workbook: Chapter Ten
Journey Onwards
Each tribe was unwilling to be the first to enter the sea. Then sprang forward Nachshon the son of Amminadab and descended first into the sea. (Sotah 37a)
The children of Israel were thrown out of Egypt, almost against their will. But, as the Torah tells us, Pharaoh changed his mind one last time. "What is it we have done that we sent Israel away?" (Exodus 14:5), Pharaoh rhetorically asked, as he ordered the final attack on his former slaves.
The children of Israel are pinned against the sea. The strong scent of rebellion was in the air. "Moshe, let us alone so that we may serve Egypt" (Exodus 14:12).
Every man said to the other, "I will not go down into the deep waters." Nachshon ben Amminadab, alone, stood up and silently plunged into the raging sea. The entire tribe of Judah followed his courageous example.
The talmud at Sotah 36b, in the name of Rabbi Yehuda, fills in the details and teaches us that it is because the tribe of Judah "sanctified God's name" at the sea that Judah was granted dominion in Israel. Nachshon, until now, a relative unknown, demonstrated his unswerving faith. His emunah was a spark for others so much so that the chapter concludes by stating that the entire people of Israel "believed in God" (Exodus 14:31).
Nachshon overcame any doubts he may have had. He alone obeyed Moshe's command to "journey onwards" (Exodus 14:15). Nachshon certainly must have feared for his own life, but in overcoming this fear, Nachshon demonstrated his worthiness.
Leaving it at this, however, misses the real point of this famous misdrash. Nachshon and all of the children of Israel faced an even greater fear than that of drowning in the sea.. An interpretation closer to the spirit of this text and the surrounding verses suggests that every man said to the other "I will not go down into the deep waters" not because of a fear that the waters would not split, but just the opposite. The real fear was that--it just might be the case--that the waters would split. Let me explain.
The children of Israel correctly sensed that this was not just any old moment in time, but this was the point of no return. If the waters split and they pass through to the other side of the sea, they will never be able to go back to Egypt. In the future, they may dream of returning, but the way back to where they have lived their entire lives has been forever closed. That's scary!
The splitting waters are a path to freedom, but they also represent a permanent barrier to returning to Egypt. The Torah is explicit on this point. That's why God took them on a long-cut. "God guided them not through the land of the Philistines, although that was near; for God said, perhaps the people will repent when they see war, and they will return to Egypt" (Exodus 13:17.
Choosing the path of no return is no easy task. At the binding of Isaac, for example, Abraham passed just such a test.
The "sanctification of God's name" does not reside in the fact that Nachshon believed in and relied on miracles. That can't be it. This story follows the dramatic ten plagues. Who other than a Pharaoh, whose heart has been hardened by an act of God, might still doubt God's ability to perform miracles? Miracles, in turns out, are the easy part.
Choosing a life of freedom over slavery is the real test here. In plunging into the sea and journeying onwards, Nachshon overcame his fear–not that the waters would not split–but the very real fear that the waters would split. Nachshon's action is a direct response to the explicit suggestion that the children of Israel return to Egypt. He doesn't argue and he doesn't debate the point with those that would like to return. In jumping into the sea, the option of returning to Egypt is removed once and for all. Nachshon and everyone else knows that the sea will part once, but never again.
Moshe's Tough Choice
When it comes to the most difficult ethical choices in life, it is never easy. Taking one path, like Nachshon ben Amminadab did, always means giving up on another. When you "journey onwards" it is almost as if you leave your old self behind. This is one of the reasons why the amazing story that my former student Moshe told me was so painful for him.
The story is amazing not so much because it is unique, but more because of how reflective and insightful Moshe is in telling his story. All of my students are exceptionally intelligent, but Moshe is one of the most thoughtful and mature students it has been my pleasure to know.
Moshe was born and raised in Bnei Brak, one of the most traditional and "isolated" Jewish communities in the world.
When I say isolated, I refer to isolation from the outside world. Televisions, for example, and even radios were taboo, as well as anything else which held, even in potential form, any suggestion contradictory to orthodox Jewish principles and morals. My life was fairly simple with well-defined rules which stemmed from Jewish law codes. Yet, there was always a yearning in my heart to see what was on the "other side" of the fence. I thought to myself if it is prohibited, then it must be quite good and appealing.
For most of his life, Moshe had never watched television or listened to the radio and until quite recently, Moshe did not speak a word of English. In the eighth grade, Moshe entered yeshiva. He says, "This was a new and exciting time in my life and I took it very seriously...a little too
seriously."
Moshe began to study books of mussar or, as he translates it, books of "self-affliction and personal growth." "I took the study of mussar very seriously and worked on particular aspects of my character which I felt needed improvement. I would look into myself and try to assess my strengths and weaknesses and see how I cold combat bad habits and strengthen good ones even more." This process began when Moshe was 14 years old!
Moshe was incredibly tough on himself. "I would not give myself credit for my hard work, and even if I felt a sense of achievement, I would force it down as unholy pride." For four years, Moshe was unrelenting. He would study day and night, purposely limiting his sleep and his food intake – "for the purposes of self-restraint, personal growth, and to save time."
Boys Just Want to Have Fun
At age of 18, Moshe simply could not take his self-imposed regimen anymore. He was burnt-out. "I had lost my motivation. I just wanted to be a normal guy and have fun. I wanted to just play sports, hang out with girls, and do all the other thrilling and normal things guys my age do."
He began to sleep-in, he fell behind in his studies, and he was increasingly depressed about just about everything. His feelings for Judaism cooled. "I started to think of leaving orthodoxy, or, if you will, the only way of life I knew, and becoming secular." For Moshe, "it was all or nothing, black or white, good or bad, holy or not!"
As Moshe contemplated his life-altering decision, he realized that the secular life was probably not as great as he imagined it to be. "The desire I had for the secular world was romanticized and enlarged from within because it was forbidden to me. The grass is always greener on the other side."
He also knew how hard it would be on his parents and friends. "Of great concern to me was the welfare of my family and friends who would be devastated by such a move on my part."
Moshe was agitated and extremely lonely. "I spent many sleepless nights tossing and turning in my bed." He says that the hardest part of his ordeal "was the fact that I had to struggle with it all by myself. I had noone who I felt I could talk to, since on such a matter I could trust noone."
Moshe was angry and full of fear. He worried that he would not be able to make it in the secular world. He was concerned that his parents would disown him. He knew that this was one of those decisions that would take him beyond the point of no return. If he took the plunge, there would be no going back to the way things had always been.
Here's how Moshe summarized his situation at the time:
On the one hand, I felt that Judaism is the truthful way for me to live and that I just had to take my situation as nothing more than an overwhelmingly hard challenge, but
nonetheless stay within Judaism's way of life. On the other hand, I felt angry at the lack of understanding from particular people who to me represented Judaism. They were rotten to the core as human beings. Also, I thought that it was morally wrong for me to live a lifestyle which I hated, and I was miserable in, just so my parents would be happy. That is surely not God's will of me.
Moshe continued to think through his dilemma on an intellectual and rational level, weighing both sides of the argument as carefully as he could. But, with 20-20 hindsight, Moshe says that, in the end, his decision to leave orthodoxy was forced by a deeper, emotional pull. "It almost felt like it was God Himself who pulled me, against my will, away from my sheltered life, so that I could see the real world as it is, for better or worse." Is this a kind of rationalization? Maybe, but I don't think so, and neither does Moshe.
The Big Move
Moshe contacted an organization that is designed to help people like him who are thinking about leaving the chareidi world. He met with a guidance counselor who advised him on some of the consequences of his decision. A few months after meeting with the advisor, Moshe had resolved, once and for all, to leave his familiar community.
I finally made the big move! On the first day of what would have been my fifth year in yeshiva, in the beginning of the zeman or semester, I left my home with my suitcases. My parents ordered a taxi for me. Last kisses good-bye. My mother: "Shtiyg away (learn well and grow spiritually) sweetie." "Okay, Eema (mom)."
Instead of going to the yeshiva, I told the cab driver to take me to the bus station. I called a representative of the organizations and told them they must find me a home or I will stay in the street that night.
That very same night, Moshe stayed with an elderly woman who was associated with the organization he had contacted. He couldn't believe his good fortune. The woman didn't just have a television set, she had cable, too! "I recall the joy I felt then. It was heaven on earth; I spent all night switching from MTV Europe to the NBA basketball game and then quickly back to MTV! Not to miss! Could it be a video clip of Madonna up next?"
The next few months went by quickly. Moshe moved into a youth hostel, found a job at a car wash in Tel Aviv, and enrolled in a public school with evening hours. The euphoria of the first night quickly vanished, as Moshe learned that the "real world wasn't always pretty."
Almost immediately after his move, Moshe began training for his military service. In a few more months, he would join the Israeli army. He hoped to make it into an elite commando unit, and he knew that to qualify he would have to be in top physical condition. The incredible energy he had once directed toward mussar was now channeled into his demanding and frequent workouts. Moshe was anxiously looking forward to serving his country. "I wished to be in the best unit possible and to give my all on behalf of my brethren and country." So much for having a good
time, I guess.
About three weeks before he was to enter the army, Moshe contacted his family and told them about his intentions to join the army. Moshe's parents informed him that his grandparents, who lived in the United States, had invited him to come visit them and would pay for his trip. Moshe thought that perhaps this would be a nice break. He decided to go, "but with a clear intention to return shortly to Israel to take the entrance exams for the commando units." His grandparents promised him that he could continue his training in the U.S. at the local Jewish Community Center just as easily as in Israel.
This was clearly a time of turmoil for Moshe. How could it not have been? "A new and great dilemma started to unfold again in my life, while the first one was not yet solved."
Moshe began to have some serious doubts about going back to Israel and joining the army. He began to entertain the idea of staying in the United States, at least for a while. In the United States he could try to find some kind of middle ground in his life, some room to breathe.
Most poignantly, Moshe felt that if he returned to Israel, given the cultural expectations there, he would have to give up his religion completely and this was something that he wasn't sure he was prepared to do.. He would be "living in Israel as a secular Jew with all of its implications." If he stayed in the United States, "I could live with freedom to do what I want."
Moshe described his thought process as follows:
I felt that the opportunity to learn English and go to college would head me in the right direction towards financial stability. Also, while in college I could explore different fields and find out more about the world and what's available to me. I thought of being a philosophy major to find answers to some questions I had.
In the end, Moshe decided to enroll at Yeshiva University's Sy Syms School of Business.
Throughout my time in the States, I slowly found my self, and gained a new, different and deeper appreciation for Judaism. I took thing slowly this time, making sure not to jump too far ahead of myself. I now feel that I found myself to a large extent, though naturally, there is always room for growth. I feel like my decision to stay was, thank God, indeed the right one. Yet I sometimes wonder...
A Life of Integrity
The story that Moshe tells is just the first chapter in his moral biography. Noone, not even Moshe himself, knows how this story will continue and end. Throughout his ordeal, Moshe is searching for something. I'm not sure that he knows exactly what it is that he's looking for, and as a outsider, neither am I. Nevertheless, as I read and re-read Moshe's story, it is the word "integrity" that keeps coming back to me. This is one of the reasons why I think his story is worth studying with care.
I think we need to go slow here because integrity is one of those over-sized words that can mean almost everything and almost nothing simultaneously. What does integrity entail? And, how does Moshe's story help us get a better handle on it?
The dictionary tells us that integrity is the quality of being honest and upright. I think it's more, though. Integrity is a kind of balance. It includes many different elements: curiosity and wonder, honesty, patience, humor, a willingness to take risks, authenticity, and a desire to learn and to grow.
Maybe one way to define integrity is the process of combining these different elements into something whole. Taking some of this and some of that, and putting it together in a way that is just right for you, in a way that finally makes sense; that is real and durable and life affirming. Integrity is part discovery and part invention. It is an ongoing and never ending process.
All of the elements of integrity that I have identified are important individually, but possessing too much of one without the others is debilitating. Being curious is good, but being too curious can get you into big trouble. Being patient is a virtue, but there must be a limit even to patience; there comes a point where one must take action. Too much humor and life becomes a big joke. Taking risks is necessary, but foolish and unnecessary risk-taking can be dangerous to your wellbeing. Even honesty taken to the extreme can be silly and even quite hurtful (that outfit looks horrible on you–it makes you look even stupider than you really are). As the book of Kohelet has it, "Everything has its season, and there is a time for everything under the sun. A time to be born and a time to die; a time to plant and a time to uproot" (Chapter 3: 1-2). So, too, with integrity.
Curiosity and Wonder
As Moshe tells his story, his curiosity and wonder are driving him right from the beginning. As he put it, "there was always a yearning in my heart to see what was on the 'other side' of the fence." Having lived his entire life in the sheltered world of Bnei Brak, Moshe had an incredible urge to explore the world out-there for himself. He loved his parents and he was grateful to his community, but for Moshe the world beyond Bnei Brak has a special allure and attraction that demands exploration.
Honesty
Even while Moshe is curious and full of wonder about the outside world, he is always honest with himself and his expectations. He knows that he is "romanticizing" his view of secular life and he also realizes that part of the allure of leaving the charedi world is that the "grass is always greener on the other side."
Patience
Moshe demonstrates his patience throughout his whole story. His decision to make the "big move" is not one that he arrives at in an impulsive way. It is one that he has contemplated for a long time. It is one that he has tried to look at in an objective and rational way to the best of his abilities. In addition, his final decision to stay in the United States and pursue his education also reflects a quiet patience.
Humor
Moshe's description of himself flipping through the cable channels hoping to get a glimpse of a Madonna video conveys a sense of humor and perspective. This was surely one of the most difficult and anxiety-inducing nights of his young life. But, even while Moshe takes himself seriously (or, even too seriously, as he himself put it), he can also see and laugh at life's absurdities from time to time.
A Willingness to Take Risks
Like Nachshon, Moshe knows that the decisions that he is making are life-altering. He knows that whatever he chooses, he has gone beyond the point of no return. The path back to his isolated existence at a yeshiva in Bnei Brak has been closed. Whatever happens, things will never be the way they were.
Authenticity
Authenticity is another one of these really huge words (like integrity itself). Something is authentic if it is genuine. But what does it mean to live an "authentic" life?
Most importantly, you must be true to yourself and to your history. The problem is, though, that sometimes being true to yourself seems like you're betraying your history, and at other times, being true to your history might seem like your giving up on yourself and your own unique dreams and visions.
This desire for authenticity is expressed over and over again in Moshe's story. " I felt that Judaism is the truthful way for me to live..." But, at the same time, "I thought that it was morally wrong for me to live a lifestyle which I hated, and I was miserable in, just so my parents would be happy."
A Desire to Learn and Grow
To me this is the heart and soul of what a life of integrity is all about. One has to find a philosophy, and a practice, and a community that will enable him or her to continue learning and growing throughout life. The more self-conscious one is about this the better.
This is why I'm so inspired by Moshe's story. Certainly noone would have blamed Moshe had he decided to stay put in Bnei Brak. He loved his parents, he wanted to stay true to his Jewish beliefs of his childhood, and he enjoyed his friends. I'm sure that had he taken this route, that even in Bnei Brak he would have continued to discover his own way towards a life of integrity.
But, for him, given his gifts and ideals, I think it would have been extremely difficult.
I also believe that had he chosen to return to Israel immediately to join the Israeli army and to live a completely secular life that he would have enjoyed a degree of fulfillment in serving to defend his country and people. I also believe he would have eventually found his way back to his roots, and to what for him is a more genuine and authentic life. But, again, this would have been denying too much of his own self and traditions for too long a time.
Moshe's choice to stay in the United States and to further pursue his education to some might seem a kind of cop out, almost selfish. I don't see it that way. His decision to slow things down and "not to get too far ahead of himself this time" betray a worthy and practical wisdom. In recognizing that everything is not "all or nothing, black or white, good or bad, holy or not!" Moshe has taken a huge step forward in his moral development. He says now that "there is always room for growth." And, to me, arriving at this insight and living it everyday is the whole point of integrity!
Conclusion
In the end it is still fair to ask whether or not Moshe has achieved that perfect blend of curiosity and wonder, honesty, patience, humor, a willingness to take risks, authenticity, and a desire to learn and to grow. Does he display the unflinching courage of a Nachshon to make those decisions that take us beyond the point of no return?
But, maybe in searching for perfection and in comparing Moshe to the moral geniuses of the past, we're asking far too much of him, or anyone else for that matter. Perhaps a better question is whether or not he has achieved a good enough blend. Rather than answering this question definitively let me allow Moshe to defend himself here:
Since in the end I must make and live with the outcome of the final decision, I dealt with it myself. I did make many mistakes along the way, which could have been avoided. Nevertheless, I gained the ability to take charge and make decisions myself, which is a most valuable tool in my possession. As I continue to move through life, I hold on to the lessons I learned and apply them when necessary. As long as I continue to grow from my mistakes by making the right choices the next time around, it's indeed worthwhile.
In high school, Moshe thought life in Bnei Brak was "fairly simple with well-defined rules." But, I'm not so sure it's even that simple in Bnei Brak for those that decide to stay. My last encounter with Moshe was at graduation. I saw him from afar mingling among the hundreds of students and parents. As I approached him, I noticed that he was flanked by two elderly people, both short and looking somewhat out of place and almost lost in their traditional chareidi garb. I said "hello" to Moshe and he introduced me to his father and mother. Despite the language barrier, we tried to communicate with each other as best we could. In my less than perfect Hebrew, I told Moshe's parents what a pleasure it had been having him as a student and what a mature and intelligent young man he was. Moshe's father shook hands with me and politely thanked me. As he released my hand, Moshe's father gently smiled and whispered, "we know, we know."
The Jewish Ethics Workbook: Chapter Eleven
Moral Growth
In a place where there are no "persons," strive to be a "person." (Avot Chapter 2, Mishnah 5)
Aryeh is like Moshe in many ways. They were both born and raised in Israel. They speak Hebrew better than English. Brought up in religious homes, they share a deep attachment to their heritage and their people.
Aryeh, however, grew up as a religious Zionist, and his parents, teachers, and friends all expected him, as a matter of course, to fulfill his three year mandatory military service. Aryeh was looking forward to serving his country, realizing just how important a responsibility this is for an Israeli citizen. Even so, Aryeh, like almost all 18 year olds, was apprehensive and nervous about his impending army duty. Aryeh describes his feelings:
I knew that the army is a test for ones physical, spiritual, and ethical limits. The army breaks you apart to pieces and puts you together according to the army code. There is no "thank you" or "please." In the training processes of being a soldier, the army transforms you to a new person. Rules and orders become life, the individual person is asked to leave for three years. Nobody cares about my opinion and if I really want to test the rules the jail will make it very costly (my emphasis).
Aryeh is physically strong, optimistic, bright, resourceful, and good with people. It is no surprise to me then, that he was an exceptionally good soldier and that his superior officers quickly recognized his skills and abilities. Aryeh says that his first year and a half seemed to go by quickly. Suddenly, he was a "pazamnik"– a soldier with time of service and was expected to take on new and important duties.
Aryeh was now 19 years old, with loads of enthusiasm but virtually no real world experience– unless you count high school exams and intramural basketball games. Now, though, with his promotion, he quickly found himself in charge of a special unit responsible for securing the safety of Arab villages in the West Bank. "Being in charge of a West Bank village," he explains, in his typically understated fashion, " is not a simple task."
I had to train, check, and send soldiers every week to the villages, and to be sure that they are doing their job. The villages are usually in a very remote place in the West Bank and quite dangerous.
Not surprisingly, Aryeh tells me that this was not a job that his soldiers looked forward to. Nevertheless, every single member of his unit was required to serve on the West Bank on a periodic basis. This rule was simply a matter of basic fairness. Almost all of Aryeh's men, regardless of their personal desires, served with competence, distinction, and courage. Securing the West Bank villages was unpleasant business, but, as the young soldiers knew, it was absolutely necessary for the defense of the State of Israel.
Yitzchak's Refusal to Serve
Yitzchak, however, was an exception. According to Yitzchak's army file, Yitzchak had come from a "troubled family." Both of his parents were now old and quite sick. Being crippled, they could not take care of themselves and relied upon Yitzchak for some of their basic living needs like cleaning, preparing food, and bathing.
For this reason, the Israeli army had arranged what is called an "easier service" for him. The army assigned him to a base that was close to his home and gave him the right to return home for evenings whenever he was not "needed" for army services.
Aryeh's superior officer had little sympathy for Yitzchak's "special needs," and he felt that Yitzchak had been taking advantage of the army's generous accommodations. In the superior officer's opinion, Yitzchak had been a problem soldier right from the beginning of his army service. He had severely disciplined him on many occasions, frequently sending him to the base's military prison. "My superior officer does not like being a social-worker. He has many tasks to fulfill and time for soldiers' problems is not on his agenda."
The last thing that Aryeh's superior officer wanted to do was to baby sit for Yitzchak. "Yitchak did not know how to communicate and his voice, manner, and language were not appropriate" for the military. So, among the many duties and responsibilities Aryeh had inherited as part of his promotion, Aryeh also got Yitzchak!
Here's how Aryeh described him:
Yitzchak was a classic story of a soldier who was on the way out of the army if he continued to disobey orders. Yitzchak was very offensive and tried to make it clear to me that I am a nobody and that he was not afraid of me and the system.
On a personal level, Aryeh did not like Yitzchak much either, but, unlike his superior officer, he did feel sympathetic to Yitzchak's family responsibilities. As Aryeh saw the situation, Yitzchak, despite his lack of social graces, in the end, was usually more or less cooperative, and he carried out chores like driving and serving guard duty adequately.
The real problem, from Aryeh's point of view, was that when it came to his turn to serve on the West Bank, Yitzchak simply refused to budge. "He told me very clearly that he is not going to the West Bank for his duties and that he is not afraid of jail."
Aryeh could have easily resolved this dilemma by going to his superior officer and telling him about Yitzchak's refusal to serve. In fact, this might have given Aryeh some brownie points and a faster rank promotion, as his superior officer was looking for one more reason to throw Yitzchak back into jail and maybe even get rid of him permanently.
Aryeh, however, did not want to take the easy path here. Who would really win if Yitzchak was punished one more time or dishonorably discharged from the army? Here's how he described his dilemma:
There was no doubt in my mind that Yitzchak did not deserve the best consideration given his behavior; however, he had a very difficult life and it is easy to judge people who are in bad shape. Nevertheless, I knew that there were ways for me to make the strain easier on him without changing the real performance of tasks, but the question is what is the price I might pay and should I help him? If I really love my fellow Jew the same way I love myself, the system should be the last stakeholder I should consider. However, maybe the system is the way we were told during the first year in the army?
I-The Case Against Yitzchak
The case against Yitzchak is relatively straight-forward. The army has its rules and regulations without which it simply cannot function. To the extent that you accept the legitimacy of the army and its goal of defending the country, don't you automatically accept the legitimacy of its rules too? As Aryeh notes, "If the system had to deal with everyone's problems, the Army would not be able to fulfill its duties."
In this specific case, the rule that everyone had to serve on the West Bank seemed eminently fair to Aryeh. After all, he and all his friends had already served there on numerous occasions. "The duty is dangerous, long and tiring." But as Aryeh knows well, somebody has to do it.
Further, by simple logic, if Yitzchak does not serve on the West Bank, another soldier in the unit will have to fulfill his duties and "carry the burden." What if something happened to the soldier who was substituting for Yitzchak because Yitzchak didn't want to serve? How could Aryeh take on this kind of responsibility?
On top of all of this, on a more practical and self-interested level, even if Aryeh wanted to help Yitzchak and his family, why should Aryeh have to pay the cost? After all, if Aryeh's superior officer finds out that Yitzchak is not serving on the West Bank, Aryeh himself will have to face the consequences of a possible punishment.
II-The Case for Yitzchak
On the other hand, Aryeh strongly felt he had several good reasons to bypass his superior officer and allow Aryeh permission to skip his West Bank service. First, and most fundamentally, Aryeh was hardly the ideal soldier to send on a potentially dangerous assignment. His unprofessional conduct is merely bothersome and inconvenient at the military base, but it might have much more serious consequences for his own safety and the safety others out in the field. In Aryeh's words, "villages in the West Bank need responsible soldiers" to serve there.
