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| MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY | | | | | |
|---|---|---|---|---|---|
| 8-1pm | 8-1pm | 8-1pm | 8-1pm | 8-1pm | 10-1pm |
| 22 1-3pm | 1-3pm | 1-3pm | 1-3pm | 1-3pm | 1-2pm |
| 3-4pm | 3-4pm | 3-4pm | 3-4pm | 3-4pm | 2-3pm |
| 4-5pm | 4-5pm | 4-5pm | 4-5pm | 4-5pm | 3-4pm |
| 5-6pm | 5-6pm | 5-6pm | 5-6pm | 5-6pm | 4-5pm |
5-9pm
PNO
classes:
Mothers Morning Out Preschool & Camps
Create and Play & Art Lab
Sensory Learning Exploration
Meet your MUCK
Recycled Building
Math Magicians & Lego Learning
Kids Yoga
Eco Art
Paint and Create
PNO = Parents Night Out *class descriptions on back
general notes:
Holidays may affect schedule Summer CAMPS all summer long!
Birthday Parties: Play Garden is closed every Sunday and offers birthday parties for all ages. Please see our website for more details!
class descriptionS:
Preschool Mothers Morning Out & Camps
Our preschool prep is centered around children ages 1-4 years old. Our preschool program teaches social skills, fine motor skills, communication skills, math concepts, reading skills, sign language, Spanish, yoga and more! When schools are out, join us for creative camps!
Sensory Learning Center
Paint and Create
Kids Yoga
Meet Your MUCK
Eco Art
Recycled Building
Math Magicians & Lego Learning
Create & Play & Art Lab
Sensory Learning is a practical hands-on, multi-sensory, collaborative, exploratory experience. Fine and gross manipula tives are provided in a structured and authentic format allowing the child to focus for longer periods of time. Stations and centers are set up for drop in learning fun.
Helping your child develop a creative palette they can call their own is our goal at our paint & create class. Brush painting, sponge painting, sculpting, drawing, cutting and pasting are just a few of the ways in which our young artists express their creativity!
KIDS YOGA Classes are based on the interests, energies and developmental stages of children. Playful yoga poses, animated breathing exercises and imaginative relaxation techniques, along with music, crafts, books, puppets and other age-appropriate props get the kids stretching and smiling!
Meet Your Muck This class is like throwing your own slime party! Meet your muck is all about slime, putty, gak, flubber and making other similar substances and concoctions to experiment with different textures, sensory exploration, and hands on fun!! .
ECO ART Nature art, recycled & up cycled materials like Milk crates, egg cartons, recycled cardboard, packing material and other goods will be used to create new masterpieces designed by individual artists and environmentalists.
Themed classes and projects encourage inquisitive minds and team work. Recycled building and crafting bring out the engineer and artist while using recycled materials to create new works of art.
Magicians will find math classes in just about everything-calen dars, deck of cards, everyday objects: sorting blocks, clocks, popsi cle sticks, legos, nature,etc. Using Lego & DUPLO manipulatives lessons form on patterns, mathematics, directions & designs, building and encouraging little engineering pros.
Art Lab is an open studio format where children are introduced to a wide range of art materials. The materials change weekly, but always includes an open exploration with different themes, projects, and materials to let the creativity shine. | <urn:uuid:3e9be586-a847-4de2-9115-8fd6e7c9bdec> | CC-MAIN-2019-09 | http://kidsplaygarden.com/wp-content/uploads/RackCard_PlayGarden.Asheville.Final_.pdf | 2019-02-21T23:54:19Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00055.warc.gz | 158,814,872 | 875 | eng_Latn | eng_Latn | 0.990192 | eng_Latn | 0.99588 | [
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The Promised Son
MEMORY VERSE:
"Is any thing too hard for the LORD? At the time appointed I will return unto thee... and Sarah shall have a son." Genesis 18:14
Our last story was about Abram packing up to go to a land that God would show him. This land was the land of Canaan.
When Abram made this journey, he was an old man of 75 years of age. His wife, Sarai, was 65. They were old enough to be grandparents, but the one thing that made them sad was that they had no children of their own. God had promised them that they would one day it had not happend yet and they were only getting older.
More than twenty years later, when Abram was ninety-nine years old, God came to him and changed his name. He gave him the name "Abraham" which means "father of a great multitude" and to Sarai, God gave the name "Sarah" which means "princess". He promised him once again that he would have a son. And Abraham continued to believe God.
A little later, some very special visitors came to see Abraham. He was sitting in the doorway of his tent when the three men came near. They were strangers, but Abraham ran out to welcome them and invite them to stop and have a meal. He had water brought to them so they could wash their feet and then settled them under a tree so they could rest from the heat of the day.
Abraham quickly went to Sarah and asked her to make some bread and then fetched a calf from his herd and gave it to one of his servants to start it cooking. When it was all ready, he took the bread, some butter and milk and the meat that had been prepared and took it to the three strangers. He stood by while they ate.
These three strangers were not ordinary men. Abraham soon found out that his visitors were messengers from God. They were angels. They told Abraham that in a little less than a year, his wife Sarah would have a son even though she was old enough to be a great-grandmother herself. Sarah was inside the tent, and heard this. She laughed to herself a little.
But the angels knew she laughed and said "Nothing is too hard for God to do!" So Abraham and Sarah believed them. Before a year had passed, Sarah did have a son. Abraham and Sarah were full of joy! They called the baby Isaac, which means "laughing". His name always reminded them of their happiness.
Things to Remember
God always keeps His promises even if sometimes it seems to take a long time.
God knows everything we do and think.
Abraham and Sarah continued to have faith in God because He had promised.