Second, Yitzchak's parents would suffer tremendously, if Aryeh reported Yitzchak's
insubordination to his superior officer. Aryeh had seen mounds of army documentation that showed how much Yitzchak's family suffered when he was not able to go home and care for them during the evenings. Aryeh did not know Yitzchak's parents, but, as he imagined their sad plight, he felt a moral pull and a Jewish responsibility to help them if it was at all possible.
Third, Aryeh felt that if he eased the burdens on Yitzchak, and began to treat him in a more humane way, that Yitzchak might become more "responsive." Aryeh could not be sure about this, and he was not naive. Nevertheless, quoting the Torah's commandment to "love your neighbor as you love yourself," he felt it was worth at least one try. Putting Yitzchak in the military prison would not help "in this case because it does not the change the problem." Besides, the army itself had already set the precedent of allowing special treatment and consideration for Yitzchak.
Right Versus Right Dilemma
This is a classic right versus right dilemma. There is no easy answer here. Aryeh is being pulled in two opposite directions simultaneously. As a soldier and as a member of tightly regimented organization, he has an obligation to carry out the rules of the army to the best his abilities–no questions asked. Both his superiors and his underlings are counting on him to be a team player.
But, what about his personally felt responsibilities to Yitzchak and family? "The individual person is asked to leave for three years." So says the army during basic training, but can Aryeh afford to leave aside his own humanity and his own individuality for such a long period of time? "I was told in the training processes of being a soldier, that nobody cares about my opinion." Can this really be a philosophy upon which the Israeli army is built?
I call this a right versus right dilemma because both arguments–the cases for and against Yitzchak-- are strong and compelling. Aryeh clearly has an obligation to the army and a responsibility to carry out its orders especially when he himself understands the rationale behind the rule he is being asked to enforce. But, just as clearly, Aryeh has an obligation to his own sense of what is right and what is wrong. Reporting on Yitzchak to his superior officer will serve no positive function. Yitzchak's parents will suffer, Yitzchak himself will become even more alienated, bitter, and withdrawn. And, even if the end Yitzchak does serve on the West Bank, he is hardly the kind of soldier anyone would want there.
A right versus right dilemma provides both an opportunity and a risk. On the positive side, to the extent that you can adequately grope your way through the complex maze of a right versus right decision and find your way out the other end, you have demonstrated a degree of moral growth. It will strengthen you and give you confidence for the future. You will begin to see the world in a new way. The world may seem bigger and more complex, but you will be more at home and at ease in it.
On the down side, you may get lost in a right versus right maze. You may discover yourself going around and around in circles, ending up where you were at the outset, or, worse yet, backtracking and losing ground. This will weaken you and erode your confidence. The world
will seem less coherent, chaotic, and a less hospitable place.
Aryeh had made a commitment to himself during basic training that:
when control will come to my hands, I will do my best to treat people in a professional way. I also believe that being a religious Jew and treating people lifnim mishurat hadin (beyond the strict letter of the law) is a must, especially in a system like the army. So, I decided that when I will have some say in the system, my judgement will come into place and I will try to make a difference.
Is this a promise that Aryeh could really keep? Or, was it simply a youthful boast born out of an immature idealism and lack of knowledge about how the world really works?
It's Go Time...
First, and foremost, ethics demands personal integrity. To be true to himself, Aryeh needed to find some kind of balance between his organizational responsibility and his own sense of personal responsibility. To completely ignore one responsibility in favor of the other is to miss out on the opportunity for moral growth, and worse yet, it would be symptomatic of a kind of moral decay.
I think, in the end, Aryeh did find a workable balance and a solution that he could live with. Here's his description of what he finally decided to do:
I do not think that the Israeli Army is not ethical; however, the system can clearly destroy a person's life without feeling the consequences. So, I decided that my duty is to try to make the Israeli Army a Jewish Army where if a Jew is in need, he or she finds help.
This is my altruism by helping a person who I am not required to assist, but lifnim mishurat hadin it is a must for me to help him. Yitzchak never went to the West Bank, he did all of the other tasks I asked him and helped others whenever they needed it. He highly appreciated my approach and had a lot of respect to Hashem for helping him. My superior officer was happy because everything was working like a clock under my control. Other soldiers in the unit were happy because Yitzchak was doing more of the [unpleasant] tasks they have to do. Yitzchak finished his service and I was sleeping well at night.
What Aryeh Learned and What We Can Learn From Him
In order to grope your way through the complex maze of a right versus right dilemma, you have to first recognize it as such.
Ethical conundrums do not come with labels stating–"I'm a right versus right dilemma." Responsible moral actors must be constantly aware of their environment and must continually ask themselves about the nature of their situation. My gut feeling is that many of Aryeh's peers would have walked right through this situation without even realizing the high stakes game they were involved in. A first step then is to "scan" and "frame" a situation appropriately.
Abstract rules treat people as abstractions.
The rule in Aryeh's unit was that everyone had to take turns serving on the West Bank. The rationale for this rule is that because everyone is equal, everyone should be treated in the same way. Few people would argue against a rule like this.
The problem is that while it is true that everyone has equal moral worth, not everyone has equal abilities, nor are everyone's situations ever exactly the same. Simple rules, although sometimes necessary and often useful as a point of departure, force us to ignore context and relevant details when we think they must be applied it a rote and mechanical way.
To the extent that it is true that rules treat people as mere abstractions, they tend to dehumanize persons and to purposely limit attention to a tiny fraction of a broad and messy reality. The rich, thick, and complex details of real life, that may or may not be relevant in a given situation, are ignored.
Ethics demand a more complex formulation of our moral responsibilities. We need to approach the world not just with a set of simple and easy to remember rules in hand, we need also a way to factor in the concrete particulars and the unique and relevant characteristics of a given situation. For this reason, simple rules need to be interpreted and applied in a creative, humane, and responsive way. The ease and comfort of applying a simple but abstract rule in an unthinking way should never be allowed to trump the broader and more inclusive moral principle of treating every single person as a special and unique individual.
You need to look not just at the letter but at the spirit of the rules.
Aryeh knows well that the rule is that everyone should serve in the West Bank; this is basic equity. But, he also knows that the point of this rule is that everyone should be treated in the same way so that soldiers will not be jealous and angry with one another thus destroying the morale and effectiveness of the unit.
The truth of the matter is that the Army has already made an exception for Yitzchak by assigning him to a base near his home and by allowing him to frequently return home to help his parents. Aryeh is not breaking the rule on a whim or for personal gain, nor is he doing it to promote his own subjective vision of what ethics is all about. His goals are to improve the effectiveness of his unit in light of the Army's own aspirations as demonstrated by the special treatment granted to Yitzchak and to treat everyone with equal respect and dignity.
Given the fact that none of the other soldiers ever complained to the superior officer, it is
reasonable to conclude that they must have understood Yitzchak's special circumstances, too. In fact, as Aryeh describes the situation, the soldiers actually were "happy" because Yitzchak willing accepted much of the grunt work back at the base.
Apparently, given Yitzchak's need to help out with his parents, his fellow soldiers were willing to allow for the trade-off. In part, I would suggest, that this was due to Aryeh's leadership skills, especially recalling how ill-tempered Yitzchak could be.
There is a cost (or at least a potential cost) to being ethical.
Aryeh must be willing to stand up and pay for any of the consequences that follow from his decision. In his case, the situation happens to have a happy ending. There were no problems in any of the villages under Aryeh's command. Yitzchak's fellow soldiers did not complain to the superior officer about preferential treatment. Yitzchak himself did respond positively to the humane attention that Aryeh devoted to him. And, most importantly, Yitzchak's parents were not abandoned in their time of need.
Unfortunately, this is not always the case. Sometimes things will not turn out as we hope. If you are breaking a rule, as Aryeh was in this case, you must openly accept authorship for your actions, be prepared to defend them reasonably, and pay for the consequences. This is true in the case at hand and it is true more generally in every case of "civil disobedience," as Martin Luther King, Jr. so eloquently reminds us in his famous "Letter From a Birmingham Jail."
In a place where there are no "persons," strive to be a "person."
Actually the literal translation of this saying (usually attributed to Hillel) is "In a place where there are no men, strive to be a man." I prefer, though, to interpret it more generically. In this way, the original intention is both preserved and broadened.
But, what does it mean here? Among other things, I believe that this saying speaks directly to Aryeh's dilemma. Remember that message from basic training. "The individual person is asked to leave for three years." Well, it turns out that one of Judaism's greatest sages would beg to differ with Aryeh's superior officer. According to Hillel, one must constantly strive to become a person. What is entailed in being a person. Here's how one ethicist has put it:
Personal statesmanship is governance of the self in the light of moral ideals and not only in conformity with moral rules. Its great aim is to find a healing balance between nonattachment and attachment, alienation and reconciliation. If we go too far in one direction we suffer loss of self; in the other direction we slight the claims of others.
While the language is lofty and somewhat difficult to penetrate, I believe that Aryeh's actions are a nearly perfect example of what this philosopher is talking about. I confess that it was only after I read his case that I have begun to understood this statement.
Aryeh is not saying "anything goes."
Many critics point out that there is a huge danger in telling people not to apply simple ethical rules in a simple and straight-forward way. The problem, they say, is that this is a kind of moral relativism. One might argue that what Aryeh's case really shows is that when it comes to ethics, we just make up what ever feels right to us at the moment.
It is true that Aryeh's decision, along with many of the other examples that we've looked at in this book, emphasize the need for creativity and human initiative when it comes to resolving ethical dilemmas. But this creativity, imagination, and artistry as I've been calling it, is constrained and bounded.
In every case, moral imagination is limited by human nature, accepted tradition, the needs of the community, the realities of life, the uncontested goals of organizational life, integrity, concern for others, and our highest aspirations as embedded in principles like "love your neighbor as you love yourself." Aryeh is not ignoring the "ethics of our fathers," he's trying to apply them in a meaningful way in a changing world. Aryeh himself puts it this way, "The Torah helps us understand what it takes to be a Jew, yet the real test is the daily experiences we have to go through. The test is never easy." It's one thing to pledge allegiance to one's ethical heritage, it's quite another thing to struggle to apply it in the contemporary world in an authentic manner.
Conclusion
What does it mean to be a "good soldier?" Typically, this phrase means "do what your told." Aryeh, however, has a different take on this. Being a good soldier to Aryeh means taking the goals and purposes of the army seriously. It means supporting the system and getting the job done. It means following orders and treating everyone equally. It also means, though, bringing one's whole self to work. Being emotionally attuned to the realities of a situation. Being ethically aware and sensitive. Being able to use one's reason and intellect to recognize which values are more important than others. Finally, and most importantly, Aryeh believes that in a place where there are no persons, one must constantly strive to be a person, even in the army.
Did Aryeh do everything that he could have done in this situation? Could he have convinced Yitzchak to serve on the West Bank and have found some other way to help him take care of his parents? If he had been tougher on Yitzchak would Yitachk himself have benefitted in the long run? Could he have been more forthright and open with his superior officer? Perhaps he had a responsibility to directly confront his superior officer and tell him what he was doing? I'm not sure about these questions and Aryeh probably isn't either. The point though is not to achieve certainty or perfection, the point is to discover, at least, a temporary balance; a solution that allows one to grow rather than to retreat. To Aryeh, this is what it really means to be a "good soldier."
The Jewish Ethics Workbook: Chapter Twelve
Conclusion: Some Personal Reflections
The entire world is a narrow bridge, and the important thing is not to be afraid at all. (Rabbi Nachman of Bratslav)
Looking back at the stories in this book, I am struck by the many and varied obstacles that stop us on our quests for leading meaningful lives. In every story there is always an obstacle, something in the way, blocking us from getting to where we think we should be.
These obstacles include fear, our own rationalizing minds, a lack of trust, physical constraints, a wish to fit in it with our friends, lack of respect or care for those different from ourselves, an unexpected illness, loneliness, and a basic uncertainty about what the truly ethical course of action might be.
We have seen from these stories that there is no set formula to overcome these obstacles. The stories that my students describe are not intellectual puzzles that can be solved like algebraic equations once and for all.
Sometimes it is obvious what the right course of action is. If you're driving your car and you hit someone by mistake, you not only have an ethical obligation to stop, you have a legal obligation, as well. In a situation like this, it's black and white. But this kind of formal response, however true from a lawyer's point of view, misses the entire point. The real question is, what does it feel like to hit someone with your car? How can I overcome or channel my fear and anger, my frustration, and my instinct to flee, when I'm in the moment? To begin to understand what it means to live a life of integrity, it's not enough to play the wise and detached spectator and view life from the outside looking in, but we must experience life's ups and downs from the inside looking out.
Outside In
In teaching ethics, we try to move away from the world and disengage ourselves from it. We try to place ourselves high above the fray to gain a more accurate view of what is happening below us. We look, if not for universal principles, then for the most general and all-inclusive formulations. As objectively as we can, we categorize, analyze, and make all kinds of distinctions. We move from topic to topic, from environmental issues to employee relations, from sex discrimination to product safety. We try to get students to see connections they might not readily see on their own. We provide reasonable arguments to convince students to make sound ethical choices.
But how useful is this approach when you are faced with a real-world ethical dilemma? As all of us know, ethical problems look and feel so differently from the inside than they do from the
outside. While getting the "right" answer on a test in the classroom is relatively easy, figuring out the right thing to do in real-life and then actually doing it is incredibly difficult.
Inside Out
Overcoming our obstacles and acting in an ethical way requires a schooled-intellect, but it also requires caring and empathy, patience, emotional intelligence, and an ability to read and understand others' motives, as well as one's own. Living an ethical life requires a strength of character, a deep sense of purpose, shrewdness, a feeling of being connected to others, and a supportive and loving community. It's not only about making isolated decisions one at a time, as it might seem from sitting in on an ethics class, but it's about crafting a worthy life plan and living it out everyday among family, friends, neighbors, and co-workers. Being in the moment, it is almost impossible to see things in an objective way. Telling someone in the midst of a crisis to act in such a way as to "maximize the world's happiness" or to follow the 18 th century philosopher Immanuel Kant's famous "categorical imperative" hardly seems useful.
From the inside it seems that there are no easy to apply universal principles because each case feels so unique. There are no separate topics; every decision impacts every other decision. In the real world you never know with certainty if you've made the best, or even a good, choice. What may seem today as efficient and clever, may in the long run seem foolish and immature. Preferences and values evolve over time.
It is because of this, that each of us needs to think carefully, and for ourselves, about our true aspirations. What are the values that I choose to make my own and to make real through my actions? What kind of a life do I want to live? We don't ask and answer these questions once and leave it at that, but we must continually strive to fine-tune and adjust our philosophy in real-time, in a constantly changing world.
In this last chapter, I offer some of my own thoughts on living a good Jewish life. These are my aspirations and I don't expect them to be yours or anyone else's. I don't include this discussion to convince you that my way is the right way or the only way, but I include this material as part of an ever growing dialogue where all of us are equal participants. This is how I see the world from my unique perspective. How do you see it?
Aspirations
1-Accept
The first of my ten aspirations is acceptance. Acceptance is the acknowledgment that the world is what it is. It is not the way I would like it to be, nor is it the way I think it should be. But, it is what it is.
Acceptance is the opposite of magical thinking. When I engage in magical thinking, I see the world through the filter of my own fantasies. I see what I want to see, what I wish to be there. I perceive only what I imagine that the world can be like. I forget (or I don't want to remember) that the world can surprise me. These surprises can be for the better, or they can be for the worse.
Acceptance is not something that happens all at once. As I travel through life, I experience its mysteries, joys, horrors, sadness, and silliness. When the volume gets too high, I shut life out, and this works for a while. Like a young child, I pretend that I didn't really hear that or I didn't really see that. I hide. But I can close myself off only for a little while. Acceptance is saying to myself, "it can't be, and yet it is."
Acceptance is not passive. I may accept something even when I hate it with my whole being. Acceptance is not about the future, it is about the present. I can't change what already is no matter how hard I try.
Acceptance is the first of the ten aspirations because it is the reality check. It is the only platform upon which a truly meaningful life can be built. It is only through acceptance that I can be a source of positive change for myself and others in an intelligent way. Magical thinking is the most powerful narcotic. It is a giving up on myself and the world. It is a slow suicide. Acceptance is a wake-up call. It demands courage and constant vigilance. In accepting the world, I am born to it for the second time.
2-Appreciate
The great thinkers ask, How can it be that there is anything at all? To live with my eyes open is to be constantly surprised. Appreciation is not seeing the world through rose-colored glasses. It is, despite everything, an overflowing feeling of thankfulness that I am alive and a part of all of this.
I don't know if it is really possible to live every moment mindfully–to be constantly aware and to be continually alive. I live so much of my life on automatic pilot. I'm here, but I'm not here. I am so afraid of what I will see. My thoughts are somewhere else. Even as I write these very words, my mind drifts away and comes back to them only hesitantly and with great effort. Appreciation can be built only upon acceptance. I can't appreciate that which is not. I can only appreciate that which is.
Appreciation is a choice we need to make everyday. We don't have to appreciate, but we do have the ability to appreciate. It is an openness to the world. It is a kind of reverence. It is being in the world and being constantly amazed by this simple fact. It is an awareness that I am not alone. It is an overcoming of my fear, if only for a few precious moments.
3-Respect
I can't respect you, if I don't respect myself first. Respect can be simple or profound. It can mean taking care of myself and others in the most mundane ways. Eating right, exercising, getting enough sleep, sticking up for my rights, caring for my home and environment.
Respect can also mean taking myself and others seriously. It is learning and recognizing what it means to be human. It is a kind of trust and a kind of faith that what I do matters in a fundamental way and makes a lasting difference in the world in which I am just a stranger and sojourner. My effect may not be huge, but it is perceptible to me and those closest to me. It is hard to respect ourselves when we are so prone to make mistakes. Therefore, respect requires an ability to forgive and to move on.
It is the recognition that we are precious and unique beings. Everyone of us is irreplaceable. To respect oneself is to turn acceptance and appreciation in on oneself and out towards other human beings.
4-Be patient
Of the ten aspirations I list, patience may be the most difficult for me to attain. I want it and I want it now.
How does one learn to be more patient? It requires me to constantly broaden my horizons. In order for me to be more patient, I have to see and imagine the big picture. Where I am right now, in this place at this moment, is not all of reality. This is where I am now (and I accept that), but it is not always where I am.
If it's so hard to be patient with myself, how much harder is it to be patient with those around me?
Patience teaches me that just when I think I've mastered acceptance, appreciation, and respect I've got to start all over again.
Again and again, I need to relearn what it really means to say that it is what it is. Again and again, I must learn what it really means to be thankful that I am alive. Again and again, I must learn what it really means to take myself and others seriously.
Patience is the ability to tolerate suffering without the deadly poison of resentment. It is the ability to see oneself in an objective way.
It is the ability to appreciate one's unique perspective in the world. I am the only being in the universe that sees reality from the precise point that I occupy. But I must constantly remind myself there are an infinite number of other perspectives from which I can not see it.
5-Listen
I am not the only being in the universe with thoughts, and hopes, and desires, and feelings, and needs. I am not the only being in the world with a special perspective. How many times do I have to relearn this before I can grow up?
I stop what I am doing right now and listen to you. I don't just hear the words or see the body language. I must be silent and figure out what you are trying to tell me. I must purposely turn off my own voice and listen to yours. Am I the only one that finds this excruciatingly difficult?
You are reaching into my soul. You are calling me and trying to get me to see you just as you are right now, not as I wish you to be. You want me to share your pain, your fear, your laughter, your happiness, your sadness, your surprise, your wonder, your joy, your amazement. You want to learn from me and you want to teach me.
More than anything, you want to let me know that you see me, you hear me, and you feel with me. You are like me in so many ways, but you are not me and in the end I fear I will not hear everything you want to tell me. I am afraid that no matter how hard I try, I hear my own voice and call it yours.
Only when we begin to listen, can we begin to be with someone else. Listening is not just about words, it is about letting you in and going in to be with you.
Listening is scary, but not listening is even scarier because then I really am alone.
6-Respond
These words that I am stringing together right now are a response. The words themselves are not my words. They belong to all of us. I am temporarily rearranging them. Trying to order them in a way that signals my thoughts and feelings to you. I am crying out, "I am here. And, I hear you." Responding can be as simple as a momentary acknowledgment that I know that you too are a human being–just a passing glance into your eyes. A brief moment of recognition, a sharing of a secret. My eyes are a mirror in which you see your own humanity, just as I can see my humanity reflected in your eyes.
Responding can be beginning a relationship with you. "Let's work together on this project of mutual interest. Let's help each other and not just use each other." Responding is my acting in the world in an ethically appropriate way. Responding means being responsible.
At its best, responding can also be a life-long commitment and partnership, a covenant. I vow to you everyday that I will be here always with you. To listen to you, to hold you, to support you, and to even let you go, if that's what you really want. But I will never forget you.
7-Find Meaning
Finding meaning is building a temporary home in the universe, a kind of sukka. It is satisfying life's most elusive but precious goal even if just for short time. I try to define meaning but just as I think I've captured its essence, its gone. I can not keep hold of it. It is here and then it is gone.
There is a kind of meaning that I can discover. It is out there. It is waiting for me. But, unless I make it my own, somehow put my own primitive mark on it, it's not real. To find meaning is to find a unique purpose, but it is more. It is to express that purpose in the everyday world. Finding
meaning is not just an intellectual exercise it is a way of life, a way of being in the world.
Meaning evolves over time. What was meaningful yesterday, may no longer be meaningful today. To continue to worship yesterday's meaning is to idolize it. You can't build meaning by yourself. If meaning is not somehow shared it is a pretend meaning, just a figment of my imagination. Meaning is what allows me to live a life of integrity and connection. To live a meaningful life is to live a spiritual life.
8-Persist
There are overwhelming moments in my life when evil becomes so real and so tangible. I see evil, I feel it, I touch it, I hear it, and I smell its terrible stench. It has been there all along, only I didn't notice it.
Life's taken for granted meaning disappears. What seemed so important yesterday is trivial today. I go through the motions, but why? I am without hope. A friend literally becomes a deformed monster overnight. Other friends become silent and can't stand to see what I am forced to see so clearly. They abandon me in my hour of need. No philosophy can help me. No words can soothe me. No book can comfort me.
There have been moments in my life where I have believed in nothing except for those precious few who hang in there with me. In them, I never lose faith. Never. They are my only thread connecting me to this world.
But I will not cave in. I persist. I pick myself back up. With the precious few, we rebuild what has been shattered by the monster. As the song says, "They can stand me up at the gates of hell, but I won't back down." If there is no meaning out there, with your help, we will build it from the ground up.
In time the monster is diminished. He becomes smaller and smaller. Now, he is pathetic and sad, and I almost feel sorry for him, but it is not for me to forgive him. He is still there, but he is harmless. He is gone. And, we go on together...
9-Enjoy
Enjoyment is not just the satisfaction of physical needs, although it certainly is that too.
Enjoyment is the feeling of accomplishment that comes from living up to my aspirations. Enjoyment is not the goal, but it is more like the happy byproduct that comes from completing other goals. There is enjoyment in listening, in responding, in finding meaning. Even in persisting there is a special kind of enjoyment (although I would never seek it out).
10-Love
Love is the last of the ten aspirations because it is the most important. All of the other aspirations point to love.
To love is to live. Love is being here with you, right now. Nothing else matters. Nothing else exists.
Love is the most powerful of all the emotions. If you are patient and if you persist, it eventually overwhelms sadness, grief, fear, and even pure hate. To love, in its deepest sense, is to grow up together.
Love requires luck, but it also requires hard work. You don't really fall in love, you choose to make love and then you work on it for the rest of your lives. And, the best thing of all about love is that it knows no bounds.
In the end, love is not in me and love is not in you, but love is that tiny but ever growing part of reality that contains and sustains us both. There is nothing magical about it.
Some Final Thoughts
Years ago, I wrote an essay analyzing the biblilcal story of Yosef and his brothers in Egypt. In that essay, I suggested the possibility that Yosef's brothers may have discovered Yosef's identity before Yosef reveals himself to them. If this is the case, then when Yehuda confronts Yosef at the climax of the story, Yehuda already knows who the viceroy is.
I liked this interpretation then and still like it, even if it is a stretch, because if it is true, Yehuda is not threatening the viceroy with words (as is sometimes suggested), but he is having a dialogue with Yosef. They are not talking at each other as strangers do, but they are talking to each other as brothers should. While Yosef and Yehuda are both unique individuals, they are also mutually aware of the deep connection and history that they share.
In my mind, this conversation is the first recorded dialogue centered on Jewish ethics. This is, in fact, the model of how we do ethics from a Jewish perspective.
Yehuda's impassioned speech becomes more humane, given that he has listened to the many hints about his identity that Yosef has dropped along the way (picking on Shimon in particular, inquiring about the welfare of the brothers' father, and sitting the brothers in the correct birth order.) Yehuda picks up on these signals, finally understands his brother, and sees him for who he is. He begs Yosef to return Benjamin.
Yehuda does not know if Yosef will forgive the family. But, at least they are engaged in a dialogue Yehuda verbally acknowledges the sin which they had committed. In response to this deeply moving scene, Yosef is moved finally to end the charade and formally acknowledge what his brothers have already picked up on. Yosef hears the strength of Yehuda's words because Yehuda himself hears the echo of Yosef's cries.
The obstacle and vivid memories of hate separating Yosef from his brothers would seem insurmountable. One of the great lessons in Breishit is that obstacles are permanent barriers only if this is what we truly wish.
Natan Sharansky tells us that while he was imprisoned he found hope in the words of Rabbi Nachman of Bratslav. "The entire world is a narrow bridge, and the important thing is not to be afraid at all." This statement can be interpreted in many different ways. I think of this narrow bridge as the voice of dialogue that connects together the unique experiences of each one of us. And, it is this narrow bridge that we are all so fearful of that constitutes the final goal of Jewish ethics.
Chapter 1 – Learning Guide
I-In-Class Discussion Questions
1-This chapter begins with a quote from Pirkei Avot. Why do you think a book about contemporary Jewish ethics begins with a quote from this particular source from our tradition?
2-The statement from Pirkei Avot with which the chapter begins reads as follows. "Beloved is man, for he was created in the image of God; still greater was this love in that it was made known to him that he was created in the image of God"(Avot: Chapter 3, Mishnah 14).How does the author of the chapter interpret this mishnah? How is it connected to Aaron's story? How else can this statement be interpreted?
3-Would your analysis of this case differ if Shiela had asked Aaron to get medicine for her children instead of rice cakes? Would it make any difference what kind of medicine Shiela needed?
4-In the chapter, the camp director sides with his wife Shiela? Why do you suppose this is the case? Does it surprise you?
5-Does the chapter state whether or not this is a religious camp or not? Is this fact relevant to how you understand this story?
6-Suppose the tables were turned and Aaron was not an observant Jew. Would it be fair for a religious camp director to require his driver to observe ritual law?
7-Why is this chapter called "Defining Moments?"
8- "If we let others choose for us, as Aaron did in this case, it is their values that are becoming concrete and real in the world and not ours." Explain this statement and provide at least one example of your own.
9-In the bible, we read, "And when the people saw that Moses delayed a long time in coming down from the mountain, the people gathered together in front of Aaron and said to him, 'Arise, make us gods, that will go before us...' And Aaron said to them, 'Pull off your golden earrings and bring them to me...' And he took them from their hand, and formed it with a graving tool and he made it a molten calf" (Exodus: Chapter 32: 1-4). In what ways is Aaron's camp experience similar to this story and it what ways is it dissimilar?
10-"Ethics emerges first from religion. The very same ability that helps us to stand up to an investment banker and tell him that we need to leave in order to get home for Shabbat may also, in the future, help us to stand up to the very same investment banker and tell him that we can't participate in a sham business transaction either!" Do you agree or disagree? Explain.
II-Essay Questions
1-If you were in Aaron's situation, what would you have done?
2-According to Maimonides, true teshuva (repentance) occurs "When an opportunity presents itself for repeating an offense once committed, and the offender, while able to commit the offense, nevertheless refrains from doing so because he is penitent [feeling regret for having done wrong], and not out of fear or failure of vigor..." Does Aaron's decision to leave his job interview in order to make it home before Shabbat qualify as true teshuva under this definition?
3-"Quiet leadership is what moves the world." Do you agree or disagree and why?
4-Someone who is careful in observing shabbat and kashrut will also be careful in ethical matters. Do you agree or disagree and why?
III-Connections
The following excerpt is from a proposed amendment to a congressional bill. The amendment was authored by Stephen J. Solarz and Pat Schroeder. (Source: Congressional Record, May 11, 1987).
Mr. SOLARZ. Mr. Speaker, I rise to offer an amendment to the Defense Department authorization bill which would ensure that members of the Armed Forces will not be forced to choose between their sincere religious beliefs and a desire to serve their country. I am offering this amendment with my esteemed colleague from Colorado, PAT SCHROEDER. Our amendment would allow a member of the Armed Forces to wear religious apparel while in uniform provided that the apparel is neat and conservative and that it not interfere with the performance of the member's military duties.
The need for congressional action rose in response to the case of Capt Simcha Goldman. An orthodox rabbi, he was disciplined for wearing his yarmulke while on duty because it was a violation of the Air Force dress code. That code prohibits the wearing of headgear while indoors. Orthodox jews, by the dictates of their religion, are required to cover their heads at all times. Rabbi Goldman did not want to choose between his religious convictions and the desires to serve his country so he appealed the judgement against him. The U.S. Court of Appeals and the Supreme Court ruled against him. The Supreme Court's decision--by the narrowest of margins--5 to 4--ruled that the Air Force's perceived need for uniformed dress overrode Goldman's first amendment right. Opponents of this amendment argue that it would threaten uniformity and reduce military cohesion.
If you had been a member of Congress, would you have voted for this amendment or not? Please be as specific as possible.
IV-Personal Journal
1-Describe an event in your life that turned out to be a defining moment for you.
2-Describe your personal strengths and weaknesses. How do these character traits protect you, if at all, from the kind of situation Aaron faced?
3-When it comes to ethics, the person I have learned the most from is ...
4-Describe a recent action that you have taken, or an action that you might take in the near future, that would strengthen your character.
V-Group Project
Directions: Each member of the group must interview a parent or a grandparent about a defining moment that he or she experienced. How did the defining moment shape his or her future life? The group members should compare stories and describe some of the common features in all of the stories. Each group will present a 15 minute summary of their findings to the whole class.
Chapter 2 – Learning Guide
I-In-Class Discussion Questions
1-The statement from Pirkei Avot with which the chapter begins reads as follows. "If I am not for myself, who will be for me? And, being for myself only, what am I? (Avot: Chapter 3, Mishnah 14) How does the author of the chapter interpret this mishnah? How is it connected to Sarah's story? How else can this statement be interpreted?
2-The chapter introduces the "problem of the weak will?" What is it and what are some additional examples?
3-Are students more likely to cheat on a take home exam? Do you think it's fair for a teacher to give a take home exam?
4-What is the difference between rationality and rationalization?
5-Sarah rationalizes that this situation was one of "moral ambiguity." What does this mean? While this phrase does not seem to apply in this situation, can you think of another example where it might be appropriate? Or, is the phrase "moral ambiguity" always an example of rationalization?
6-Why is cheating an example of geneivat daat?
7-Sarah said there were three reasons why she didn't cheat. How does the third reason differ from the first two?
8-What is the difference, if any, between "cheating" and "being a cheater"?
9-Sarah claims that she will not cheat in the future? After reading this chapter, are you convinced that this is true?
10-Does everyone really have a yetzer hara and a yetzer hatov?
11-What is the single most important reason for scoring well on an exam?
1-It's always wrong to cheat. No amount of rationalization will ever justify cheating. True or false. Explain your answer.
2-People who cheat in school are more likely to cheat later in life. True or false. Explain your answer.
3-The following statement was endorsed by a unanimous vote of the Roshei Yeshiva of the Rabbi Isaac Elchanan Theological Seminary (RIETS) and affiliate of Yeshiva University (March 31, 2003).
Cheating is an egregious halakhic and ethical violation. When students turn aside as others cheat, they communicate to their peers that they find such behavior tolerable...Any student who becomes aware of cheating during the upcoming period of final examinations, be it before, during or after the fact, should report the incident to the office of the dean...This is the case even is situations where only one student witnessed the violation. Each witness should report all relevant information, taking care to report exactly what he witnessed, including the identify of the perpetrator(s) if he can identify him/them. The reporting student is ensured confidentiality under all circumstances. Students who cheat and are reported on should understand that their friends did so because they [are] unwilling to tolerate an immoral culture around them.
The RIETS faculty believes that demanding students to report on classmates known to be cheating will improve the ethical climate of the university. Do you agree or disagree with this belief? Do you think there might be other ways to reduce cheating that could be used either with this proposal or as a partial substitute for it?
4-Ben Azzai taught that the reward of a mitzvah is the mitzvah (Pirkei Avot: Chapter 4, Mishnah 2). What does this mean?
III-Connections
In business, some of the most important things that bosses look for are integrity and strength of character. Consider the following statement from a former chief executive officer of one of the biggest companies in the world:
In reference to the qualifications of new board members, [our] corporate governance guidelines emphasize "the qualities of strength of character, and inquiring and independent mind, practical wisdom and mature judgment." It is no accident that we put "strength of character" first. Like any successful company, we must have directors who start with what is right, who do no have hidden agendas, and who strive to make judgments about what is best for the company, and not about what is best for themselves.
Do you believe that this statement captures what it really means to be a leader in today's world? Would your opinion of this statement change if you were told that the author was Kenneth Lay, the chief executive officer of Enron, whose company was engaged in one of the most notorious corporate scandals in history?
IV-Personal Journal
1-Have you ever cheated? If so, why? If not, why not?
2-When are you most likely to start coming up with rationalizations for your behavior?
3-In the mishna with which the chapter began Hillel asks a rhetorical questions, "being for myself only what am I? If you had to answer this question, how would you?
4-Describe a recent action that you have taken, or an action that you might take in the near future, that makes it less likely that you would cheat if given the opportunity?
V-Group Project
Directions: Develop a set of five rules for your class or school on the topic of cheating.
VI-Vignette--How Bad Does Josh Want an A?
Josh was tired. He had been up most of the night studying for his Principles of Accounting final. Josh was a good student, but because of his very hectic schedule, he now had little time to prepare for this exam.
Josh had received a B+ on the midterm and was hoping for at least an A- on the final. He believed that this aspiration was quite reasonable as other students who had taken Professor Kava had told him that the final was usually easier than the midterm. Whether or not this was really true is another story.
Professor Kava had not made any of his previous exams available for the students to have as a practice exam. Josh felt this was unfair. Other teachers, in other sections of the same course, had provided old exams to help students. With just one day left before the final exam, Josh decided to call his older brother Steve for some help. Steve was now working as an accountant with one of the major accounting firms.
Josh's brother Steve had been an exceptional student when he had Dr. Kava just two years before. "Calm down," Steve said. "It's just an accounting exam. It's not like it's real life or anything."
"That's easy for you to say. You've already got a good job. I've got to get through this and I'm running out of time," Josh whined.
Steve loved playing the part of big brother. "I'll tell you what, Josh. I've got my old exam somewhere around here. What if I fax it up to you?"
"That would be great." Josh felt calmer now than he had in days. A few minutes later he was in the library working on the old exam. "This really isn't so bad," he muttered to himself. "I'm just not sure about question 3.
Josh tried to find his roommate, Ben, who was also a student in Dr. Kava's class. Josh showed him the old exam and asked him if he knew how to do question 3. Ben, who had received the highest grade in the class on the midterm, looked at the old test and smiled. "Ya, no problem. I went through this whole exam last night. I sure hope we get an exam this easy tomorrow."
Avi had overheard this conversation and began to chuckle to himself. "I don't know about that. I have a good feeling that your test is gonna be much harder."
Ben and Josh looked up from the old test and asked Avi how he knew so much about their test. He didn't even have Kava for accounting. "Well, from what I hear, a few guys in the class bought a copy of this year's exam from one of the security guys." Maybe Josh was naive, having grown up far from the New York metropolitan area, where many of his classmates were from. "I don't believe you," he said.
"Don't believe me. It doesn't really make any difference to me. But, hey, if I wanted an A as bad as you do, I know what I'd do. And, it sure wouldn't be wasting my time on question 3. I can guarantee you one thing, that's not going to be on the exam."
Early the next morning, about a half hour before the exam was scheduled, Dr. Kava got a phone call from the Academic Vice President. "I've got some bad news. I think some of the students may have a copy of your exam." Dr. Kava dejectedly hung up the phone.
Chapter 3 – Learning Guide
I-In-Class Discussion Questions
1-The statement from Prikei Avot. with which the chapter begins reads as follows. "'What is mine is mine and what is yours is yours' – this is the average type; but some say this is a characteristic of Sodom" (Avot: Chapter 5, Mishnah 10). How does the author of this chapter interpret this mishnah? How is it connected to Yosef's story? How else can this statement be interpreted?
2-Why didn't the teacher just postpone the exam?
3-"Trust is a fragile asset." What does this statement mean? Why is this observation so important in this chapter?
4-In what specific ways is this case different than Aaron's and Sarah's situations?
5-Why do you think the author believes that Yosef's actions created a loving community "if just for an hour or so?"
6-Who was Rosa Parks? In what way did she show "moral imagination?"
7-Do you agree that Theodore Herzl was a moral artist?
8-How does Shimon ben Shetach's decision to return the pearl to the heathen demonstrate derek eretz?
9-In what ways was Yose'f dilemma similar to Shimon ben Shetach's? In what ways was his dilemma different?
10-If Shimon ben Shetach was correct and his students were wrong, why does the midrash bother to record the students' position–"all the world agrees that if you find something which belongs to a heathen, you may keep it"?
1-In your opinion, what are the three most important characteristics of a loving community?
2-In pirkei avot we learn that derek eretz comes before Torah. In what specific ways does the story of Shimon ben Shetach demonstrate this insight?
3-This chapter concludes as follows: "Ethics is about changing the very rules of how the game is played in a positive and more inclusive way." Here's why this statement is true...
III-Connection
The following is an excerpt from an article written by Jeffrey Swartz, the Chief Executive Officer of Timberland:
I found a Gemara in Berakhot in which Rabbi Shimon ben Yochai and Rabbi Yishmael are having a discussion. Rabbi Shimon ben Yochai is talking about agriculture. He says, "Hey!" (and I'm obviously paraphrasing just a tiny bit here)–"If a man were to spend his time winnowing and sowing and reaping and threshing at the time of the blowing wind, what will become of Torah?"
I looked at that and thought, uh-oh, he's talking to me. I work hard during the day. I travel all over the world for Timberland. I'm busy. I'm home for Shabbat, thank God, but I'm busy. I don't know what will become of Torah. Good question. Is there an answer? So I read on, and Rabbi Yishmael says yes, there is an alternative. He calls it minhag derekh eretz.
I remember something I learned from my rabbi. Only one time each day do you say a blessing for studying the Torah. "La'asok b'divrei torah." La'asok, ish asaikim–the same shoresh, the same root–asak, meaning business or duty. I finally understood what Rabb Yishmael was trying to tell me. It's not about stealing five minutes of Torah here, or five minutes of Torah there. La'asok b'divrei torah, to be immersed in the words of torah. That's not just when you're sitting with the Gemara in front of you; and it doesn't require heading into the cave like Rabbi Shimon ben Yochai and his son. My simple understanding of it means that my job as an ish asakim, as a businessman –everything I do, when I hire somebody, when I work with a customer, when I sit in a boardroom– that's supposed to be la'asok b'divrei torah. You only say that blessing once during the day because it's supposed to last every minute of the day.
At Timberland what we do is make boots. But who I try to be while I do what I do, is an ish askaim. (Quoted from the "Moral Responsibility of Corporations, by Jeffrey Swartz, The United Synagogue Review, Spring 2000, p. 21.)
Questions:
1-Go to the Timberland home page. To what extent do the corporate activities of Jeffrey Swartz's company reflect the beliefs stated in this quote? Be as specific as possible.
2-Is it really possible to bring one's Judaism into the marketplace?
3-Is this an example of moral imagination as described in the body of this chapter?
4-Find the passage that Swartz is referring to in the gemora. Is his reading of this passage true to the actual words of the text? How does this passage compare to the story of Shimon ben Shetach quoted in the body of the chapter?
IV-Personal Journal
1-When it comes to ethics, my Jewish hero is ...
2-When it comes to ethics, my non-Jewish here is...
3-The person in my family who best exemplifies ethical artistry would have to be...
4-Think of someone with whom you would like to have a more trusting relationship. What have you done or what could you do to achieve this goal?
V-Group Project
Develop and implement a project that helps the world become a more loving place, "if just for an hour or so." Your project should be creative and should help at least one other person.
VI-Vignette
Black or African American: What's the Difference?
Akiva has always been a good student. So it was no surprise to his parents when he decided to go to college. Both of his parents were Sephardic Jews, born in Morocco, and had lived there until they were almost 20 years old. Neither of them had the opportunity to attend college, nor did any of Akiva's three older brothers choose to go. Each of them were now working in the family's successful construction business. Construction was hard physical work, but as the family business gained a reputation for consistently high quality output and honesty, the company prospered so much so that the family was able to purchase a beautiful home in Englewood, NJ, one of the most prestigious suburbs in the New York metropolitan area. The new house was within easy walking distance to the synagogue and this was something that was very important to the whole family.
Akiva's father, Ezra, was proud of the fact that his son was a college student, but he was equally proud of Akiva's brothers who were as hard working and ambitious as he himself was. Ezra knew that if it you wanted to make it in America, you had to be willing to work hard and get your hands dirty.
As Akiva began his senior year in college, he started thinking about what he would do after graduation. Many of his friends were going on to graduate schools of one sort or another. For the first time in his life, Akiva began to seriously consider law school. As Akiva put it, "There are many things in this country that I would like to be different and I feel that a legal education would empower me to make a difference."
Ezra was not as happy about the prospects of law school as he had been about college four years earlier. He felt that it was time that Akiva got on with his life. Nevertheless, Akiva took the LSAT exam and got a decent score. Ezra told Akiva about his reservations and explained to him that in his view, unless you got into a top 10 law school, it's pretty much a waste of time. He believed that you could make a lot more money in business than you could as a lawyer graduating from a mediocre law school. If you want me to pay for law school, his father explained, get into a top 10 school, otherwise, you're on your own, son.
As Akiva opened his first law school application, he got to the section where they ask about race. "I came to the most misunderstood name: African American or Black. Now, while I am not Black in any sense, I am African American. Both of my parents were born in Africa." The possibility of checking off the box for African American was a compelling option for Akiva and just might solve his problem. Akiva knew that his LSAT scores were good, but not quite good enough to get him into the very best law schools. If he said that he was African American, though, this might make the difference between getting in and not getting in. In Akiva's words, "The term African American is a term that is used to be politically correct. There is no doubt in my mind that they are referring to black people, however to call someone a black is a little derogatory. Now, if you truly think about it, I am more African American than most black people. Most likely their families have been in the US for more than one generation. I am only one generation removed from my African status. Now, even though I know law schools are referring to Blacks when they write African Americans, is it unethical [for me] to check that box off?"
Question: Is this an example of moral imagination, or something else altogether?
Chapter 4 – Learning Guide
I-In-Class Discussion Questions
1-The statement from Pirkei Avot with which the chapter begins reads as follows. "Who is mighty? He who subdues his passions."(Avot: Chapter 4, Mishnah 11) How does the author of the chapter interpret this mishnah? How is it connected to Natan Shransky's story? How else can this statement be interpreted?
2-In Jewish life today, who are the heroic leaders?
3-Heroic leaders are "statistical outliers." What does this phrase mean?
4-Why is the author of this chapter ambivalent about using heroic leaders as our role models?
5-Who is Natan Sharansky? Using your own words describe what happened to him while he was living in the former Soviet Union.
6-How was it that Sharansky was able to stand up to the Soviet Union for such a long time?
7-Do you believe that Sharansky was willing to die for his ideals?
8-Even though Sharansky was in jail, he describes himself as being free. What does he mean by this? Is it really possible to maintain one's freedom while one is in jail?
9-While Natan Sharansky was in jail, he sang the following song: "The entire world is a narrow bridge, and the important thing is not to be afraid at all." What does the symbol of a narrow bridge mean to you?
10-Sharansky notes that upon his arrival in Israel he, "soon learned that defending one's freedom in the ocean of love can be no less challenging than defending it in the sea of hatred." Is Sharansky exaggerating here or do you think this statement is literally true for him?
II-Essay Questions
1-Even the greatest heroes, when examined carefully, are carried along by the currents of time. Do you agree with this statement or disagree? And, why?
2-Great heroes are better role models than quiet leaders because....
3-Quiet leaders are better role models than great heroes because...
4-How might Abraham have defended his decision to destroy his father's idols? Was this an act of passion or was it a well-calculated decision on Abraham's part?
5-In Israel, daily life is much less harsh, but the moral and political dilemmas are grayer and less obvious than they were in the former Soviet Union. What are the major moral dilemmas that Israel, as a nation, faces?
6-Maimonides wrote in the Mishna Torah that the one should always strive for the "middle way." In his words:
The way of the upright is [to adopt] the intermediate characteristic of each and every temperament that people have. This is the characteristic that is equidistant from the two extremes of the temperament of which it is a characteristic, and is not closer to either of the extremes. Therefore, the first Sages commanded that one's temperaments should always be such, and that one should postulate on them and direct them along the middle way, in order that one will have a perfect body. How is this done? One should not be of an angry disposition and be easily angered, nor should one be like a dead person who does not feel, but one should be in the middle - one should not get angry except over a big matter about which it is fitting to get angry, so that one will not act similarly again. Likewise, one should not have lust except for those things which the body needs and without which cannot survive, as it is written, "The righteous eat to satisfy his soul". Similarly, one should not labour at one's business, but one should obtain what one needs on an hourly basis, as it is written, "A little that a righteous man has is better, et cetera". Nor should one be miserly or wasteful with one's money, but one should give charity according to what one can spare, and lend as fitting to whoever needs. One should not be [excessively] praised or merry, and nor should one be sorrowful or miserable, but one should be happy for all one's days in satisfaction and with a pleasant expression on one's face. One should apply a similar principle to the other temperaments - this is the way of the wise. (Chapter 1: Mishnah 4)
Is the middle way always appropriate? Would this have been good advice for Sharansky while he was imprisoned in the Soviet Union? Would this be good advice for him today as political leader in Israel?
III-Connections
In April of 2004, Natan Sharansky, Head of the Isreali Delegation to the OSCE Conference on Anti-Semitism,concluded his speech by stating the following:
For real progress to be made there, the free world must be willing to pursue a policy of linkage against states that support anti Semitism.
The effectiveness of a policy based on linkage was powerfully demonstrated a generation ago after a group of dissidents inside the Soviet Union, including myself, decided to form the Helsinki Group in the wake of the Helsinki accords – the very agreement which led to the establishment of the OSCE.
With the help of courageous leaders in the West who were willing to link their relations with the Soviets to their treatment of their own people, the Helsinki Group helped ensure that the Soviets could not take one step in the international arena without their human rights policies becoming an issue. As a result, real progress was made. Today, linkage can be used to marginalize the extremists in the Moslem world and to encourage and support the moderate Moslems who can and should be our partners in bringing understanding and peace between people and religions.
It has been said that anti Semitism begins with the Jews, but does not end with them. Well, in looking out at everyone who has come today to stand with the Jewish people in combating an evil that endangers the entire civilized world, I am proud to say that the fight against anti Semitism begins with the Jews, but it does not end with them.
Armed with moral clarity, determination, and a common purpose, I know that this is a fight that we can, must and will win.
Give some concrete examples of what Sharansky would like the international community to do with regard to problem of contemporary anti-semitism. Is this speech an example of Sharansky as the "heroic leader" or Sharansky as the "quiet leader?"
IV-Personal Journal
1-What value or values would you be willing to die for?
2-Who is your all-time favorite hero from Jewish history?
3-Who is your all-time favorite hero from American history?
4-Who is the person in your extended family that you most admire?
V-Group Project
Directions: Each member of the group must conduct a brief survey asking five friends or relatives who their Jewish hero is. The group members should tabulate their results and share them with the whole class. What did each group discover about Jewish heroes?
VI-Vignette
To Disclose Or Not to Disclose, That is the Question
Jon Pryor had been working as an investigative reporter for the Jewish Newspaper for two years. After graduating Columbia University's School of Journalism, Pryor decided to forgo a number of seemingly more prestigious job offers to accept his current position. Pryor loved writing and certainly had high ambitions, but he also had a deep desire to serve the Jewish community, as well.
In his two short years with the paper, Pryor had already established himself as an important and constructive voice in the Jewish community. His articles on Jewish education, Israel-Diaspora relations, anti-Semitism, and Jewish political power in the city were impeccably researched and nearly universally well-regarded.
It was not surprising then to Pryor's well-seasoned Editor, Sam Wise, when Pryor uncovered a potentially explosive story concerning Irving B. Macher, one of the Jewish community's most beloved and active philanthropists. In fact, many people considered Macher the front runner for a highly contested leadership position at a major Jewish organization.
Pryor told Wise that he had learned through the grapevine that Macher's first marriage, which ended five years ago, had been a disaster. According to Pryor's sources, including Macher's first wife, Macher had been cheating on his wife from the get go. But, that was not all. His former wife also alleges that Macher physically and emotionally abused her on more than one occasion. Finally, Macher did agree to a divorce, but only on his terms. In order to receive her "Get" Macher's wife had to agree to a divorce settlement which left her with almost nothing in terms of financial support. Macher's wife freely uses the term "blackmail" in describing her former husband's behavior.
Sam Wise has been around a long time and is anything but naive. "Jonathan," he started, "Let's slow down here. Suppose all of this is true. Is it really newsworthy?" "I know Irving and I know his current wife", Wise continued. "They're the happiest couple I know."
"Your story is five years old, it's about his personal life, not his professional activities, and sounds more like lashon hara (gossip), than anything else."
Pryor nodded but pressed on. "The story is old, but it's still relevant. This is about character. How can you trust this guy if he's beating his wife? Besides, this is an issue which needs raising in our community, and this is a perfect opportunity."
Sam Wise looked like he was thinking. Suddenly, he got up from his desk walked over to Pryor and said, "Listen kid, I'm killing the story and I'm doing it for you. If we go with this story, nothing will really change. Yes, maybe it will bring Macher down, but he'll bring you and me and a lot of other good people down with him. You got a long and great career ahead. Don't blow it on this schmuck."
Question: What would you do if you were Jon Pryor?
Chapter 5 – Learning Guide
I-In-Class Discussion Questions
1-The statement from Pirkei Avot with which the chapter begins reads as follows. "The more flesh, the more worms." (Avot: Chapter 2, Mishnah 8) How does the author of the chapter interpret this mishnah? How is it connected to three vignettes? How else can this statement be interpreted?
2-In your opinion what are the most important needs?
3-Is it really possible to distinguish between "legitimate human needs and illegitimate desires?"
4-Describe Reuven's dilemma. The author claims that "from an ethical point of view, his dilemma would not have been any different had he been selling sport coats or sneakers." Do you agree or disagree with this statement?
5-Describe Shimon's dilemma. What do you think is motivating Shimon to flee the scene of an automobile accident?
6-Describe Levi's dilemma. In the end, why does Levi go to the Rabbi?
7-What is self-efficacy? Why does the author believe that it "is a foundation for ethical behavior."
8-In what way is patience important to ethical decision making?
9-According to the author, "Reuven and Shimon seem like they're acting in a free and uncoerced way. But, to the extent that neither one of them really thought about what they were doing, they are just reacting to their environments rather than creating them. I see them more like prisoners to their own instincts than truly free agents." Does this mean that Reuven and Shimon don't don't have free will?
10-Maslow believe that it was impossible for "higher level" needs to emerge before "lower level" needs were satisfied. Do you agree or disagree?
1-Explain how Natan Shransky's prayer helped him deal with what must have seemed like an intolerable situation to him.
2-The ability to choose is like the ability to read or to write. Do you agree or disagree with this statement? Explain.
3-The best way for the Jewish community to deal with the problems of teenage drinking and drug use is to......
4-Instead of leaving the scene of his car accident, Shimon should have....
5-What are the five human needs that Abraham Maslow identified? (Hint: You may have to go to the internet to find out the answer to this question.)
III-Connections
The following story appeared in a Jewish Newspaper:
For Eric, the Bar Mitzvah circuit was more than a chance to celebrate life-cycle events with friends and family. It was also an opportunity to gain access to alcohol. "Drinking got me out of myself. It made me feel bigger, stronger and cooler," Eric recalled in an interview recently. "I'd be drinking every weekend at the Bar Mitzvahs that were happening. I would steal bottles from the Bar Mitzvahs and bring them home."
Now 19, Eric is a college student at a Long Island university near where he grew up, but back when he was 13 years old, he was the boy sneaking a few drinks as his peers danced and played party games.
"I think at the time I didn't care," he explained. "I just looked at it as a way to get free liquor. The fact the people's families were there and I looked like an idiot didn't mean much to me."
The former Jewish day-school student would have to sink low before he realized that he had a problem. Through middle school, he experimented with all kinds of drugs -- heroin, cocaine, angel dust -- even selling for a while to support his habit.
Eric sobered up two month before he turned 16, when his school and his parents intervened and placed him in a treatment center. The spiritual guidance he needed to remain sober, however, came a few months later, at another school, when he met a speaker from Jewish Alcoholics, Chemically Dependent Persons and Significant Others, a support group for Jewish addicts, which he still remains affiliated with.
"It never occurred to me that most normal people have a drink and then go dance and
then have another drink. That wasn't what it was about for me."
Eric's experience is an extreme case, but it's a reminder that Jewish kids -- like their nonJewish counterparts across the country -- are gaining access to and experimenting with alcohol and drugs at an earlier and earlier age.
More proof of this came in February 2002, when the National Center of Addiction and Substance Abuse at Columbia University made headlines with its report "Teen Tipplers: America's Underage Drinking Epidemic," much of which focused on the fact that girls were catching up with boys in the amount of alcohol they were consuming.
But another significant point that appeared in the report was that while 27 percent of high school graduates in 1975 reported using alcohol in the eighth grade or earlier, approximately 36 percent of the class of 1999 had done so. And most of these kids were not just sneaking a sip. Some 24.1 percent of ninth-graders were reporting that they had participated in binge drinking -- five or more drinks within a few hours of each other -once in the past 30 days.
The trend has addiction counselors and community activists more than concerned. (Excerpt from "It All Starts with a Drink: Youth behavior gets riskier and riskier at younger and younger ages," by Brian Mono, Jewish Exponent, Philadelphia, June 27, 2002, Vol. 211, Iss. 26, p. 1.)
Question: Are drinking and the use of illegal drugs really a problem among Jewish teenagers? If so, can anything be done about it?
IV-Personal Journal
1-A-I believe that drinking too much is not only a medical problem but it is also an ethical problem. B-I believe that drinking too much is a medical problem only. Pick A or B and explain your thinking.
2-I personally know someone who is addicted to alcohol or drugs. I believe my responsibilities to this person include:
3-Do you think you would ever leave the scene of an automobile accident that you had caused like Reuven did?
V-Group Project
Develop a short list of rules for your synagogue's youth group with regard to the issue of teenage drinking and drug use. Make sure your list includes directions about what to do if you are aware of abusive drinking and drug use.
VI-Vignette
Mindy Isaacs was four and a half minutes older than her sister Esther, and not a single day went by that Mindy did not remind Esther of this fact. They were twins, but hardly identical. Mindy and Esther were now in 11 th grade–both students at the Girls High School of Queens, one of the best modern orthodox high schools in the country.
Mindy was taller and bigger than her younger sister. She was talkative, funny, and sociable. In fact, it came as no surprise to anyone when Mindy was elected class president this past September. Esther was petite, shy, and bookish. She was pretty, but not particularly popular at school. Esther was more concerned about her grades and getting into a good college than anything else. She was extremely intelligent and knew that she had a good chance at getting into a top Ivy League school. Her grades were good and her SAT scores were great.
Mindy was much less concerned about college, not that she wasn't smart, but she knew she would be happy where ever she went.
Both girls felt that they a good shot at winning the prestigious Baruch Cohen Israel Award, and both girls really wanted the free summer trip to Israel that the winner would get. The award had been established 10 years before and was given to the 11 th grader who wrote the best essay. The topic of the essay was – Defining Moment: What Being Jewish Means to Me. Both Mindy and Esther worked long and hard on their essays and were anxious as Chanukah was approaching because on the first night of Chanukah the winner would be announced at the school-wide party.
Although Esther was four and a half minutes younger than Mindy, Esther's essay placed first and Mindy's second. Mr. and Mrs. Isaacs were proud of both of their children that night and happy that they both could articulate so clearly what being Jewish meant to them.
Esther had written about how in 8 th grade she had learned that honesty was the best policy. Her teacher had given her a higher score than she had really earned on a chumash test. Esther had to decide whether or not to tell the teacher. Not telling felt like lying to her, but telling would cost her a full grade on her report card. In the end, after much soul-searching, Esther decided that as an observant Jew she had to tell her teacher.
Although secretly Esther had hoped that her teacher would not penalize her for being honest, in fact, her teacher did give her the lower grade. After this incident, though, Esther go to know her Israeli Chumash teacher better. They developed a real and lasting friendship and that is how Esther first came to love Israel and Israeli society. That's why the trip to Israel was so important to her.
In announcing the winner, the judges stated that Esther's essay was well-written and obviously, deeply personal. It was well-written, and it was deeply personal. The only problem was that this had all happened to Mindy and not to Esther!
When Mindy read the essay she felt betrayed and hurt. "This was my story and not hers." While her father seemed to take her side, Mindy's mother favored Esther. "Well, dear, she wrote the
story and not you."
That night, Mindy resolved to go to the principal and discuss the matter further but by the next morning she didn't know whether or not she could do this to her sister.
Chapter 6 – Learning Guide
I-In-Class Discussion Questions
1-The statement from Genesis with which the chapter begins reads as follows. "Shall the Judge of the earth not act justly" (Geneis: Chapter 25, Verse 25) How does the author of the chapter interpret this verse? How is it connected to Judith's story? How else can this statement be interpreted?
2-This chapter also begins with a quote from the social psychologist Stanley Milgrom. What does this quote mean? Does the quote apply to Judith?
3-Why do you suppose the title of the chapter is "Beyond Fair Have"?
4-Judith does not consider her self "left wing." In general terms, what does it mean to be left wing or right wing on political issues? What does it mean to be left wing with regard to Israel? What does it mean to be right wing with regard to Israel?
5-In the chapter it states that "the clash between the organizations's clear goal of no-negotiation and her own beliefs that a Palestinian state is inevitable became more acute." As clearly as possible describe this clash with your own words.
6-In what way is Judith's dilemma similar to Levi's? How is it different?
7-Summarize the arguments of the "First Friend."
8-Summarize the arguments of the "Second Friend."
9-Is Judith's solution more similar to the advice of the "First Friend" or is it more similar to the advice of the "Second Friend?"
10-Do you think Judith is compromising her principles? If so, why do you think she's doing this? In other words, what is motivating Judith in this chapter?
11-The author uses the phrase "getting her hands dirty." What is meant by this? Do you think Judith is getting her hands dirty? Is there anyway to avoid getting your hands dirty in a right versus right dilemma?
12-In the last chapter, the author introduced the concept of "self-efficacy." What does this mean? Does Judith display this characteristic?
II-Essay Questions
1-In what context does Abraham ask God, "Shall the Judge of the earth not act justly"? Why was this particular question so relevant?
2-A-I would love to work for an organization like US Zionists. B-I would hate to work for an organization like US Zionists. Pick either A or B and write a short essay to explain your thinking.
3-A-I agree with Judith's solution. B-I disagree with Judith's solution. Pick either A or B and write a short essay to explain your thinking.
III-Connections
The following is a brief description of Stanely Milgram's most famous social psychology experiment:
Controversy surrounded Stanley Milgram for much of his professional life as a result of a series of experiments on obedience to authority which he conducted at Yale University in 1961-1962. He found, surprisingly, that 65% of his subjects, ordinary residents of New Haven, were willing to give apparently harmful electric shocks-up to 450 volts-to a pitifully protesting victim, simply because a scientific authority commanded them to, and in spite of the fact that the victim did not do anything to deserve such punishment. The victim was, in reality, a good actor who did not actually receive shocks, and this fact was revealed to the subjects at the end of the experiment. But, during the experiment itself, the experience was a powerfully real and gripping one for most participants. (Excerpt from Stanley Milgram.Com.)
Some people have used Milgram's experimental result as a kind of explanation of how it was possible that ordinary Germans followed Hitler's evil orders and decrees during the holocaust. Do you agree or disagree?
The above quote states that "controversy surrounded Stanley Milgram. Why do you think that some people feel his experiment is itself unethical?
IV-Personal Journal
1-My most rewarding work experience occurred when I...
2-I've had an experience similar to Judith's. I was faced with the following dilemma...
3-I doubt I would ever experience anything like Judith's experience because...
V-Group Project
Directions: Each member of the group must interview a parent or a grandparent about a work experience where they faced an ethical dilemma. How did they resolve the dilemma? The group members should compare stories and describe some of the common features in all of the stories. Each group will present a 15 minute summary of their findings to the whole class.
VI-Vignette
A Taxing Dilemma
Rob's accounting professor had been the first to suggest tax as a career possibility. Rob loved the puzzle-like quality of his textbook accounting problems and demonstrated exceptional quantitative skills. His nearly perfect GPA in accounting accurately reflected his native abilities, organizational skills, and high level motivation.
Rob enjoyed his training and the obvious professionalism at BIG Accounting, one of the leading accounting firms in the world, and was anxiously looking forward to a rewarding career there.
His first few months at BIG Accounting passed quickly. He was eager to learn and wanted to please his new bosses.
Working on an individual tax return and still unsure of himself, Rob questioned his supervisor about a highly questionable deduction. Smiling broadly, the manager explained, "Oh, don't worry about that Rob. The odds on the IRS noticing it are next to nil. Anyway, if you really think about it, it's novel but hardly a frivolous interpretation."
A few days later, Rob was working on a second client's return. Examining the two previous years returns Rob noticed an inconsistency that had to be the result of an error. Again Rob's boss reassured him. "Listen Rob, we called the client on that a while ago, explained the consequences, and recommended he refile. He's a good client and we need him so be careful here."
Rob still looked concerned. His manager, still smiling, reassured him, "A few more months experience and you'll get used to this schmutz." Rob had never heard this colorful Yiddish word schmutz before, but he was fairly confident he knew what it meant.
The following month Rob and a group of first years were invited to lunch with one of the senior tax partners. "I hope you're all learning a lot," the partner said using his best impression of Uncle Charlie from the old TV show My Three Sons. "By now you've probably realized the real world's a lot more complicated than your accounting text books at school. You know, I've always believed tax is more art than science."
Apparently that line is the firm's unofficial motto. It's exactly what Rob's boss said when he handed him back a tax return he had completed with three new (and substantial) deductions seemingly invented out of thin air. "I know more about the client's deductions than the client does. Make these changes before you leave tonight!" The friendly smile of the first few months had disappeared. Rob's manager seemed fed up and tired with him. When Rob seemed to hesitate, if just for a second or two, his manager stated cooly and with out making eye contact, "This is our business...Rob. Our only responsibility is to the client. Check out the code of professional ethics."
This was the last straw for Rob. In the most difficult decision of his young life, Rob quit the firm the very next day and began looking for a new job in a smaller practice.
Chapter 7 – Learning Guide
I-In-Class Discussion Questions
1-1-The statement from Genesis with which the chapter begins reads as follows. "And Joseph said to his brothers, fear not, for am I instead of God? You thought evil against me, God thought it for good; in order to do as at this day, to preserve numerous people alive. Now therefore fear not: I will support you and your little ones. So he comforted his brothers and spoke kindly to them. (Genesis: Chapter 50, Verses 19-21) How does the author of the chapter interpret these verses? How are they connected to Zeke and Natan Sharnansky's stories? How else can this statement be interpreted?
2-In the story of Joseph, why doesn't he take revenge on his brothers?
3-Why do you think Joseph is called Yosef Hatzadik, Joseph the righteous one?
4-How did Zeke react to the fact that he had juvenile diabetes?
5-Zeke says, "I feel as though God had given me not only a disease, but rather a window of opportunity to make a change in this world for the better." What does getting a disease have to do with changing the world for the better?
6-In what ways do you think Psalm 39 helped Natan Sharansky cope with his ordeal? If you were in a similar situation what one book of the bible would you like to have with you?
7-Throughout his years in the Gulag, Natan Sharansky's one fixed point was the love he felt for his wife Avital. Do you think having one fixed point is always helpful? Can you imagine a situation why having such a fixed point might be detrimental?
8-"In searching for meaning, we're not looking for just any old link in the chain, but we're looking for the golden link. When you finally find it, you know it's right because it is intellectually defensible and emotionally satisfying." What does the author mean by the "golden link?"
9-The very last sentence of this chapter states, "They did this not to live a detached and emotionless life, but to live a deeper, richer, and more purposeful life, a life of integrity and connectedness." Integrity and connectedness are sometimes seen as opposite characteristics. Sometimes, more integrity means less connectedness, and more connectedness means less integrity. Give an example of each of these situations.
1-Write a short essay about what might have happened to Zeke had he not found meaning in his disease.
2-Write a short essay describing the main thesis or theme of this chapter. What does it mean to say "stuff happens."
3-In this chapter, Joseph is described as an "improvisor." What does it mean to improvise? Give some concrete examples of improvisation.
4-Natan Sharansky states that he felt like he was having dialogues with some of the great characters of the past. He includes Socrates, Don Quixote, Ulysses, Gargantua, and Hamlet. Who would you include on your list and provide a sentence or two explaining each choice.
III-Connections
Consider the following news story:
NEW YOR K, July 26— An overweight Bronx man wants four famous fast food chains to pay for serving him the finger-licking food that helped make him fat.
Caesar Barber, 56, a maintenance worker who weighs about 270 pounds and stands 5foot-10, claims McDonald's, Burger King, Wendy's and KFC jeopardized his health with their greasy, salty fare. He filed a class action lawsuit on Wednesday in the New York State Supreme Court in the Bronx on behalf of an unspecified number of other obese and ill New Yorkers who also feast on fast food.
Barber's lawsuit is the first broad-based action taken against the fast food industry for allegedly contributing to obesity. He claims the fast food restaurants, where Barber says he used to eat four or five times a week even after suffering a heart attack, did not properly disclose the ingredients of their food and the risks of eating too much.
"They never explained to me what I was eating," Barber said on ABC's Good Morning America.
His lawyer, Samuel Hirsch, said the multibillion-dollar fast food industry has an obligation to warn consumers of the dangers of eating from their menus. "It's a question of informing the consumers," he said. "[The companies] profited enormously."
The fast food chains were negligent in selling food high in fat, salt, sugar, and cholesterol content, the lawsuit claims, despite studies showing a link between consuming such foods and obesity, diabetes, coronary heart disease, high blood pressure, strokes, elevated cholesterol intake, related cancers, and other health problems.
As a result of the fast food companies' actions, Barber suffered injuries — he has had two heart attacks and is diabetic — and is entitled to unspecified damages at a jury trial, the complaint reads.
A food industry spokesman says he is surprised Hirsch can make his legal argument with a straight face. (Excerpt from "Whopper of a Lawsuit Fast-Food Chains Blamed for Obesity, Illnesses" By Geraldine Sealey at http://abcnews.go.com/sections/us/DailyNews/fatsuit020725.html)
Question: Is Caesar Barber trying to shift the blame for his own careless behavior onto the fast food industry? Does the fast food industry share any responsibility for what has happened to Barber?
IV-Personal Journal
1-Just like Zeke, stuff has happened to me. For example...
2-What is your "one fixed point?"
3-Integrity and connectedness are important values in my life because...
V-Group Project
Directions: The group project is to write a "chain essay." What this means is that each member of the group is responsible to write one paragraph as follows. The first person in the group should think of a hypothetical situation similar to Zeke's (note it doesn't have to be about getting a disease) and write a one paragraph description of it. The second person should read the first paragraph and continue the essay by writing a second paragraph. He or she might discuss how the person in the hypothetical situation reacted to the news. The third person should read the first two paragraphs and continue the essay by writing a third paragraph. He or she might write about what happened next. This process should continue until everyone in the group has had a chance to write one paragraph.
VI-Vignette
A Test Case For a Young Business Person
Gabe Levine graduated business school at the top of his class. Although Gabe did exceptionally well in school, most of his friends think of him more as a doer than thinker. He was extremely active on the school newspaper and was president of his university's entrepreneurial club. Upon graduation, Gabe started his own company, a dot.com called BETTER GRADES. Gabe's driving insight came to him one night during his senior year as he was feverishly trying to finish up a term paper. Gabe knew he needed some additional research before he was ready to write, but he simply didn't have the time. "If only I had a research assistant..." he imagined. A groggy Gabe reluctantly finished the paper and almost immediately forgot about it. He didn't forget about his idea, though.
He was able to raise funds to start his business by persistent convincing and pestering among members of his extended family. He was helped by exuberant economic expectations of the period, especially for anything that had to do with the fast growing internet. Gabe's plan was to act as a kind of middleman, matching desperate students with less desperate students, particularly graduates students with exceptional abilities, extra time, and a need for some additional cash.
Phase 1 of his business plan required him to identify, contact, and hire potential research assistants or on-line consultants, as he called them. His criteria were plain and simple. Every online consultant had to be currently enrolled in a nationally recognized graduate school, maintaining a grade point average of 3.33 or above. In addition, each candidate had to furnish a job recommendation from a current professor.
With approximately 100 on-line consultants in place, Phase II began. Gabe advertised in the top 50 University Newspapers and through the internet. His advertisements were also plain and simple, promoting the fact that he had hired an experienced group of researchers from some of the top name schools in the country. He identified the names and affiliations of all his on-line consultants.
Gabe charged $60 per hour for his on-line consultant's time, paying the consultants $40 per hour and pocketing the difference. "While this is a seasonal upscale business," he would say, "you do the math. One hundred consultants times 10 hours per week, time $20 per hour...Not bad."
Initially, business was brisk and things were running relatively smoothly. In time though, customer complaints began to grow and business deteriorated. It turns out, while many students needed research assistance, many more students needed more fundamental help writing their papers.
Gabe talked to many of his customers and on-line consultants in an attempt to figure out a strategy to re-focus his company. He decided to expand and re-invigorate the product. Rather than merely selling research assistance, he now advised his on-line consultants to provide "model papers" for the students to use in writing their papers. It worked. Soon business was better than ever, even though a number of his original on-line consultants quit. The biggest difficulty Gabe faced now was simply hiring enough consultants and tending the problems which
naturally arise with any business growth. Or, was it?
Chapter 8 – Learning Guide
I-In-Class Discussion Questions
1-1-The statement from Pirkei Avot with which the chapter begins reads as follows. "Let the honor of your fellow man be as precious to you as your own. (Avot: Chapter 2, Mishna 10) How does the author of the chapter interpret this mishnah? How is it connected to Josh's story? How else can this statement be interpreted?
2-Do you agree with the author's view that Yitzchak Rabin's assassination is an example of "moral decay?" What is moral decay?
3-"Even after entering his guilty plea, Rabbi Frankel seemed unapologetic. In a New York Times interview, Rabbi Frankel continued to insist publicly that 'the ends justify the means.'" Do you believe that there are circumstances where the ends to justify the means? Is the case of Rabbi Frankel one of these situations?
4-What is the antidote to moral decay according to the author of this chapter?
5-What is Nathan's secret? Should Nathan have revealed this secret to his boss before he was hired? Why do you suppose Nathan revealed his secret to Josh?
6-Does Josh believe that Nathan is doing a good job or not?
7-"After some serious soul-searching, Josh realized that a God fearing Jew doesn't lie and bring harm to others." Do you agree with Josh about this?
8-Why does the author of this chapter believe that sometimes respect may not be enough? Do you agree or disagree? Do you think that Josh should have done more for Nathan in this situation?
9-In discussing his dilemma, Josh never talks about his own attitude towards homosexuality. Why not?
10-The very last sentence of the previous chapter states, "They did this not to live a detached and emotionless life, but to live a deeper, richer, and more purposeful life, a life of integrity and connectedness." Integrity and connectedness are sometimes seen as opposite characteristics. Sometimes, more integrity means less connectedness, and more connectedness means less integrity. Do you think that this insight applies to Josh's dilemma? In other words, is Josh trading away "integrity" to increase "connectedness"? Or, vice versa?
1-Why do you suppose Yigal Amir assassinated Yitzchak Rabin? Do you believe that political assassination can ever be justified from an ethical point of view?
2-The thesis of this chapter is that respect is an antidote to moral decay. Do you agree or disagree with this thesis? Write a short essay explaining your view.
3-"You can't always look to an authority figure for ethical guidance." Do you agree or disagree with this statement? Write a short essay explaining your view.
III-Connections
A-Rabbi Dr. Asher Meir is Research Director at the Business Ethics Center of Jerusalem. He recently wrote as follows:
There are indeed profound paradoxes in the seemingly straightforward ideals of toleration and freedom. These ideals raise perplexing questions: Should I be tolerant even of intolerance? Should I support freedom even for tyranny?
A commitment to tolerance means an acknowledgment that no single person can encompass the totality of truth. Reality is so vast, so complex, that a myriad of distinct individual viewpoints are necessary in order to enable us to begin to comprehend it. The Talmud prescribes a special blessing on seeing 600,000 people at once, blessing God Who comprehends the "wisdom of secrets." The Talmud's explanation for this blessing is that "Just as each person's face is different, so are each person's beliefs different." Only when we have thousands upon thousands of people together do we begin together to approach an understanding of the world's inner being. This variation among human beings is not only acceptable -- it elicits a unique blessing.
Yet this doesn't mean that all beliefs are valid! The Sages of the Talmud certainly acknowledge that some beliefs are completely false and dangerous. They identified a few fundamental ideas as being so contrary to the very foundation of Jewish belief that they stated that those who hold them endanger their place in the World to Come.
When probing the limits of toleration, we must ask ourselves: Is this opposing view an additional, alternative piece of the puzzle of existence? Is it one more facet of the "wisdom of secrets"? Or does this view attack the foundation of existence?
This unique approach allows us to remain passionate in our own beliefs, while remaining tolerant of many other points of view because we recognize some essential insight or lesson they convey.
Published: Sunday, November 10, 2002
Rabbi Dr. Asher Meir, JCT Center for Business Ethics
(Source:http://www.aish.com/societyWork/work/The_Jewish_Ethicist_Discriminating_A gainst_Discrimination.asp
Question: Do you believe that this viewpoint is consistent or inconsistent with Josh's decision?
B-Consider the following statement:
Job discrimination, for any reason, is un-American, unfair, and unwise. Our nation's economic success depends on having the most qualified, dedicated, and competent people as part of the workforce, regardless of sexual orientation. Too many gay and lesbian Americans still face job discrimination because of their perceived or actual sexual orientation. This should not be allowed to happen in our modern society.
Workplace discrimination affects hundreds of thousands of gay and lesbian Americans. This issue goes to the core of what it means to live in a free society. Freedom depends on people having the opportunity to pursue any career they wish. Any person's progress in the workplace should depend solely on his or her skills and ability, not their sexual orientation. There has been important progress in recent years to make the workplace friendlier for gay and lesbian Americans. The Human Rights Campaign reports that among the Fortune 500, 328 companies (65%) have non-discrimination policies that include sexual orientation. Even Wal-Mart, which defines conservative old-fashioned American values, now offers protection for its gay and lesbian employees. (Source: http://www.logcabin.org/logcabin/workplace.html)
Question: Why do you think attitudes towards gays in the workplace is changing so dramatically? Is this a Jewish issue?
IV-Personal Journal
1-What would you have done in Josh's situation?
2-What is your attitude toward homosexuality?
3-What is your attitude toward homosexuals? Is there a real difference between this question and the previous question?
V-Group Project
Your group should develop a one or two paragraph statement on discrimination in the workplace.
VI-Vignette
Do the Ends Justify the Means?
In the summer of 1999, Mrs. Vivian Silvervault's attorney contacted the Director of the
Autumnville Jewish Nursing Home, Jill Smart, to discuss a gift proposal in the amount of $3 million.
The Autumnville Jewish Nursing Home is considered a state of the art facility located in an upscale suburb of New York City. The Nursing Home serves both Jewish and non-Jewish clients. The current ratio is approximately 50-50.
The attorney explained to Ms. Smart that all donated funds must be used for a Medical Ethics Center to be located on the grounds of the nursing home. The Medical Ethics Center which would include a Medical Ethics Officer, would serve a dual function. First, according to Mrs. Silvervault's instructions, it would serve as a location where the nursing home's medical and nursing staff could obtain help in answering the increasing number of ethics related questions. In addition, the Center would also educate the broader Jewish community about the importance of this topic. The attorney explained that the proposal was extremely important to Mrs. Silvervault for personal reasons regarding her own mother's medical care at the time of her death.
Ms. Smart had been trying to interest Mrs. Silvervault, the sole heir to the Silvervault Department Store fortune, to commit to a major donation for some time. Ms. Smart was extremely interested in the proposal, in spite of the fact that she was personally opposed to the specific idea of a Medical Ethics Center. Ms. Smart strongly believed that the proposed Medical Ethics Center would turn out to be more of a nuisance than a practical resource for her medical and nursing staff. From her experience and discussions with doctors and nurses, she had concluded that they would view a Medical Ethics Officer as an intruder rather than as a valuable contributor in providing health care to the Nursing Home's residents.
In spite of her reservations, Jill Smart decided to bring the proposal before the Autumnville Jewish Nursing Home's Board of Directors. In fact, Ms. Smart argued vigorously to the Board about the need to highlight an ethical perspective in the delivery of healthcare services, basing her argument on her belief that nursing homes and other medical facilities must view residents and patients as human beings and not just inputs into a production process. Ms. Smart was able to convince the board about the importance of this proposal in spite of heated opposition from a number of medical doctors and an attorney who serve on the Board.
One year later, Ms. Smart decided not to rehire the Medical Ethics Officer for a second year. As she explained to the Board, "This was an experiment that failed. Our staff resisted advice from the Medical Ethics Officer and viewed his suggestions as unrealistic, at best." In addition, Ms. Smart noted "It is now clear that the educational aspect of this project really goes beyond the mission of this institution. We will keep the new medical ethics library, that's important, but we just can't afford the Medical Ethics Officer." The cost savings in eliminating this position were substantial. With these funds Ms. Smart hired two new full time nurses to work the ever growing Alzheimer Unit.
Chapter 9 – Learning Guide
I-In-Class Discussion Questions
1-1-The statement from Pirkei Avot with which the chapter begins reads as follows. "Make for yourself a friend and judge everyone charitably." (Avot: Chapter 1, Mishna 6) How does the author of the chapter interpret this mishnah? How is it connected to Jon's story? How else can this statement be interpreted?
2-What is the difference between respect and care?
3-The author writes that "From a Jewish perspective, it would be an impossible morality that always expected everyone to like everyone else (respect is usually hard enough)." Does this statement contradict the Torah's commandment to "love your neighbor as you love yourself?"
4-Why do you think that Mohamed asked his co-workers to call him Alan?
5-Why do you think that Jon started to feel guilty about how he was treating Alan? Was this an appropriate emotional reaction?
6-Define piety. Define civility. Do you believe that it is possible to be both pious and civil?
7-"For the activist Jews of my generation, our movement represented the exact opposite of what our parents had gone through when they were young. But we saw what had happened to their dreams, and we understood that the path to liberation could not be found in denying our own roots while pursuing universal goals. On the contrary: we had to deepen our commitment, because only he who understands his own identity and has already become a free person can work effectively for the human rights of others (p. xxii, emphasis added, Fear No Evil, New York: Random House, 1988)." How does this quote from Natan Sharansky help us understand Jon's dilemma?
8-Jon thinks that the business world is one of the best places to create Kiddush Hashem. What do you think he means by this?
9-Do you think that Jon and Alan's friendship can survive? What will it depend upon?
10-The author concludes the chapter by noting that Jon became friends with Alan not by betraying his tradition, but by more fully understanding what it means to be Jewish. Eplain.
II-Essay Questions
1-Give an example of how it might be possible for a person to overcome unjustified prejudices towards someone new?
2-Do you believe that Jon really has some sort of ethical or moral obligation to go out of his way to be nice to Alan? Or is Jon being overly moralistic here?
3-Does the fact that Alan is a deeply religious Muslim make it more or less likely that Jon will come to like him?
III-Connections
A-The following statement appeared on the The Inner Dimension web-site, presented by Gal Einai Institute:
The customary translation of veahavta l'reyacha kamocha--"you shall love your neighbor as yourself" (Leviticus 19:18)--seems to imply that all "neighbors," regardless of creed, are to be loved equally. This implication, based upon the inadequate translation of reyacha, is not accurate.
First let us observe the context in which the above phrase appears in the Torah: "You shall not hate your brother in your heart. You shall not take revenge or feel resentment against the children of your people, you shall love your companion [reyacha] as yourself." From this it is clear that "your companion" refers to the same category as "your brother" and "the children of your people," all explicitly referring to one's fellow Jew.
Thus we see that in the Torah, the Hebrew word reyacha explicitly means "your fellow Jew." It does not refer to anyone outside the Jewish faith. "Neighbor" is not an accurate translation for the word reyacha.
The Jew is commanded to respect all human beings. The Torah prohibits any negative behavior toward a non-Jew, so long as he is not an enemy. He is instructed, however, not to become too close a companion to him. Thus the above verse, veahavta l'reyacha kamocha, "You shall love your neighbor as your self", does not imply a universal neighbor.
Questions: Does this statement accurately reflect the "Jewish view?" Are there other interpretations of this commandment?
B-Consider the following midrash:
Now when that great calamity came upon Job, he said unto the Holy One, blessed be He: "Master of the Universe, did I not feed the hungry and give the thirsty to drink? And did I not clothe the naked?
Nevertheless the Holy One, blessed be He, said to Job: "Job, thou has not yet reached half the measure of Abraham. Thou sittest and tarriest within thy house and the wayfarers come in to thee. To him who is accustomed to eat wheat bread, thou givest wheat bread to eat; to him who is accustomed to eat meat, thou givest meat to eat; to him who is accustomed to drink win, thou givest wine to drink. But Abraham did not act in this way. Instead he would go forth and make the rounds everywhere, and when he found wayfarers he brought them into his house. To him who was unaccustomed to eat wheat bread, he gave wheat bread to eat; to him who was unaccustomed to eat meat, he gave them meat to eat; to him who was unaccustomed to drink wine, he gave wine to drink. Moreover he arose and built stately mansions on the highways and left there food and drink, and every passerby ate and drank and blessed Heaven. (Emphasis added, Abot de R. Natan, 7 as translated by J. Goldin).
In the dictionary, to respect someone is "to avoid harming" or "interfering" with him or her. To care for someone is "to like him or her" or "to feel affection." One way of understanding this midrash is to suggest that Job respects, but Abraham cares! Comment.
IV-Personal Journal
1-What would you have done in Jon's situation?
2-Describe a situation where you met someone who you initially disliked but later became friends with.
3-Do you have any Christian friends? Do you have any Muslim friends? If not, why do you think this is the case.
V-Group Project
Describe the five most important characteristics of a good friend.
Chapter 10–Learning Guide
I-In-Class Discussion Questions
1-The statement from the Talmud with which the chapter begins reads as follows: "Each tribe was unwilling to be the first to enter the sea. Then sprang forward Nachshon the son of Amminadab and descended first into the sea." (Sotah 37a) How does the author of this chapter interpret this midrash? How is it connected to Moshe's story? How else can this statement be interpreted?
2-In describing his ordeal, Moshe says, "it was all or nothing, black or white, good or bad, holy or not!" Why do you think Moshe saw his decision in such stark either-or terms?
3-Moshe knew how hard his leaving would be on his parents and friends. "Of great concern to me was the welfare of my family and friends who would be devastated by such a move on my part." Do you think Moshe is being honest with himself? Is he really concerned about his parents and friends? Or, is his real concern his own welfare?
4-Moshe was agitated and extremely lonely. "I spent many sleepless nights tossing and turning in my bed." He says that the hardest part of his ordeal "was the fact that I had to struggle with it all by myself. I had noone who I felt I could talk to, since on such a matter I could trust noone." Why do you suppose Moshe was so lonely?
5-"I finally made the big move! On the first day of what would have been my fifth year in yeshiva, in the beginning of the zeman or semester, I left my home with my suitcases. My parents ordered a taxi for me. Last kisses good-bye. My mother: 'Shtiyg away (learn well and grow spiritually) sweetie.' 'Okay, Eema (mom).'" Do you think Moshe's actions as described here are unethical? Is it always wrong to lie?
6-Moshe felt that if he returned to Israel, given the cultural expectations there, he would have to give up his religion completely. Why does Moshe think this way?
7-In the end, do you think Moshe did the right thing? To what extent does an Israeli citizen have an obligation to serve in the armed forces?
8-If Moshe had come to you for advice while he was staying with his grandparents, what would you have told him?
9-What does Moshe mean when he writes "I gained the ability to take charge and make decisions myself, which is a most valuable tool in my possession." Doesn't everyone have freedom of choice?
10-Do you think Moshe is trying to live a life of integrity or is he just running away from his problems? What is integrity?
II-Essay Questions
1-Is there a biblical story that is similar to Moshe's? What can be learned from comparing Moshe's story to the biblical story?
2-It might be okay to lie sometimes, but only under very special circumstances. Here are two examples where it would be okay...
3-What are Moshe's two most admirable characteristics? What are Moshe's least admirable characteristics?
III-Connection
The following is an excerpt from an article written by Dr. Daniel Tropper founder and president of Gesher, an organization dedicated to bridging the gap between religious and secular communities in Israel:
The visions of the ideal Jewish state remain as conflicted today as ever, the need to find a balance between democratic and halakhic imperatives as urgent. Without a compromise accepted willingly by both sides, the dissatisfaction, anger and fear fermenting just below the surface will erupt. And when that happens, we will find two adversaries far more alienated from one another and far less understanding of the other's position. The opportunity to heal and bridge, however, is still available. Indeed, we would be wise to use this wonderful hiatus in confrontation to educate toward tolerance and Jewish commitment.
This Tisha Be'av we should reflect on how to overcome internal strife and rivalry and develop a Jewish consensus which passionately preserves the Jewish character of the state while recognizing the pluralistic nature of its society. What's needed are new and innovative programs stressing both our glorious Jewish heritage and the significance of Western democratic values. (The Jerusalem Report, July 26, 2004, p 46)
Requirements:
Go to the Gesher web site and summarize the philosophy of this organization.
Do you believe that the work of this organization can contribute in a positive way to helping to bridge some of the perceived gaps between religious and non-religious Jews in Israel?
1-What would you have done in Moshe's situation?
2-What would you have told Moshe if he had come to you for advice?
3-The event in my life that most closely resembles Moshe's is the following...
V-Group Project
1-Moshe contacted an organization that is designed to help people like him who are thinking about leaving the charedi world. He met with a guidance counselor who advised him on some of the consequences of his decision. A few months after meeting the advisor, Moshe had resolve once and for all to leave his familiar community.
Prepare a 5 minute skit to fill in some of the gaps in Moshe's story. The skit should depict the conversation between Moshe and the guidance counselor. What do you imagine these two people said to each other?
VI-Vignette
A Question of Integrity
Mark Israel was tired and irritable when he arrived home at 11:00 PM from a contentious board meeting of the local centrist orthodox high school.
His wife, Esther, greeted him with a smile and an offer to microwave his dinner for him. Mark was in no mood to eat. The meeting had been called a week before to discuss plans for the school's expansion. The school had been growing dramatically the past few years and everyone agreed it was time to build a modern campus to accommodate the increasing needs of the student body.
Mark looked at his wife and spoke. "The only item on the agenda was the new building. But before we even had a chance to talk about it, Gabe Levine, the guy they're naming this building after, rather dramatically got up to speak."
Mark tried to do a plausible imitation of Mr. Levine for his wife. "Before we get to the issue of the new campus and how precisely we're going to finance this project, I'd like to bring up another issue. It pains me to say this but there have been many complaints, especially among some of my good friends, made against our principal, Rabbi Cohen. I know this issue has come up before and I know many of you are strong supporters of Rabbi Cohen, but I believe it's time we take a good hard look at weather or not he's really our man, especially if we're going ahead with this expansion. I've been in business for a long time and I know when it's time to bring in new blood."
"I couldn't believe my ears," Mark nearly yelled at his wife. "Rabbi Cohen has been with this school for 20 years. He built this school from scratch when nobody else thought it was possible. The teachers love him and the kids love him. But he doesn't know how to make nice to Levine and his cronies. Levine won't talk about the new building until we agree to fire Rabbi Cohen.
Only he doesn't even have the nerve to use the word 'fire' - Levine says we should ask him to 'retire early'. Can you believe this guy?"
Esther felt sorry for Mark and asked him, "What can we do?"
"I'll tell you what we can do," Mark hollered. "We can tell this guy to go to hell. Until now, ninety percent of the board members supported Rabbi Cohen. He's an educator's educator! We don't need Levine and we don't need his lousy money."
"I'm not so sure about that," Esther responded quietly after a long pause. "Maybe there could be some kind of compromise. You know, Rabbi Cohen is getting older. Maybe he could use an assistant principal or some other kind of help. Would that satisfy Levine?"
With this Mark erupted. "Whose side are you on? Why should this guy call the shots just because he's got the money? If they fire Rabbi Levine because of this bozo - I'm gone - I tell you - I'm gone."
Chapter 11 – Learning Guide
I-In-Class Discussion Questions
1-1-The statement from the Pirkei Avot with which the chapter begins reads as follows. In a place where there are no 'persons,' strive to be a 'person. (Avot Chapter 2, Mishnah 5) How does the author of the chapter interpret this mishnah? How is it connected to Aryeh's story? How else can this statement be interpreted?
2-What are the five most important stakeholders in Aryeh's story?
3-What are the five most important facts in Aryeh's story? State them in chronological order.
4-In describing army life, Aryeh's states:
Rules and orders become life, the individual person is asked to leave for three years. Nobody cares about my opinion and if I really want to test the rules the jail will make it very costly (my emphasis).
Why do you think Aryeh believes that the army asks you to leave for three years?
5-Why do you think that Aryeh is so much more sympathetic to Yitzchak's plight than his commanding officer?
6-In the chapter the author provides both the case for and against Yitchak. In your opinion which of these two cases is stronger? Explain.
7-Aryeh knows well that the rule is that everyone should serve in the West Bank; this is basic equity. But, he also knows that the point of this rule is that everyone should be treated in the same way so that soldiers will not be jealous and angry with one another thus destroying the morale and effectiveness of the unit. Do you agree or disagree with this statement?
8-How does Aryeh resolve his dilemma?
9-How would you describe a right versus right dilemma?
10-In the broadest terms, what do you think it means to say that there is a cost to being ethical?
1-Compare and contrast Moshe's dilemma from Chapter 10 to Aryeh's dilemma.
2-"You need to look not just at the letter but at the spirit of the rules." What are the strengths of this view and what are the weaknesses?
3-To be a good soldier means...
4-The following is a famous midrash about Hillel the elder:
It was reported about Hillel the Elder that every day he used to work and earn one tropaik, half of which he would give to the guard at the House of Learning, the other half being spent for his food and for that of his family. One day he found nothing to earn and the guard at the House of Learning would not permit him to enter. He climbed up and sat upon the window, to hear the words of the living God from the mouth of Shemayah and Abtalion; They say, that day was the eve of Sabbath in the winter solstice and snow fell down upon him from heaven. When the dawn rose, Shemayah said to Abtalion: Brother Abtalion, on every day this house is light and today it is dark, is it perhaps a cloudy day. They looked up and saw the figure of a man in the window. They went up and found him covered by three cubits of snow. They removed him, bathed and anointed him and placed him opposite the fire and they said: This man deserves that the Sabbath be profaned on his behalf.
Was Hillel breaking the rules of the Beit Midrash by climbing on the roof and listening in on the conversation? How is this case different than sneaking into a movie and watching for free?
III-Connection
Read the following excerpt from Martin Luther King's Letter From a Birmingham Jail:
You express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern. Since we so diligently urge people to obey the Supreme Court's decision of 1954 outlawing segregation in the public schools, at first glance it may seem rather paradoxical for us consciously to break laws. One may ask: "How can you advocate breaking some laws and obeying others?" The answer lies in the fact that there are two types of laws: just and unjust. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that "an unjust law is no law at all"
Now, what is the difference between the two? How does one determine whether a law is just or unjust? A just law is a man-made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law. To put it in the terms of St. Thomas Aquinas: An unjust law is a human law that is not rooted in eternal law and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distort the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority. Segregation, to use the terminology of the Jewish philosopher Martin Buber, substitutes an "I-it" relationship for an "I-thou" relationship and ends up relegating persons to the status of things. Hence segregation is not only politically, economically and sociologically unsound, it is morally wrong and awful. Paul Tillich said that sin is separation. Is not segregation an existential expression 'of man's tragic separation, his awful estrangement, his terrible sinfulness? Thus it is that I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; and I can urge them to disobey segregation ordinances, for they are morally wrong.
Let us consider a more concrete example of just and unjust laws. An unjust law is a code that a numerical or power majority group compels a minority group to obey but does not make binding on itself. This is difference made legal. By the same token, a just law is a code that a majority compels a minority to follow and that it is willing to follow itself. This is sameness made legal.
In this letter Martin Luther King Jr. mixes politics and religion. In your view, does this violate the US constitution's notion of separation of church and state? If so, why? If not, why not?
IV-Personal Journal
1-Give an example where you faced an ethical dilemma, but didn't realize it until it was too late.
2-Describe a case where you were able to follow the following dictum: "In a place where there are no 'persons', strive to be a 'person.'"
3-The most difficult "right versus right" problem that I ever faced was...
V-Group Project
Suppose that Aryeh decided to confront his superior officer by talking to him directly instead of circumventing him.
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Kindergarten Curriculum
Religion
Children learn that God created them, forgives their sins, and loves them all the time. They learn a new Bible story approximately each week and complete activities and crafts that bring the stories to life. Children participate in worship at Thursday chapel services and join in prayer and praise in the classroom. We use the One in Christ curriculum.
Students will:
* Understand that God can be trusted as they trust adults in their world
* Know Jesus loves them and others too, and that Jesus died for all people; believe that God loves all people
* Express their love for Jesus
* Want to love and obey God
* Know that Jesus helps them be kind and loving and helps them do hard things
* Will ask God and others for forgiveness for their sins; can forgive playmates
* Worship joyfully, celebrating God's greatness
* Enjoy familiar songs
* Have opportunities to worship, pray, and sing; hear that Jesus loves them; act out the Bible narrative; see the Bible as God's Word; feel part of God's family
Language Arts
The Language Arts program includes reading, writing, and listening. We use the Scott Foresman Reading Street curriculum
Students will:
* Read and write letters of the alphabet
* Develop phonemic awareness skills – rhyming, blending sounds, segmenting words, hearing beginning, middle, and ending sounds
* Learn concepts of print – reading left to right, recognize capitalization and punctuation, and know upper and lowercase letters
* Learn phonological concepts – letter/sound recognition, word chunks, introduction to long and short vowel sounds
* Comprehension skills – retell, sequence, cause and effect, and plot
* Recognize and read some sight words
* Begin to write simple sentences
* Be able to listen, follow directions, and express ideas
* Use inventive spelling when writing ideas
* Use correct formation of letters and number
Mathematics
Students will gain mathematical skills through the use of hands - on activities with the use of manipulatives, group work, and our Pearson enVision workbooks and online tools.
Students will:
* Identify numbers 1 - 100
*
Count in a variety of ways
* Sort, compare, and classify objects
* Identify and create patterns
* Identify and draw shapes
* Explore addition and subtraction using manipulatives and drawings
* Participate in activities that include measuring, graphing, estimating, and calendar/days of the week
Science
Students will explore and investigate the environment around them. They are introduced to process skills such as observing, predicting, classifying, inferencing, investigating and experimenting. We use kiddo-friendly National Geographic texts and ready-made experiments.
Students will:
* Learn seasons
* Learn about pumpkins and apples
* Study animals and insects
* Study weather and plants
* Explore properties of matter
* Learn to sort and classify objects
Social Studies
Students will develop an awareness of themselves, their community, and the world around them.
Students will:
* Learn about families
* Learn how to work together/rules
* Study Holidays – Christmas and Thanksgiving
* Learn about pilgrims
* Study our country
* Learn about veterans
* Study the difference between wants vs. needs
Fine Arts Art:
Students will have Art once a week for 30-45 minutes with our Art Teacher, Mrs. Horb. Students will:
* Learn that we are all artists
* Experiment with mediums and materials
* Develop large and fine motor skills through loose drawing and painting
* Learn to focus with eyes, listen, and be ready to create artwork
* Learn about line, shape, and color and how to combine them all in artwork
* Introduce how to use materials and how to take care of them
* Learn to share and talk about artwork that we make or see
Music:
Students will participate in Musikarten with Mrs. Fields once a week for 45 minutes in a smaller group than our normal class size. This ensures that all students have access to a musical instruments and individualized attention from Mrs. Fields.
Students will learn and sing two songs in two different church services throughout the year. The kindergarten and first grade students are in one choir, named Genesis. The choir is directed by Mrs. Ickstadt.
Students will:
* Sing "Echo" songs line by line with the teacher
* Sing simple songs as a class
* Listen to the teacher sing "song tales"
* Move or dance to music
* Conduct "finger plays" to rhymes and music
Spanish
Students participate in Spanish lessons once a week with Mrs. Prahlow. They will focus on vocabulary such as colors, numbers, foods, days of the week, greetings, etc. They also receive their very own Spanish name.
Technology
Technology is incorporated into classroom instruction through the use of interactive white boards, document camera, and desktop computers.
Students will:
* Use the interactive white board during lessons
* Gain exposure to desktop computers during once a week computer lab time with Mrs. Block
Physical Education
Physical Education is provided twice each week with Mrs. Speckhard (known to the kindergarteners as Mrs. S. At the end of the year students participate in Field Day activities.
Students will:
* Learn body and spatial awareness
* Develop hand - eye coordination
* Enhance their social and personal development
* Learn to share, cooperate, take turns and experience personal success through movement
* Experiment with different types of equipment and manipulatives
8th Grade Buddies
The kindergarten class and the 8th grade class join together to foster lasting friendships between the two grades. One 8th grader and kindergartener are paired together and throughout the year we plan activities to do together such as card games, outside time, Lenten calendars, library reading time, coloring, etc. Buddies are thrilled to see each other in the hallways and form lasting bonds.
Field Trips and Service Projects
Students in Kindergarten will participate in a variety of educational field trips during the school year. Each field trip is designed so that students can easily make connections between the concepts they are learning in the classroom and the hands - on learning opportunities available in the field trip experience.
Students Will:
* We will travel to County Line Apple Orchard.
* We will participate in an in class activity of ladybug experiments and the Lorax.
* Our class will also visit Sunset Hill farm as well as have a special visit from a Sunset Hill Farm teacher to learn about winter animals.
* Finally, the Kindergarteners will have a year - end celebration with their 8th grade buddies at the Washington Park Zoo in Michigan City.
* Students will travel to Valparaiso University to watch a production
Homework:
In Kindergarten, we do have one nightly sheet of math homework that begins after 1st quarter. The math sheet corresponds to a lesson already taught in the classroom. I also ask that parents read to their child each night. We have a reading log that once it has been filled out helps to add to our kindergarten paper reading train. We try to make our train travel all around the classroom walls. I also encourage kindergarten children to have time daily to play and explore outside with their parents.
Parents Can Help By:
* Volunteer in the classroom and around the school
* Attend field trips
* Foster independence with their children
First Grade Curriculum
Religion
In first grade children will learn that God loves us and forgives us. As a result, we should love our neighbors as ourselves.
Students will:
* All things come from God and we are to take care of one another and his creation.
* Jesus is God and he died for all people. God's love is revealed in Jesus.
* God gave us the Ten Commandments out of love.
* God's word is always true.
* Jesus Forgives us when we disobey Him and those in authority.
* We are uniquely created to serve God, his world, and one another.
Language Arts
The Language Arts program includes reading, writing, and listening. We use the Scott Foresman Reading Street curriculum.
Students will understand:
The components of a sentence- capitalization, end punctuation etc.
Phonics
* Know letter - sound relationships.
* Blend sounds of letters to decode consonants.
* Blend sounds of letters to decode consonant blends and digraphs.
* Blend sounds of letters to decode short and long vowels.
* Blend sounds of letters to decode r - controlled vowels and vowel digraphs.
* Blend sounds of letters to decode diphthongs and other vowel patterns.
* Blend sounds of letters to decode phonograms and word families.
* Decode words with common word parts, such as contractions and compounds.
* Decode words with common word parts such as base words and inflected endings.
* Decode words with common word parts such as suffixes and prefixes.
Fluency - Weekly throughout the year students will be given a text to read repeatedly in order to build fluency.
Students will:
* Read aloud with accuracy, comprehension, and at an appropriate rate.
* Read aloud with expression.
* Attend to punctuation and use appropriate phrasing.
* Practice fluency in a variety of ways, including choral reading, paired reading, and repeated oral reading.
Vocabulary:
Students will:
* Be building and applying new vocabulary.
* Use strategies to determine and clarify words and understand their relationships.
* Build appreciation and understanding of fiction and non-fiction test by determining meaning of words and their uses.
* Read regular and irregular high - frequency words automatically.
* Develop vocabulary through direct instruction, concrete experiences, reading and listening to text read aloud.
Phonemic Awareness- students will segment, blend, and count syllables in words.
Students will:
* Recognize and produce rhyming words.
* Segment, blend, or count syllables.
* Segment and blend on set and rhyme.
* Identify sounds that are the same or different.
* Identify and isolate initial, final, and medial sounds in spoken words.
* Segment a word or syllable into sounds.
* Add, delete, or substitute phonemes.
Text Comprehension
Students will:
* Be able to ask and answer questions about main idea, and key details in a text.
* Retell stories in sequence, identifying plot, character, and setting.
* Make and confirm predictions.
* Recognize story structure.
* Summarize text by retelling stories or identifying main ideas.
* Use mental imagery.
* Understand author's purpose.
* Understand cause and effect.
* Use compare and contrast.
* Draw conclusions.
* Understand realism and fantasy.
* Understand literary elements of character, plot, setting, theme, and plot structure.
Writing
Students will:
* Be able to identify nouns, pronouns, and verbs.
* Be able to use appropriate end punctuation.
* Spell unknown words phonetically.
* Develop writing skills for different purposes and audiences.
* Write legibly.
* Use the writing process.
Mathematics
Math for first graders is made up of five strands: number sense, computation and algebraic thinking, geometry, measurement and data analysis.
Number Sense
Students will:
* Count to 120 by 1's, 5's, and 10's.
* Understand that 10 can be thought of as a group of ten ones.
* Understand ordinal numbers
* Use place value to understand and compare two-digit numbers and use symbols <, > and =.
* Find mentally a number 10 more or 10 less than a given two-digit number
* Show equivalent forms of whole numbers as groups of tens and ones.
Computation and Algebraic Thinking
Students will:
* Demonstrate fluency with addition facts and the corresponding subtraction facts to 20.
* Solve real world problems with addition and subtraction by-taking from, putting together and taking apart etc.
* Solve real world problems that call for addition of three whole numbers whose sum is within 20.
* Add within 100 including adding a two-digit number to a one digit number, adding a two digit number to a multiple of ten.
* Understand the meaning of the equal sign to determine if equations involving addition and subtraction are true or false.
* Create, extend and give an appropriate rule for number patterns using addition within 100.
Geometry
Students will
* Identify and classify objects as two or three dimensional.
* Distinguish between defining attributes of two and three-dimensional shapes.
* *Use two or three-dimensional shapes to make new shapes.
*
*Partition circles and rectangles into two and four equal parts.
Measurement
Students will:
* Compare and order objects according to length, area, capacity, weight and temperature.
* Tell and write time to the nearest hour and half hour.
* Find the value of a collection of pennies, nickels and dimes.
Science
Students will:
* Learn the properties of solid, liquid and gas.
* Separate solids and liquids based on their physical properties.
* Investigate sound and that vibrations make sound and sound can make materials vibrate.
* Observe that objects can be seen only when illuminated.
Earth and Space Science
Students will:
* Use observations of sun, moon, and stars to describe patterns that can be predicted.
* Observe and compare sand, clay, silt, and organic matter and how they are components of soil.
* Observe a variety of soil samples and describe their properties.
* Develop solutions that could be implemented to reduce the impact of humans on the land, water and air.
Life Science
Students will :
* About life cycles and that all life has birth, growth, reproduction, and death in common.
* Develop a model showing how plants and/or animals use their external parts to help them survive and grow.
* Learn about habitats and how plants and animals adapt.
Social Studies
History
Students will:
* Compare the way people lived in the past compared to today.
* Look at past and present community life through biographies, folklore, and videos etc.
* Identify American songs and symbols.
* Identify local people who have shown courage, honesty and responsibility.
* Look at their own timeline.
* Explain clocks and calendars. Use the words "past, present, yesterday, today and tomorrow" correctly.
* Distinguish between historical fact and fiction.
Civics and Government
Students will:
* Identify the rights and responsibilities of citizens.
* Define rules and laws in school and the community.
* Describe ways that actions can help the common good of the classroom or community.
* Describe a citizen and the characteristics of good citizenship.
* Know and understand the Pledge of Allegiance.
Geography
Students will:
* Identify the directions of north, south, east, and west on maps and globes.
* Identify and describe continents, oceans, cities, and roads on a map and globes.
* Identify relative locations of places in the school setting.
* Identify physical and human features of our community.
* Summarize weather patterns and how they affect people, plants, and animals.
* Draw simple maps using symbols.
* Compare cultures of various ethnic groups found in Indiana.
* Give examples of natural resources found locally and how we use them.
Economics
Students will:
* Identify goods and services.
* Compare and contrast different jobs.
* Describe how people are both producers and consumers.
* Explain that people have to make choices about goods and services because resources are limited in relation to people's wants and needs.
* Explain that people exchange goods and services to get the things they want and need.
Fine Arts Art:
Students will have Art once a week for 60 minutes with our Art Teacher, Mrs. Horb.
Students will:
* Develop fine motor skills through drawing, painting, and sculpture
* Become familiar with Art vocabulary including Elements of Art
* Introduction to proper use of techniques in various mediums
* Introduction to proper care of Art equipment
* Listening and following simple directions
* Create artwork theme based across curriculum
Music:
Students will learn and sing two songs in two different church services throughout the year. The kindergarten and first grade students are in one choir, named Genesis. The choir is directed by Mrs. Ickstadt.
Students will:
* Sing "Echo" songs line by line with the teacher
* Sing simple songs as a class
* Listen to the teacher sing "song tales"
* Move or dance to music
* Conduct "finger plays" to rhymes and music
* Keep the steady beat while singing or saying beat motion songs
* Sing hymns
Spanish
Students participate in Spanish lessons twice a week with Mrs. Prahlow. They will focus on vocabulary such as colors, numbers, foods, days of the week, greetings, etc. They also receive their very own Spanish name.
Chinese
Students participate in Spanish lessons once a week with Pastor Fields. They will focus on vocabulary such as colors, numbers, foods, days of the week, greetings, ect.
Technology
Technology is incorporated into classroom instruction through the use of interactive white boards, document camera, and desktop computers.
Students will:
* Gain exposure to desktop computers during once a week computer lab time with Mrs. Block
Physical Education
Physical Education is provided twice each week with Mrs. Speckhard
Students will:
* Learn body and spatial awareness
* Develop hand - eye coordination
* Enhance their social and personal development
* Learn to share, cooperate, take turns and experience personal success through movement
* Experiment with different types of equipment and manipulatives
* Develop locomotor and non-locomotor skills, directionality, pathways, levels and tempos
Field Trips and Service Projects
Students in First Grade will participate in a variety of educational field trips during the school year. Each field trip is designed so that students can easily make connections between the concepts they are learning in the classroom and the hands - on learning opportunities available in the field trip experience.
Students Will:
* Travel to Sunset Hill Park
* Travel to Valparaiso University for a production
Homework:
Homework in First Grade is primarily about developing responsibility. The students are responsible for bringing home an Assignment Sheet and materials daily, complete work with parents' guidance, and then return all work to school. Each First Graders should read five to ten minutes, daily. Assignments are designed to practice skills that are currently being worked on in class. The assignments should take five to ten minutes to complete each night.
Parents Can Help By:
* Praying for your child's growth, development, and relationships
* Modeling active participation in weekly worship and daily devotions
* Checking homework for understanding upon completion
* Looking through classroom papers with your child to monitor progress
* Encouraging your child to grow in responsibility
* Encouraging good nutrition, exercise and rest
* Reading with your child and listening to him/her read regularly
* Practice memory work and basic facts at home
* Assist with classroom projects, groups and field trips
Second Grade Curriculum
Religion
Second Graders will learn and grow in their faith through active participation in prayer, written activities, daily devotions, and worship. The Religion curriculum is integrated throughout the entire school day.
Students will be introduced to:
* Bible stories and characters
* The life of Jesus
* Faith, forgiveness, and Christian living
* Weekly chapel services
* Memory work: Bible verses and parts of the Catechism
* Songs and hymns
* Martin Luther and the foundation of Lutheranism
Language Arts
Writing: Through writing across the curriculum, reports, and journaling, students will be introduced to the writing process.
Students will:
* Write using complete sentences
* Be introduced to writing paragraphs
* Create stories
* Write Friendly Letters
* Use Writer's Voice
Reading: Through the use of the Scott Foresman Reading Street program, read alouds, and a novel study, students will be introduced to many concepts. Students will:
* Be introduced to theme studies
* Study vocabulary and learn about context clues
* Focus on comprehension and drawing conclusions
* Use critical thinking
* Recall details, understand sequencing, and summarizing what they have read
* Understand decoding strategies: phonics, word patterns, and structural analysis
* Learn different genres such as: Poetry, Fiction, Nonfiction, Fantasy, Folk Tales, and Fairy Tales
* Develop as fluent readers
Phonics/Spelling: Our school uses the Scott Foresman Reading Street program and the Rebecca Sitton Spelling curriculum.
Students will:
* Learn how to spell and use high-frequency words
* Study letter sounds
* Recognize short and long vowel sounds
* Identify vowel pairs
* Speak r-controlled vowels
* Recognize and use suffixes and prefixes
* Study homophones
Grammar: Through targeted Grammar lessons and daily classwork, students will be introduced to many concepts.
Students will:
* Identify types of sentences
* Understand capitalization and punctuation rules
* Identify plurals
* Use contractions
* Identify and create compound words
* Study nouns, pronouns, proper nouns, verbs, adjectives, and adverbs
* Understand noun/verb agreement and tense
Listening and Speaking: Children will learn listening and speaking skills through classroom instruction, sentence dictation activities, classroom reports, reading fluency activities, memory work practice, and weekly chapel.
Students will:
* Listen attentively
* Respond appropriately
* Participate in discussions
* Form and verbalize opinions
* Present oral reports
* Fluently read with expression
Handwriting:
The Second Graders use the Handwriting Without Tears program, in addition to daily practice in regards to their handwriting instruction.
Students will:
* Study the correct handwriting technique
* Learn the correct production of all capital and lowercase letters
Mathematics
Second Graders build upon their foundational Math skills.
Students will:
* Study addition and subtraction basic facts and strategies
* Begin learning problem solving skills and strategies
* Explore place value to four digits
* Solve two and three digit addition and subtraction problems with regrouping
* Explore money (one cent to one dollar)
* Learn time to five minutes
* Study measurement (U.S. Standard and Metric System)
* Explore fractions
* Be introduced to geometry
* Solve basic multiplication and division problems
* Learn graphing
Science
Students will learn about God's creation.
students will:
* Study nutrition
* Explore habitats
* Investigate matter
* Develop an understanding of fossils and dinosaurs
* Study force, simple machines, and magnets
* Explore the solar system
Social Studies
Students will learn about God's world and his people.
Students will study:
* Maps/Geography
* Communities and rules/laws
* Holiday celebrations
* Our Earth and the environment
* Chinese culture
* U.S. History, government, and patriotism
* Economics through the Jr. Achievement program
Fine Arts Art:
Students will improve fine motor skills through detailed drawing, painting, and sculpture.
Students will:
* Participate in Art class one period per week with Mrs. Horb
* Be introduced to artists and their styles
* Study proper use of techniques in various mediums
* Be taught proper care of Art equipment
* Listen and follow directions
* Create artwork themes based on our Second Grade curriculum
* Be introduced to artistic reflections and discussions
Music:
Second Graders will learn songs and liturgical music to assist in leading the liturgy at Immanuel Lutheran.
Students will:
* Sing "Echo" songs line by line with the teacher
* Sing "simple" songs as a class
* Listen to the teacher sing "song tales"
* Conduct "finger plays" to rhymes and music
* Move or dance to classical music
* Engage in dialogue with the teacher using "arioso" (sing-speech)
* Keep the steady beat while singing or saying beat motion songs
Third Grade Curriculum
Religion
Third Graders will learn and grow in their faith through active participation in prayer, written activities, daily devotions, and worship. The religion curriculum is integrated throughout the entire school day.
Topics of study will include:
* Bible Stories and Characters
* The Law and Gospel
* Martin Luther
* Trinity
* Christian Love
* Commandments
* Prayer
* Weekly Chapel Services
* Parts of Worship Services
Language Arts
Grammar: Third Graders continue to strengthen their reading, writing, speaking, spelling, and listening skills. They are encouraged to apply these communication skills throughout all subject areas.
Students will study:
* Complete Sentences
* Nouns (Common/Proper/Possessive)
* Verbs (Action/Linking/Main/Helping/Irregular)
* Adjectives (Comparative/Superlative)
* Adverbs
* Pronouns (Subject/Object)
* Contractions
* Subjects/Predicates
* Prepositions
* Conjunctions
* Prefixes/suffixes
Reading: Students experience the world of literature. Many genres are studied including Fiction, Nonfiction, Poetry, Plays, Fantasies, Biographies, and Realistic Fiction. Novel studies are done in small groups and at the end of the year.
Students will study:
* Cause and Effect
* Compare and Contrast
* Main idea/details
* Context clues
* Text structures
* Setting/characters/plot
* Summarizing
* Point of view
* Fact & opinion
Listening and Speaking: Students will listen for understanding, follow directions, and participate in discussions.
Students will study:
* Small and large group discussion skills
* Oral reading skills
* Oral presentations
* Literature Circles
Spelling:
Students will study:
* Review short/long vowels
* Synonyms/Antonyms/Homophones
* Prefixes/Suffixes
* Consonant Blends/Spelling Patterns
Writing:
Students will learn:
* Informative
* Argumentative • Narrative
Mathematics
Third Graders acquire knowledge of Mathematics and its relationship to daily living. Students are encouraged to apply Math skills in a variety of ways and strengthen their problem-solving skills. Hands-on activities and manipulatives are utilized.
Students will study:
* Place Value
* Money and Time
* Addition and Subtraction Basic Facts (Add/Subtract greater numbers up to 3 digits)
* Problem Solving Skills and Strategies
* Measurement
* Basic Multiplication and Division Problems
* Geometry
* Perimeter and Area
* Data
Science
Students will explore the world around them. They will learn through observing, predicting, questioning, and explaining.
Students will explore:
* Energy
* Sound
* Simple machines
* Weather
* Rocks/Minerals
* Plants
* Plant/animal adaptation
Social Studies
Third Graders will strive to be good, responsible citizens in their community. They will study the past to build a better future.
Students will study:
* Map Skills
* Communities
* Government
* Cultures
* Citizenship
* Economics
* Indiana geography
* Native Americans
Fine Arts
Art:
Students will improve fine motor skills through detailed drawing, painting, and sculpture
Students will:
* Participate in Art class one period per week
* Be introduced to artists and their styles and create artwork based on their style
* Study proper use of techniques in various mediums
* Be taught proper care of Art equipment and personal Art supplies
* Listen and follow several step directions independently
* Participate in class discussion on artistic style and use of elements
* Be introduced to composition and use of shape and color
Music:
Third Graders will learn songs and liturgical music to assist in leading the liturgy at Immanuel Lutheran.
Students will:
* Sing hymns from the Hymn of the Month Curriculum
* Repeat sung rhythms on neutral syllables
* Identify and sing quarter and eighth notes in 2/4 and 4/4 time
* Sing simple melodies on solfege
* Listen to played or sung rhythms and echo them back
* Execute vocal warm-ups
* Learn songs, psalms, and liturgical music to assist in leading the liturgy at Immanuel Lutheran
* Perform at regularly scheduled church and chapel services throughout the year
Technology
Technology is used in all curricular areas. Students will be comfortable completing assignments and taking assessments on the computer, as needed. A laptop cart will be utilized by students in elementary grades. Teachers will use the Mimio Board for classroom instruction and interactive learning.
Students will:
* Perform basic word processing skills (enter and delete, copy and paste, save and open, etc.)
* Understand the basics of computer ethics and etiquette
* Identify and use simple search engines
Physical Education
Physical Education is provided twice each week.
Students will:
* Learn body and spatial awareness
* Enhance their social and personal development
* Learn to cooperate, take turns and experience personal success through movement
* Be given substantial opportunities to actively engage in moving and learning sport, and fitness skills
* Learn the importance of being physically fit
Fourth Grade Curriculum
RELIGION
Through bible study, activities, prayer, and discussion students will continue to grow in their Christian faith and become more knowledgeable in their understanding of the Lutheran Church Missouri Synod.
Students will:
* Model Jesus' love and forgiveness to those around them
* Memorize the Old and New Testament Books of the Bible, From Luther's
* Small Catechism: The 10 Commandments and Meanings, The Apostles
* Creed and the Meanings of each of its parts (Articles), various Bible passages, and The Hymn of the Month
* Formal lessons concentrate on Old Testament stories and applying them
* to our daily lives. Also, New Testament accounts of the early church's growth
* Participate in worship services
* Attend Chapel services once each week
* Integrate the practice of their faith across all curricular areas
LANGUAGE ARTS
Grammar and Writing:
Students will develop methods and styles of both written and oral communication as the appropriate and necessary way to convey their ideas, beliefs, and thoughts to others.
Students will be introduced to the writing process and will:
* Write legibly in print and cursive Write well - structured paragraphs
* Identify and use parts of speech in writing tasks
* Type with speed and accuracy
* Write multi - paragraph essays on assigned prompts
* Use rules of grammar and supply sentences with adjectives, adverbs, conjunctions, interjections, and prepositions
* Write for a variety of purposes such as persuade, inform, and entertain
* Understand and use the Writing Process: Pre - Writing, First Draft (Rough Draft), Edit and Revising, and Publishing
* Follow written and oral directions carefully
* Self - correct their work
* Orally present their work in a confident manner
* Understand punctuation, capitalization, and complete sentence structure
* Participate in small groups and efficiently work well with others
* Integrate written and oral communication skills into all subject areas
* Increase their vocabulary through our Spelling/Vocabulary lists that correspond to
the Reading selection for the week (Scott Foresman Reading Street)
* Write using descriptive, expository, persuasive, and personal essay styles
READING
Students will:
* Students will gain an appreciation for different genres of literature such as realistic fiction, historical fiction, folk tale, play, fantasy, and non - fiction.
* Students will be given the tools and skills needed to aid in comprehension of all types of literature.
* Identify and explain parts of a story: characters, setting, plot, and conclusion
* Recognize and identify the characteristics of different genres
* Understand an author's purpose for writing
* Create and complete graphic organizers, such as Venn Diagrams or T Charts
* Extend their reading experience by inferring, predicting, and drawing on own personal experiences
* Understand and identify cause and effect
* Distinguish between fact and opinion
* Investigate and explore a variety of literature, including fantasy, autobiography, biography, and poetry
MATH
Students will:
* Understand that geometric figures can be analyzed (perimeter/area) and classified based on their properties such as having parallel or perpendicular sides, particular angle measures, and symmetry
* Fourth Grade students will apply their basic number skills to solve problems
* through many different means such as text, manipulatives, everyday
* experiences, and technology.
* Continue to develop addition and subtraction skills
* Identify place value through the hundredths
* Multiply and divide multi - digit numbers
* Begin exploring algebraic expressions
* Round numbers for addition, subtraction, multiplication, and division
* Estimate numbers for all four operations
*
Describe, use, and complete patterns
*
Measure and compare units of length
* Measure capacity and weight in customary and metric units
* Solve multi - step word problems
* Demonstrate a variety of problem solving strategies
* Find the range, mean, median, and mode of a set of data
* Add and subtract fractions with like denominators
* Explore decimals (introduction)
SCIENCE
Students will, in addition to learning facts about various topics, begin to learn how scientists observe, record, think, and operate safely.
Students will:
* Investigate living things
* Explore ecosystems
* Study matter (states of matter, matter changing state, and chemical
* properties)
* Study electricity (what it is, static electrical charge, current electricity,
* magnetism, electrical forces, and electrical safety)
* Develop an understanding of sound
* Investigate light and heat
* Explore weather, storms, and fronts
* Study earth's make - up (its layers, changes in the crust, etc.)
*
Develop and implement the Scientific Process
* Participate in Inquiry Science which involves hands - on group activities
* utilizing the stages of scientific observation and experimentation
INDIANA HISTORY/SOCIAL STUDIES
Fourth Grade students will participate in an in - depth exploration of Indiana's history prior to statehood and then its role in relationship to U.S. history from the Revolutionary War, all the way up to the present. Indiana's geography, resources, and governance are also extensively studied
Students will study the following map skills and concepts:
* Using latitude and longitude to find absolute location
* Reading elevation, land use, and resource maps
* Understanding and reading a time line
* Comparing maps with different scales
* Read many types of maps such as mileage maps, historical maps, and population maps
* Analyze Indiana's economy throughout its history
* Study one state, in depth, through research and then completing and
* orally presenting a Power Point project to the class
Fine Arts
ART
Students will:
* Students will improve fine motor skills through detailed drawing, painting, and sculpture.
* Be introduced to mediums and new techniques
* Discuss varied artistic styles and create artwork based on those styles
* Learn about principles of art and use in artwork
* Reinforce proper care of art equipment and personal art supplies
* Develop listening skills by following several step directions and working independently
* Create artwork based on color theory and use of values
MUSIC
Students will:
* Develop composition skills and discuss choices in creating composition
* Fourth Graders will learn songs and liturgical music to assist in leading the liturgy at Immanuel
* Sing hymns from the Hymn of the Month Curriculum
* Repeat sung rhythms on neutral syllables
* Identify and sing dotted quarter and eighth notes in 6/8 time
* Improvise the end of two - bar phrases using learned patterns from 2/4, 4/4, and 6/8 time
* Sing simple melodies on solfege
* Listen to played or sung rhythms and echo them back
* Execute vocal warm - ups
* Perform at regularly scheduled church and chapel services throughout the year
Technology
Technology is used in all curricular areas. Students will be comfortable completing assignments and taking assessments on the computer, as needed. A set of Chrome books will be utilized by students in each grade. Teachers will use the Promethean Board for classroom instruction and interactive learning.
Students will:
* Develop keyboarding skills
* Produce a Power Point presentation
* Properly site all sources used in a report or presentation
* Produce and edit a word process document with the use of Spell Checker
* Understand how to properly name and save a document or presentation to a flash drive
Physical Education
Physical Education is provided twice each week.
Students will:
* Learn body and spatial awareness
* Enhance their social and personal development
* Learn to cooperate, take turns and experience personal success through movement
* Be given substantial opportunities to actively engage in moving and
* learning sport, dance and fitness skills
* Learn the importance of being physically fit
Field Trips and Service Projects
* Canoeing on the Kankakee River
* Porter County Museum •
* Prairie, Indiana History Museum, State Capitol Building
* In Fourth Grade, the students will participate in multiple field trips as an enriching way to reinforce classroom learning.
* Pioneerland/ Laporte County Fairgrounds
* Every other year trip to Indianapolis......War Memorial Museum, Conner
* Community Service....Angel Tree Christmas Gifts for needy children
Homework
Parents Can Help By:
* Checking Assignment Notebooks/Planner
* Time is allotted every day for practice assignments in each subject.
* Whatever is not completed during class is to be taken home and returned the next school day.
* Fourth Graders are required to complete his/her Assignment
* Notebook/Planner daily, to keep track of work and tests assigned.
* Modeling active participation in weekly worship and daily devotions
* Providing your children with a quiet place to study and do their homework
* Encouraging independence and responsibility
* Helping your children develop good study habits
* Monitoring academic progress by reviewing Progress
* Reports/Midterms, and Report Cards
* Encouraging good nutrition, exercise, and rest
* Monitor and limit screen time
Fifth Grade Curriculum
Religion and Memory Work-
As a result of the study of God's Word, students will be able to understand that the message of the cross is the power of God, and that Christ is our salvation, our strength, and our message.
Students will:
* Investigate God, the Father, and His Word, Jesus, Our Savior, and the Holy
* Explore worship and liturgy
* Explore the Sacrament of Holy Baptism
* Explore the Sacrament of the Altar and the Means of Grace
* Explore and memorize the Ten Commandments and their meanings
* Investigate and memorize the Apostles' Creed and Articles
* Study Martin Luther and the Reformation
* Read and relate to Old Testament stories and prophecies, the 4 Gospels,
* Paul's letters to New Testament churches, other New Testament writers, and the Revelation to St.John
* Be introduced to World Religions
* Attend weekly chapel services, sing for select chapels, and read the
* lesson for a month
* Memorize select parts of the Catechism, Hymn of the Month verses, and Bible selections
* Memorize select parts of the Catechism, Hymn of the Month verses, and Bible selections
* Integrate the practice of their faith across all curricular areas
Language Arts
Writing and Grammar:
Students will be introduced to the Writing Process.
Students will:
* Write for a variety of purposes – Narrative, Poetry, Expository, Compare/Contrast, Cause and Effect, Main Idea/ Details, Persuasive, Descriptive,
* Business Letter, Thank You letters, Book Reviews, and two Research Papers
* Produce clear and coherent writing appropriate to task, purpose, and audience
* Choose topics for a Famous African American Biography and a Colonial Era Research Project using five or more sources for each paper, create a diorama(colonial only), and give an oral presentation – peer and teacher review given(colonial only)
* Draw evidence from literary or informational texts to support analysis/research
* Produce well - structured multi - paragraph essays and summaries
* Demonstrate command of the conventions or Standard English grammar rules and usage when writing or speaking
* Master the eight parts of speech, sentence structure, and mechanics Integrate written and oral communication into all subject areas
Reading
Students will read a variety of genres and be introduced to a balance of Fiction and Nonfiction. Students will connect and expand their concepts to build a deeper understanding of literature and the world around them.
Students will:
* Utilize graphic organizers such as Venn diagrams, outlines, and word webs
* Be more aware of elements of the Short Story - Setting, Characters, Plot, Theme, and Outcome
* Recognize different genres of novels and author's purpose
* Recognize written dialogue, time/order/place words, and text structure
* Utilize context clues in comprehension
* Develop a strong vocabulary and read aloud techniques
* Recognize and use figurative language – Simile, Metaphor, Idiom,
* Personification, Onomatopoeia, Hyperbole, Alliteration, and Imagery
* Read novels on their own and listen effectively to Teacher read aloud
* novels including: Number the Stars, A Christmas Carol, Everything on a Waffle...
* Utilize Main Idea and details, cause and effect, and outcome based learning
* Develop higher level thinking skills; analyze and synthesize information
* Use inference and draw conclusions from personal experiences
* Make a prediction on what is previewed or already read
Listening and Speaking:
* *Students will effectively work on comprehension and collaboration in
* a variety of settings.
* *Students will raise their hand before speaking
* *Students will respect the teacher and each other when another is speaking
* *Students will practice making "eye contact" while giving an oral
* presentation Students will:
* Engage effectively in a range of collaborative discussions (one - on -
* one, in groups, and teacher led) with diverse partners on Grade 5 and beyond topics and texts, building on others' ideas and expressing their own clearly
* Summarize orally on written text or information presented in diverse media and formats
* Students will explore the many relationship of letters, patterns, and sounds for reading and spelling correctly
Spelling:
Students will:
* Master the spelling of high frequency words
* Apply essential rules for addition for suffixes and prefixes
* Visualize and remember words and their sequential letters
* Collect, analyze, sort, and contrast words; drawing conclusions about spelling and usage
Mathematics
Fifth Grade students will develop their knowledge in Math skills by utilizing a variety of methods, such as technology, manipulatives, experiences, and texts.
Students will:
* Read, write, and identify place value in whole numbers and decimals
* billions and the ten thousandths place
* Round, compare, and order whole numbers and decimals to the billions and the thousandths place
* Compare integers, positive, and negative numbers
* Analyze and solve problems using mathematical skills and strategies
* Write and evaluate numerical and algebraic expressions
* Write and solve multi-step equations
* Use properties (Distributive, Commutative, Associative, Identity Element equations
* Find mean, range, mode, and median of a set of data
* Convert between Metric and Customary Units of length, capacity, and
* weight
* Represent and interpret data in graphs and line plots
* Determine combinations and find probability
* Write the prime factorization of a number and use rules for divisibility
* Find common factors, greatest common factors, common multiples, and least common multiples
* Relate fractions, decimals, and mixed number
* Add/subtract fractions and mixed numbers with like and unlike
* denominators
* Multiply & divide whole numbers, fractions, and mixed numbers using a 1or 2-digit divisor, with a fraction or mixed number
* Multiply/divide and estimate products of whole numbers and decimals
* Divide a decimal by a whole number, a whole number by a decimal, and a decimal by a decimal
* Identify basic geometric figures and their parts
* Identify congruent figures and figures with line and rotational symmetry
* Find the area and perimeter of a triangle/polygon/parallelogram
* Find the volume and surface area of space figures
* Graph integers on a coordinate plan
* Complete function tables and graph a line on a coordinate plane
* Transformations
* Use ratio, percent, and probability
* Use estimation: rounding or compatible numbers to solve word problems
* Find radius, diameter, area, and circumference of a circle
* Explain, in words, strategies used to solve problems
* Complete algebraic expressions
* Connect Math to real life experiences
Science
Fifth Grade students will investigate God's creation and understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.
Students will apply scientific inquiries to:
* Explore and categorize organisms by their energy
* Investigate relationships in the environment
* Analyze action and reaction
* Distinguish the properties of matter
* Use evidence in text to form and refine question, prediction, and hypothesis
* Introduce concepts that explain planetary, interplanetary, and stellar
* characteristics and cycles
* Explore energy (sound, light, thermal, kinetic, potential, etc.)
* Explore constant, variable, and periodic motion
* Conduct scientific inquiry investigations
* Explore the patterns of change and stability at the microscopic and macroscopic levels of organisms
* Investigate Newton's three laws of motion
* Conduct inquiry lessons in cooperative groups
* Investigate characteristics of living things (basic life processes, trait, classification, kingdoms, cells, and organelles)
* Compile data into charts, labs, tables, and graphs
Social Studies
Fifth Grade students will investigate the geography and the early civilization of our country while becoming aware of how to be a responsible Christian citizen.
Students will investigate:
* Geography terms and atlas skills
* How historians learn about the past
* Primary and secondary sources
* How Native Americans adapted and modified their environment
* European explorers to the Americas
* Northern, middle, and southern colonies
* Events leading up to the Revolutionary War
* Declaration of Independence
* Independence to a New Nation
* The Constitution
* The Three Branches of Government
* The Bill of Rights
Fine Arts Art:
Students will:
* Students will improve fine motor skills through detailed drawing, painting, and sculpture.
* Participate in Art class
* Create art based on the style of artist or cultures and be able to discuss similarities with style and personal art supplies
* Reinforce proper care of art mediums, equipment, and personal art supplies
* Learn to work both collaboratively and independently on artwork
* Be introduced into figure drawing and drawing from life
*
Develop artwork with a message
Music:
Students will:
* Fifth Graders will learn songs and liturgical music to assist in leading the liturgy at Immanuel Lutheran.
* Sing hymns from the Hymn of the Month curriculum
* Repeat sung rhythms on neutral syllables
* Identify and sing quarter and eighth notes in 6/8 time and half notes in 2/4 and 4/4 time
* Improvise the end of two - bar phrases using learned patterns from 2/4, 4/4, and 6/8 time.
* Learn to play the recorder
* Learn more complex melodies on solfege that incorporate some chromatic language
* Listen to played or sung rhythms and echo them back
* Execute vocal warm - ups
* Learn songs, psalms, and liturgical music to assist in leading the liturgy at ILS
* Perform at regularly scheduled church and chapel services throughout
* the school year.
* Orchestra (optional at VCS)
Technology
Technology is used in all curricular areas. Students will be comfortable completing assignments and taking assessments on the computer, as needed. Teachers will use the Interactive White Board for classroom instruction and interactive learning.
Students will:
* Develop and master keyboarding skills
* Produce and edit on Microsoft Word
* Be introduced to Google Chrome
* Use different programs to enhance skills
* Understand Internet safety and ethics
* Understand the basics of Internet searching
* I-pad skills
* Introduction to Microsoft office skills
Physical Education
Physical Education is provided twice each week.
Curricular Activities
Fifth Graders are able to participate in Cross Country, Co - Ed Volleyball, Basketball, Track, Choir, and our afterschool STEM Program.
Students will:
* Learn body and spatial awareness
*
Enhance their social and personal development
* Learn to cooperate, take turns and experience personal success
* through movement
* Be given substantial opportunities to actively engage in moving
* and learning sport, dance and fitness skills
* Learn the importance of being physically fit
Field Trips and Service Projects
Students in Fifth Grade will participate in a variety of educational field trips during the school year. Each field trip is designed so that students can easily make connections between the concepts they are learning in the classroom and the hands - on learning opportunities available in the field trip experience.
* Beyond Boundaries
* NWI Symphony
* Merrillville Community Planetarium
* A day-long trip every other year (w/grade 4) to Indianapolis
Homework
Fifth Grade students will be assigned homework, as needed, for practice and reinforcement of skills taught. They will have weekly spelling, reading, other curriculuar area tests and memorization work. On average, Fifth Grade students can expect 30 - 60 minutes of homework daily.
Parents Can Help By:
* Providing a quiet environment for students to work
* Teaching students to plan for their week and upcoming projects; budget their time
* Providing needed supplies
* Reading the weekly newsletter on paper and on FastDirect and checking completed work
* Enforcing skills learned at school
* Communicating with the teacher, immediately, by phone, email or in person when a concern arises
Sixth Grade Curriculum
Religion
Sixth graders will learn about and grow in their faith through reading Scripture and studying the Lutheran understanding of Christianity. The religion curriculum is integrated throughout the school day.
Students Will:
* Study Luther's Small Catechism
* Study Old Testament history
* Memorize passages in Scripture relating to Catechism instruction
* Recognize and apply the way Christians respond to their faith in daily living
* Help lead School Chapel by sharing the scripture reading at various times in the year
English
Sixth graders will continue to improve their command of the English language in grammar, writing, and speaking.
Students will:
* Review and expand knowledge & use of writing mechanics
* Expand on use of organization in writing
* Assignments in narrative, expository, informative/descriptive writing
* Reinforce the writing process from brainstorming topics to proofreading a final draft
* Introduce research techniques culminating in writing an MLA style research paper with proper source citations
* Refine speaking skills through formal presentations
* Spelling comprehension and mastery continues to be developed through spelling and proofreading activities. Spelling is also emphasized as a separate grade on all 6th grade formal writing assignments.
* Review and expand knowledge of basic grammar
Literature
Students will:
* Sixth graders will strengthen their reading skills through the study of various fiction genres, non - fiction texts, and novels.
* Study short story fiction, poetry, folk literature, drama, and non - fiction essays
* Study two novels using all reading and analysis skills
* Reading comprehension skills such as predicting, making inferences, comparing & contrasting pieces of literature, establishing cause - and -effect, and identifying main idea and supporting details are reviewed and practiced
* Study vocabulary for each genre and novel
* Study of elements of fiction such as theme, setting, plot, characterization, and conflict
* Study of element s of non - fiction such as understanding author's purpose, evaluating fact and opinion, the importance of providing evidence, and organization
* Students read independently and in groups with assigned roles
* Students are encouraged to read their own books through established DEAR time, and reading skills are assessed for their individual reading
Mathematics
Sixth graders will add to their foundation of mathematical skills and expand into more advanced concepts throughout the year.
Students will:
* Review of number theory
* Order of operations
* Exploring algebraic functions
* Evaluate expressions with decimals
* Evaluate expressions with fractions & ratios
* Inequalities
* Data analysis including reading/creating graphs
* Probability
* Percentages
* Geometry concepts
* Perimeter, area, & volume of polygons, circles and polyhedrons
* Integers
* Coordinate planes
Science
Sixth grade science covers a variety of science disciplines. We use Grade 6 Discovery Education techbook series.
Topic of Study will include:
* The scientific method and how to use controlled and manipulated variables.
* The use of models and how they are used in science
* Astronomy and how Earth, Moon, Sun and stars help us measure various types of time (seasons, days, months, and years)
* The Moon and its effects on tides, as well as the cycle of lunar phases
* Solar and Lunar eclipses
* The location of objects in the solar system and how models of the solar system and universe have changed over time
* The life cycle of stars and how and why they give off energy
*
Inertia and gravity and their role in motion of the solar system and galaxies
* Different forms of energy and how energy can change from one form to another
* The electromagnetic spectrum and how it can be used as well as the effects it can have
* Types of waves and how they carry energy from one place to another
* The different types of vascular plants and their parts, as well as their usefulness
* Photosynthesis and cellular respiration and how they are necessary for the carbon dioxide – oxygen cycle
* The different types of biomes on earth and their characteristics
* The different levels of living things in an ecosystem, the biotic and abiotic factors, and their impact on the ecosystem
* How energy and matter moves through an ecosystem
* The nitrogen cycle, oxygen cycle, carbon cycle, and water cycle and why they are important to an ecosystem
* Engineering and design, including research, designing, constructing and testing various bridge structures
The sixth grade does a mini-unit on comets and rockets. The sixth grade also completes a research presentation project on Astronomy.
History
Sixth graders are introduced to a survey the Eastern Hemisphere in the context of its geography, history. This is then used to understand the Eastern
Students will:
* Study common experiences in human history
* Study the development of civilization
* In depth focus on African and Asian history
* Introduction to themes in geography
* Use of map skills
* Christian perspective on history emphasized
Fine Arts
Art:
Sixth graders take a visual art class three days a week for one quarter.
Students will:
* Improve fine motor skills through detailed drawing, painting, sculpture, ceramics and printmaking
* Introduction into new techniques with advanced art materials
* Create artwork based on an artistic style from particular time period and be able to reflect how that style affected their artwork.
* Reinforce proper care of art mediums, equipment and personal art supplies
* Learn to work both collaboratively and independently on artwork
Music:
Jubilate Choir (Optional)
The Jubilate Choir is a choral ensemble for 6 - 8th grade students, which gives students the opportunity to further develop their musical and vocal abilities through an exciting range of repertoire from both sacred and secular genres.
Students rehearse twice per week and will regularly participate in performances at Immanuel and in the State ISSMA Contest
Band (Optional):
Students in Band (6th - 8th Grade) dive deep into an appreciation for their instrument through more challenging repertoire and performance opportunities through the VCS.
Technology
A vital part of the education of children is the modeling and teaching of essential technological skills. It is our responsibility to equip our students to live, learn, and work productively in an increasingly complex and information - rich society. Computers and related technologies will be used to assist student development in curricular areas as well as used to teach technological skills to better prepare students for the future.
Topics of Study will include:
* Responsibility and etiquette for the use of online resources and
* office 365
* communication tools
* Logging into shared drive for Education and navigating their Microsoft
* Use Microsoft office 365 to submit work online for evaluation
* Use technology to do peer editing and collaborative work on projects
* Use of online tools to create a variety of documents for class work
* Use spreadsheets to do calculations and create graphs.
* Create presentations that include text, images, audio, and video
* Use of online resources to gather information for projects and
* supplement classroom texts
* Evaluate the reliability of various online resources.
* Use a variety of tools to enhance and expand the core curricular areas.
Physical Education
Physical Education is provided twice each week.
Students will:
* Develop personal fitness and skill - related abilities.
* Reinforce understanding and application of fitness concepts and motor
* skills through a variety of movement forms.
* Learn concepts and skills of individual and team activities.
* Develop personal and social responsibility, self-management skills, and
* ability to make informed choices.
* Enhance disposition toward leading a physically active lifestyle. Extra-
* Curricular Activities
There are a variety of extra - curricular activities for students to participate in, such as:
* Girls Volleyball
* Boys and Girls Cross Country
* Boys and Girls Basketball
* Boys and Girls Soccer
* Boys and Girls Track
* Jr. High theater
In sixth grade, the students will participate in multiple field trips as an enriching way to reinforce classroom learning.
In the fall students travel to Albion, Indiana to experience 4 days of
Outdoor Education. For over 40 years our sixth graders have used this experience to grow academically, but more importantly, socially and spiritually, in an environment outside of the classroom. Middle school teachers and our youth director lead this beneficial time of growth. In the Spring students travel to the Challenger Learning Center in Hammond, Indiana to run a simulated space mission called Rendezvous With A Comet. They use the weeks leading up to the mission preparing for the mission in their Math, Science and Language Arts studies.
Homework
Students will have homework in sixth grade. Each student should complete his/her assignment notebook, daily, to keep track of work and tests assigned. While they may have some time to work in class there will be work they will need to do outside of school. As a general rule an average student may have about 50 - 60 minutes per day. Homework may entail daily work, preparing for tests and quizzes, completing projects, reading, etc.
Parents Can Help By:
* Helping children establish good study habits and find a quiet place to do their homework.
* Parents should encourage in dependence and responsibility.
Seventh Grade Curriculum
Religion
We will have religion on Mondays, Tuesdays, Wednesdays, and Fridays. Thursday is Chapel. Memory will be due before lunch on Tuesdays. Memory work will be assigned at the beginning of each semester. We will be using our workbook-style religion text as well as discussing important topics relevant to young Christians.
Literature
The 7th Grade Literature curriculum is centered around, but not limited to, our Literature anthology. Our book was published by McDougall Littel. The theme for 7th Grade is coming of age and discovering who they are. We focus our studies around the literary elements appropriate and following the Indiana Standards for 7th Grade. We will also do 3 Novel Studies. We will be reading The Outsiders, Friedrich, and another novel that is picked in relation to the strengths of the students. Additionally, the students will be responsible for doing 3 book reports in a specific style. There will be opportunities to study classical literature and lessons on the Literary Elements. Various forms and opportunities for writing will be woven into the framework of our curriculum. Many informal writings will occur, with 3 specific formal writings; Narrative, Argumentative, and Informative. A research study will be done in conjunction with a separate class.
Topics of Study will include:
Study a number of genres including novels, short stories, anthologies, informational text, biographies, autobiographies, fantasy, and science fiction
* The elements of fiction and non-fiction and how to discriminate between the two.
* Identify the main idea, key points and supporting details in a work of literature
* Skills such as skimming, scanning, and close reading to help students read various types of literature
* Reflective and compare-contrast writing following novel units and short stories.
* Reading skills such as inferring, prediction, and compare-contrast
* Vocabulary development from the various forms of literature used throughout the course
* Literary elements such as theme, setting, plot, and characterization are reviewed through novel units and short stories
* Parts of story development like conflict, rising action, climax, resolution
* Reading comprehension skills such as inference, prediction, compare- contrast
* Review and develop reading comprehension skills and strategies (connections, visualizations, organization, sequencing, cause and effect, evaluating evidence, theme, and author's purpose)
* Analyze works of literature and annotate novels
* Presentation skills and public speaking
Grammar
Students will:
Learn prewriting, drafting revising, proofreading, editing, publishing and Grammar students will be studying the parts of speech, as well as Spelling and Vocabulary Skills. Each week the students will have a Spelling and Vocab test on Spelling City; a website subscribed to by our school. presenting
* Focus on narrative, expository, persuasive, descriptive, and creative
* writing
* Expand on the research process that was introduced in sixth grade
* Learn how to develop an outline, title page, bibliography, and in-text citations that will adhere to the MLA format
* Review rules of basic grammar and mechanics as used in the English language
* Apply these conventions to written and oral activities
* Review and build upon their grammar knowledge in nouns, pronouns, verbs, adjectives and adverbs, prepositions, conjunctions and interjections, basic sentence parts, phrases and clauses, word agreement, punctuation and capitalization
* Writing skills taught in Language Arts will be integrated in other subject areas
* Spelling comprehension and mastery continues to be developed through spelling and proofreading activities. Spelling is also emphasized as a separate grade on all 7 grade formal writing assignments.
Mathematics
Pre-Algebra
Pre-Algebra studies the foundations needed for success in higher-level mathematics. Students review number systems and basic arithmetic skills focusing on integers and real numbers, number theory, order of operations and the application of these skills to algebraic equations, geometry, and the graphing of linear equations. We use Passport to Algebra and Geometry by McDougal-Littell
Topics of study will include:
* Properties of integers and real numbers
* Variables, expressions, and integers
* How to solve, simplify, and manipulate expressions, equations, and functions
* Solving of multi-step algebraic equations and inequalities
* Use of ratios, percentages, statistics and probability to solve problems
* Using factors, fractions, and exponents
* Using percentages, proportions, and ratios to solve problems
* Analyzing data using probability and statistics
* Using and applying geometry concepts, measurement, and spatial thinking
* Writing and graphing equations or inequalities for linear functions using the slopeintercept form
* Factoring of polynomials
* Creating and analyzing a variety of graphs
Science
Seventh grade science covers a variety of science topics. We use Grade 7 Discovery Education techbook series.
Topics of Study will include:
* The different organ systems and how they function and how we can keep each one healthy. They include:
* The skeletal and muscular system and the skin
* Food and nutrition and the digestive system
* The circulatory, respiratory system and excretion
* How the immune system helps us fight disease
* The nervous and endocrine system and how they control various aspects of all of the other systems
* Defining what characteristics determine what is a living thing and what the needs of living things are
* Cells and all of the different organelles that make them function
* Development of Cell Theory and the 3 parts that make cell theory
* Cell processes such as photosynthesis, cellular respiration, and forms of cell division
* Genetics and heredity and how traits are passed from one generation of organisms to the next
* Comparing viruses and bacteria and the structures they contain as well as ways to treat or prevent the diseases that can be caused by them
* Physics, including Newton's Laws, Laws of Universal Gravitation and Laws of Conservation
* States of Matter and how various states transfer energy
* Heat Transfer
* Chemistry, including atomic structure, molecules and ions, as well as atomic theory and how its development has changed over time
* The four states of matter and how substances change state
* Geology, such as:
* Rocks, minerals, fossils and the rock cycle
* Weathering and erosion, and that various natural factors change the surface of the earth through weathering and erosion
* Plate tectonics, volcanoes, fault boundaries and earthquakes, and how plate tectonics relates to their formation and results
* Architecture and building design
* Biomedical engineering
In seventh grade the students are involved in a creating a project/experiment for the Science Fair.
Fine Arts
Art:
The students have Art class twice a week.
Students will:
* Improve fine motor skills through detailed drawing, painting, sculpture, hand built ceramics, and printmaking
* Introduction into enlarging techniques using grid system
* Create artwork based on an artistic style from particular time period and be able to reflect how that style affected their own artwork.
* Reinforce proper care of art mediums, equipment and personal art supplies
* Learn and create artwork based on principle of space (perspective, proportion)
* Improve on artistic composition, and use of proportion in figure drawing and landscape drawing.
* Able to create paintings independently with plan and use of elements of art, color and theory. value theory.
Music:
Jubilate Choir (Optional) The Jubilate Choir is a choral ensemble for 6-8th grade students, which gives students the opportunity to further develop their musical and vocal abilities through an exciting range of repertoire from both sacred and secular genres. Students rehearse twice per week and will regularly participate in performances at Immanuel and in the Indiana ISSMA Contest.
Band (Optional):
Students in Concert Band (6th-8th Grade) dive deep into an appreciation for their instrument through more challenging repertoire and performance opportunities. Ensemble rehearsals are three times per week during the school week through VCS.
Spanish
Students participate in Language Spanish Program five days a week.
Technology
A vital part of the education of children is the modeling and teaching of essential technological skills. It is our responsibility to equip our students to live, learn, and work productively in an increasingly complex and information - rich society. Computers and related technologies will be used to assist student development in curricular areas as well as used to teach technological skills to better prepare students for the future.
Topics of Study will include:
* Responsibility and etiquette for the use of online resources and communication tools
* Logging into shared drive for Education and navigating their Microsoft office 365
* Use Microsoft office 365 to submit work online for evaluation
* Use technology to do peer editing and collaborative work on projects
* Use of online tools to create a variety of documents for class work
* Use spreadsheets to do calculations and create graphs.
* Create presentations that include t ext, images, audio, and video
* Use of online resources to gather information for projects and supplement classroom texts
* Evaluate the reliability of various online resources.
* Use a variety of tools to enhance and expand the core curricular areas.
Extra-Curricular Activities
There are a variety of extra-curricular activities for students to participate in, such as:
* Girls Volleyball
* Boys and Girls Cross Country
* Boys and Girls Basketball
* Boys and Girls Track
* The Jr. High theater production
*
Field Trips and Service Projects
In Seventh Grade, the students will participate in multiple field trips as an enriching way to reinforce classroom learning.
* Officer Cox will be coming in second semester to lead the G.R.E.A.T. program. 7th graders from Valparaiso have participated in this program for years, and it contains useful information and practical advice for dealing with bullies, peer pressure, etc.
* We will again be traveling to St. Louis for a servant event. We will work with a sister Lutheran school to help them in any way possible and to spend some quality time with their younger students. We will also provide a VBS-style event to Christian Friends of New Americans. We will work at St. Trinity/Extreme Faith to help them with some upkeep to ensure that they can continue to support their neighbors with a food pantry, summer child-care programs, monthly breakfast, and open gym. Never fear, we will also have some fun while we are there!
Physical Education
is provided twice each week. In addition to class.
Students will:
* Develop personal fitness and skill-related abilities.
* Reinforce understanding and application of fitness concepts and motor skills through a variety of movement forms.
* Learn concepts and skills of individual and team activities.
* Develop personal and social responsibility, self-management skills, and ability to make informed choices.
* Enhance disposition toward leading a physically active lifestyle.
Homework
Students will have homework in seventh grade. Each student should complete his/her assignment notebook, daily, to keep track of work and tests assigned. While they may have some time to work in class there will be work they will need to do outside of school. As a general rule an average student may have about 60-70 minutes per day. Homework may entail daily work, preparing for tests and quizzes, completing projects, reading, etc.
Parents Can Help By:
Parents should encourage independence and responsibility in student(s). Parents can help by encouraging them to give their best effort on all of their work. It is also important to give them adequate time and space for studying and doing homework.
Eighth Grade Curriculum
Religion
Religion class is held four days a week and is replaced by our weekly chapel service on Thursdays.
Our Religion Curriculum follows the Concordia Publishing House One In Christ series. Memory is a review of the Lutheran Catechism Chief Parts. In our school, we have the great opportunity to talk about Christ in all aspects of our day.
* The six chief parts of Luther's Small Catechism
* Bible passages
* Hymns
* Portions of the liturgy
Literature
The 8th Grade Literature curriculum is centered around, but not limited to, our Literature anthology. Our book was published by McDougall Littel. The theme for 8th Grade is your role in the place where you are and the world at large. We focus our studies around the literary elements appropriate and following the Indiana Standards for 8th Grade. We will also do 3 Novel Studies. We will be reading Baseball in April, My Brother Sam is Dead, and another novel that is picked in relation to the strengths of the students. Additionally, the students will be responsible for doing 3 book reports in a specific style. There will be opportunities to study classical literature and lessons on the Literary Elements. Various forms and opportunities for writing will be woven into the framework of our curriculum. Many informal writings will occur, with 4 specific formal writings. The first will be a research project on the US Presidents. They also follow the 8th Grade standards by completing narrative, argumentative and informative writings.
Students will:
Learn and use the following reading skills: make predictions, recognize the author's purpose, compare and contrast, make inferences, main idea, fact and opinion, context clues, paraphrasing, draw conclusions, cause and effect, and summarizing.
* Study the following genres: fiction, nonfiction, short stories, poetry, drama, American stories, and informational texts.
* Explore the following themes: Coming of Age, Meeting Challenges, Quest for Freedom, From Sea to Shining Sea, Extraordinary Occurrences, and The Lighter Side.
* Review literary elements
* Study the five parts of a story exposition, rising action, climax, falling
* action, and resolution
* Analyze works of literature and be encouraged to make personal
* connections
Grammar
Grammar students will be studying the parts of speech, as well as Spelling and Vocabulary Skills. Each week the students will have a Spelling and Vocab test on Spelling City. Spelling comprehension and mastery continues to be developed through spelling and proofreading activities.
Students will:
* Learn prewriting, drafting, revising, proofreading, editing, publishing, and presenting of their work
* Focus on narrative, expository, persuasive, descriptive, creative writing, and letter writing
* Continue to expand on the research process that was introduced in sixth grade and added to in seventh grade; use a title page, an outline, in-text citations that adhere to the MLA format, a bibliography
* Review the use of basic grammar and mechanics used in the English language and apply them to written and oral activities
* Review and build upon their grammar knowledge in: nouns, pronouns, verb types their phrases and tenses, adjectives and adverbs, prepositions and their phrases, conjunctions and interjections, basic sentence parts, phrases and clauses – appositives and verbals, effective sentences, subject and verb agreement, antecedents, comparison of adjectives and adverbs, rules of punctuation and capitalization
*
Writing skills taught in Language Arts will be integrated in other subjects
Mathematics
Pre-Algebra students study the foundations needed for success in higher-level mathematics. Students review number systems and basic arithmetic skills focusing on integers and real numbers, number theory, order of operations and the application of these skills to algebraic equations, geometry, and the graphing of linear equations. We use Passport to Algebra and Geometry by McDougal-Littell
Topics of study will include:
* Properties of integers and real numbers
* Variables, expressions, and integers
* How to solve, simplify, and manipulate expressions, equations, and functions
* Solving of multi-step algebraic equations and inequalities
* Use of ratios, percents, statistics and probability to solve problems
* Using factors, fractions, and exponents
* Using percents, proportions, and ratios to solve problems
* Analyzing data using probability and statistics
* Using and applying geometry concepts, measurement, and spatial thinking
* Writing and graphing equations or inequalities for linear functions using the slopeintercept form
* Factoring of polynomials
* Creating and analyzing a variety of graphs
Algebra One (Advanced Math)
Algebra One students study the foundations of the higher levels of mathematics. Students will review number systems and basic arithmetic skills focusing on integers and real numbers, the order of operation, and then move to working on equation solving and graphing for linear, quadratic and simple exponential functions. This course of study will lay the foundation for the higher levels of math like geometry, algebra 2, trigonometry, and pre-calculus. We use the Algebra 1 textbook by McDougal Littell
Topics of study will include:
* How to simplify, solve, and manipulate, expressions, equations and functions
* Properties of integers and real numbers
* Write an equation or inequality for a linear function given limited information and graph them
* Write an equation or inequality for linear function in point-slope form, slope- intercept form, and standard form
* Solving, writing, and graphing of linear, exponential, and quadratic equations and inequalities
* Solve systems of equations and inequalities with two variables using a variety of techniques
* Perform operations with polynomials
* Factor polynomial expressions and solve polynomial equations and inequalities using a variety of methods
* Perform operations and solve complex rational expressions and equations
* Use ratios, percents, statistics and probability to solve problems
* Simplify and solve radical expressions and equations
* Use properties of exponents to simplify expressions and solve equations
American History
Students will study and evaluate the history of their country through:
Primary source readings
Our History curriculum is very diverse. Along with the study of early civilization through Civil War and Reconstruction, our standards require the study of American Government, Civics and Economics, and Geography. With the opportunity to visit our Nation's Capitol in the spring, we also add in the study of Washington DC and the sacrifices our citizens have given in service of their country.
* Simulations of events & concepts in American history
* Use of map reading skills
* Document based short answer and essay writing
* Emphasis on the Christian perspective of American history
* Current events highlighted as appropriate
Science
Eighth grade science covers physical science for the beginning of the year and then moves into ecological and biological science toward the end of the year. We use Grade 8 Discovery Education techbook series.
Topics of study will include:
* Lab and safety procedures for science and working with chemicals
* The scientific method and variables
* Using the tools of science to measure a variety of characteristics and properties of matter
* The difference between chemical and physical properties and the characteristics of each
* Exploring characteristic properties of matter like density, boiling point, and freezing point to help identify substances
* Measuring mass, volume, temperature and density
* Describe and measure matter in a variety of forms (solid, liquid, and gas)
* The development of the periodic table and the atomic model and how both have changed from its origins
* The structure and organization of the periodic table (metal, non-metal, groups, families, etc.)
* Atomic structure and how it influences chemical reactions and bonds.
* Balancing chemical equations and introducing different types of chemical reactions
* The use of elements, compounds, and alloys for application in real life
* The atomic structures and characteristics of various materials
* Environmental Science
* The study of populations, communities and ecosystems and how they are interdependent
* How energy and matter flow through an ecosystem
* The nitrogen cycle, oxygen cycle, carbon cycle, and water cycle and why they are important to an ecosystem
* Aquatic biomes and ecosystems
* Environmental issues and their impact of ecosystems and biomes
* The differences between renewable and non - renewable resources and how they can be conserved
* The difference between climate and weather and the types of weather.
* The water cycle and energy transfer through the atmosphere
* The classification of living things and the levels of classification, including binomial nomenclature
* Forms of sexual and asexual reproduction as well as mitosis and meiosis
* Organisms adaptations to their environments
* Genetics and heredity and how traits are passed from one generation of organisms to the next
* Agricultural engineering
The eighth grade students are involved in a creating a project/experiment for the Science Fair.
Fine Arts
Art:
Art class 3 periods per week for one quarter
* Demonstrate personal skills in creating original art through detailed drawings, painting, sculpture , hand built ceramics , and printmaking
* Create artwork based on portrait as a theme
* Create artwork based on an artistic style from particular time period, culture and be able to demonstrate global awareness through the artwork
* Reinforce proper care of art mediums, equipment and personal art supplies
* Create artwork based on 2 or 3 point perspective.
* Continue skills on pottery wheel . Students will demonstrate centering and creating a cylinder independently and alter that form to create a functional
* Improve on artistic composition , and creating art with a message or art that serves the community at large.
Music:
Jubilate Choir (Optional)
The Jubilate Choir is a choral ensemble for 6-8th grade students, which gives students the opportunity to further develop their musical and vocal abilities through an exciting range of repertoire from both sacred and secular genres. Students rehearse twice per week and will regularly participate in performances at Immanuel and in the State ISSMA Contest.
Concert Band (Optional):
Students in Concert Band (6th-8th Grade) dive deep into an appreciation for their instrument through more challenging repertoire and performance opportunities. Band students receive technique classes at the VCS.
Spanish
Students participate in Language Stars Spanish Program five days a week.
Technology
A vital part of the education of children is the modeling and teaching of essential technological skills. It is our responsibility to equip our students to live, learn, and work productively in an increasingly complex and information - rich society. Computers and related technologies will be used to assist student development in curricular areas as well as used to teach technological skills to better prepare students for the future.
Topics of Study will include:
* Responsibility and etiquette for the use of online resources and communication tools
* Logging into shared drive for Education and navigating their Microsoft office 365
* Use Microsoft office 365 to submit work online for evaluation
* Use technology to do peer editing and collaborative work on projects
* Use of online tools to create a variety of documents for class work
* Use spreadsheets to do calculations and create graphs.
* Create presentations that include t ext, images, audio, and video
* Use of online resources to gather information for projects and supplement classroom texts
* Evaluate the reliability of various online resources.
* Use a variety of tools to enhance and expand the core curricular areas.
Physical Education
Physical Education is provided twice each week. In addition to class, students will participate in
Students will:
* Develop personal fitness and skill-related abilities.
* Reinforce understanding and application of fitness concepts and motor skills through a variety of movement forms.
Extra-Curricular Activities
There are a variety of extra-curricular activities for students to participate in, such as:
* Boys and Girls Volleyball
* Boys and Girls Cross Country
* Boys and Girls Basketball
* Boys and Girls Track
* The Jr. High theater production
Field Trips and Service Projects
In Eighth Grade, the students will participate in multiple field trips as an enriching way to reinforce classroom learning.
* In the Fall the class will also attend a speaker on the Holocaust
* Washington DC trip
* Shrine of Jesus Passion in St. John Indiana
* Washington Park Zoo in Michigan City with Kindergarten Buddies
Homework:
Is anywhere from 60 to 90 minutes per night.
Parents Can Help By:
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The Bell is not your friend! Don't make a habit of being late because you'll get detention and it's definitely boring!
Don't worry about being cool. Not being cool IS the new cool! Celebrate your uniqueness; it's so much more interesting!
Lockers are evil! Well, at least until you figure out your combination. Don't worry, you'll figure it out.
Ake use of Kids can be mean, but you don't have to take it. Don't be a bully or allow yourself to be bullied.
Six Tips To Success
1. Find a favorite class, subject, teacher or club at your school.
2. Be the best reader possible. You don't have to love reading but being a strong reader will pay off.
3. Learn to manage your time wisely. Homework or projects should always come first.
4. Get organized! Use a daily calendar and have separate folders for each subject.
5. Don't be afraid to ask for help! Going to tutoring or finding a study buddy can really help you understand.
6. Learn to how study! Take good notes, using flash cards, completing review sheets are all ways to turn that B into an A!
10 tips for getting ready for middle school---middle school is where you learn to be a student so learn now. Otherwise you'll struggle in high school and may not get to college with poor study habits.
1. Love learning or develop a love in learning
2. Time management
3. Get organized
4. Learn to study
5. Read, read, read
6. Watch your attendance/do make up work
7. Get help…tutoring/study buddy/on line resources
8. Take AVID and foreign language in middle school
9. Develop healthy habits…trash in-trash out!
10. It's never too late to start planning for college
5 things nobody tells you about middle school
1. Lockers are evil
2. Don't worry about being cool, not being cool is the new cool. Celebrate your uniqueness and embrace diversity.
3. Kids can be mean, but you don't have to take it. Don't be a bully or allow yourself to be bullied. Friendships change so don't internalize it. You are ok just the way you are.
4. The Bell is not your friend…don't be late.
5. The good news is that it will be over soon…the bad news is that it will be over soon. This too shall pass but it can be some really great years of new experiences…school dances, football, clubs, pep rallies, trips, etc | <urn:uuid:407f2c49-7abe-4ed7-bd90-a8aa60dbebc7> | CC-MAIN-2019-09 | https://storage.googleapis.com/wzukusers/user-26547214/documents/5b047397216c4tLl0DWq/Five%20Tips%20for%20Getting%20Ready%20for%20Middle%20School.pdf | 2019-02-22T00:29:20Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00057.warc.gz | 695,228,766 | 533 | eng_Latn | eng_Latn | 0.99854 | eng_Latn | 0.99879 | [
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CODE OF CONDUCT
Behaviour
Respect other people and property.
Wait for the bus in an orderly manner.
While on the bus, behave yourself.
Use approved bus stops.
When leaving the bus, do so in an orderly manner
In case of an emergency or a breakdown, follow the Driver's instructions.
AGREEMENT
STUDENT NAME:
I have read, understood and agree to follow the Code of Conduct.
SIGNED: ____________________ DATE: ______________
PARENT NAME:
I will ensure my child understands the Code of Conduct.
SIGNED: ______________________ DATE: ______________
Examples of how to meet the Code
Respect other people and their possessions,
follow the bus Driver's directions without argument, and
do not interfere with bus property, equipment, shelters and signs by marking or damaging them.
Follow the Bus Officer's instructions,
wait well back from the bus until it stops and allow other passengers to leave the bus first,
stand quietly without calling out or shouting, and
do not push other people in the line.
Students must:
Always follow instructions from bus staff,
sit properly on a seat (in an allocated seat if directed by the Driver),
wear a seatbelt (if fitted), at all times and in the correct manner,
store school bags / equipment under the seat or in appropriate luggage areas, and
speak quietly and do not create unnecessary noise.
Students must not:
Bully other passengers,
place feet on the seats,
fight, spit or use offensive language,
throw any article around or from the bus,
consume food or drink, or play music without the permission of the Driver,
use a recording device, of any description, to obtain images /audio of other passengers or the Driver,
smoke, (prohibited on all buses),
possess, consume or be under the influence of alcohol or a prohibited substance,
possess, discuss or distribute any material that may be considered inappropriate or offensive, i.e. material of a violent or sexually explicit nature,
allow any part of your body to protrude out of the bus windows,
stand whilst the bus is in motion,
bring an object on the bus that is considered dangerous, or any object that may be considered as intended as a weapon, and
act in a manner that would be considered an offence under any legislation.
Students will only be allowed to get on or off the bus at an approved bus stop, and
It is the responsibility of students to get off the bus at their correct stop.
Wait until the bus stops before standing to get off,
Leave the bus in a quiet and orderly manner,
Never cross the road in front of the bus. Wait until the bus has moved away and it is safe to cross, and
Use crossing or traffic lights if available.
Wait until the bus stops before standing to get off,
Leave the bus in a quiet and orderly manner, and
Wait in the area indicated by the Driver.
Students must not:
Interfere with emergency equipment, unless instructed to do so by the Driver. | <urn:uuid:602bbe1e-e7e8-4c73-acc5-0b0f5112882a> | CC-MAIN-2019-09 | http://schoolbuses.wa.gov.au/Portals/2/SBS/Safety/SM%20Forms/Code%20of%20Conduct%20for%20Students%20Travelling%20on%20School%20Buses_inc%20Signing%20block.pdf?ver=2017-06-16-112159-153 | 2019-02-22T01:24:28Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00057.warc.gz | 237,293,216 | 616 | eng_Latn | eng_Latn | 0.99891 | eng_Latn | 0.99891 | [
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12 fact-filled stories about North American plants and animals are illustrated by the progressive folding steps of twelve very easy origami models. Completely illustrated folding instructions are placed side-by-side with story text for easy use by kids, teachers, librarians, camp directors, park rangers, or anyone else who loves nature or wants to learn how to fold easy origami plants and animals. Designed for use with groups or individuals of all ages, from preschool through adult, these stories provide information about North American ecosystems and biology as they teach simple paper folding techniques. Includes illustrations, photographs, presentation guidelines, optional extended activities, index, trade paper.
Swept Out to Sea, New Mexico Baptisms: Catholic Parishes and Missions in Taos, Vol. II: 7 January 1827 - 13 July 1837, Real Women Eat Cake: A Yellow Rose Cozy Mystery (Yellow Rose Mystery Series Book 1), Sick: An Anthology of Illness, Fun Learning Facts About Ferrets and Badgers: Illustrated Fun Learning For Kids, 1000+ Exercices Francais - Bielorusse (ChitChat WorldWide) (French Edition), Fantastic Mr. Fox (Korean Edition), The Platinum Triangle (Book One, The Platinum Series),
Twelve factual stories about the biology and habitats of North American plants and animals are illustrated by the progressive folding steps of 12 easy origami. Results 1 - 11 of 11 Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals by Kallevig, Christine Petrell and a great selection of. Buy Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals by Christine Petrell Kallevig (ISBN: ) from Amazon's.
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[PDF] Swept Out to Sea
[PDF] Real Women Eat Cake: A Yellow Rose Cozy Mystery (Yellow Rose Mystery Series Book 1)
[PDF] New Mexico Baptisms: Catholic Parishes and Missions in Taos, Vol. II: 7 January 1827 - 13 July 1837
[PDF] Sick: An Anthology of Illness
[PDF] 1000+ Exercices Francais - Bielorusse (ChitChat WorldWide) (French Edition)
[PDF] Fun Learning Facts About Ferrets and Badgers: Illustrated Fun Learning For Kids
[PDF] Fantastic Mr. Fox (Korean Edition)
[PDF] The Platinum Triangle (Book One, The Platinum Series)
The ebook title is Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals. Thank you to Madeline Black who give us a downloadable file of Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals for free. Maybe you love a ebook, visitor Im no host the book in my blog, all of file of ebook in wilhelminamodelsearch.com hosted at 3rd party web. No permission needed to read a file, just click download, and the file of the ebook is be yours. I ask visitor if you crezy a book you have to buy the legal file of this book for support the writer.
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