Discussion
When Abram left Ur, God had promised him he would have many descendants. More than twenty years later he and his wife were still childless. We may think sometimes that if something doesn't happen right away, it never will. But this story reminds us that God's timing is different than ours and that nothing is impossible with God. We just need to trust in Him.
Who came to tell Abraham and Sarah about the promised son?
How did Sarah react?
Why was it a miracle for Abraham and Sarah to have a son?
Activity Suggestions
Draw a picture of Abraham and Sarah happy with their baby, or perhaps the three angels under the tree.
Make placemats. Take a 9x12 inch sheet of coloured construction paper. Fold it in half and make cuts from the fold to within an inch of the edges, about 1 inch apart. Cut ten 9x1 inch strips of different colours. Weave them in and out of the slits in the large paper, alternating with each row. When finished, glue the edges and then cover boths sides with clear contact paper. | <urn:uuid:675ea608-f23b-4ffb-acc0-5e8c2236943b> | CC-MAIN-2019-09 | http://christadelphians.ns.ca/downloads/The%20Promised%20Son.pdf | 2019-02-22T01:00:10Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00059.warc.gz | 61,104,547 | 783 | eng_Latn | eng_Latn | 0.999193 | eng_Latn | 0.999435 | [
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Questions Parents Frequently Ask About Reading
1. My child reverses letters. Is this normal? Most children reverse letters to some degree until the end of first grade. Our brains are wired to see images and objects, such as a chair, from any angle and still recognize it. Because of this, children often confuse letters that have similar shapes in different orientations, such as b/d/p and u/n. Very early on, in pre-K and K, they will also reverse letters individually. By the end of first grade, children should be reading and forming letters correctly over 95% of the time, and correcting any errors independently.
2. Is Dyslexia hereditary? Research has shown that children with a family history of speech, language, and reading disorders are at significantly higher risk for developing speech, language, and reading disorders. If you have a family history of these difficulties, and you have concerns about your child, you may consider getting them evaluated earlier.
3. What are some warning signs that my child may have a reading disability? We look at many factors to determine whether a child is developing written language skills appropriately. The following is a basic guideline to help you know what to expect in your child's development:
| Grade Level | My child should be: |
|---|---|
| Pre-K | learning the letters and the sounds they make enjoy books and being read to learning to spell their own name in uppercase letters |
| K | confident in the basic letters and their sounds. learning to put sounds together to make 3 and 4 sounds words such as “cat” and “fast” learning early sight words still reversing some letters, especially letters that are similar in shape such as b/d |
| 1 | have mastered the letters and their sounds rarely making letter reversals, and correcting them when they do learning vowel teams such as “ee” in “feet” reading and spelling single syllable words fairly accurately | frequently misreads early sight words such as “the” and “was” has difficulty reading or spelling phonetic nonsense words has difficulty with math – following directions, answering word problems, memorizing math facts, or reversing/transposing numbers leaves sounds out of words, or puts sounds in that aren’t there after getting help on a word, fails to recognize the same word in the next sentence |
|---|---|---|
| 2 | have mastered the letters and their sounds, including vowel teams. effortlessly read and spell phonetic words up to 5 sounds reading and spelling simple multi-syllablic words accurately reading more fluently and expressively in oral reading | reads what they “meant” to write, not what they actually wrote complains of physical ailments during reading/spelling tests – sign of stress/anxiety has difficulty copying words accurately spells the same word inconsistently frequently guesses words with similar endings, such as hunger/hungry |
| 3 | reading and spelling multisyllable words accurately writing detailed stories beginning to use compound and complex sentences in writing academics shift to comprehension and writing, and emphasize phonics less | takes a long time to complete reading/writing tasks difficulty organizing and sequencing ideas struggles with spelling – frequently simplifies vocabulary to avoid spelling difficult words has difficulty reading words with special endings has difficulty with reading comprehension |
Data from Overcoming Dyslexia, Sally Shaywitz
4. Does reading therapy help? Yes, if you find a therapist who uses a phonics-based approach. Orton-Gillingham is the leading research-based phonics instruction method, and many programs, such as Wilson, follow this type of approach. Many reading specialists in the school system also use a phonics based approach.
5. Where can I get my child tested? There are several avenues that you can pursue. The public school system is required to do testing within 90 days if you submit a formal request. You can also pursue private educational testing (which can include IQ testing as well as a full battery of academic testing) with an educational psychologist working in
private practice. A speech-language pathologist specializing in literacy is also qualified to evaluate written language, including reading and spelling.
6. What are some activities I can do at home to help my child learn to read and spell?
- Focus on letter sounds, not letter names. Use the letter's most common sound (c says "kuh" like in "cat" for example) to ensure that is the default sound your child knows. Pay special attention to the short vowels. a = apple, e = elephant, i = igloo, u = up, and o = octopus. In our region of the country, children have the most difficulty hearing the difference between i and e.
- If your child is sounding out a word, have them say each sound as they write the letter. This helps to reinforce the letter/sound correspondence that is so important for them to learn.
- Play sound games, such as "I spy," using sounds instead of visual clues. For example, Adult: "I spy a t-ay-bu-l" (sounding out the word table into its 4 sounds) Child: "Table!"
- If your child asks you how to spell a word, don't send them to the dictionary! If it's a weird word (we call them "red words!"), tell the child, "That's a hard one... I'll tell you the letters... e-i-g-h-t." If it's a phonetic word, you can say, "You can do that one! Let me help you sound it out... f-a-s-t" Tell them each sound, and wait while they form the right letter to match the sound. As they improve their skills, see if they can sound out the words themselves
- Target letter reversals by working on how it "feels" to write the letter, rather than how it looks. Use invisible ink pens, write with eyes closed, write with your finger tip (of your writing hand) in sand, etc. A multi-sensory approach gives the child more information about the formation of each letter.
- Read, Read, Read. Early reader books such as the "Beginning Reader" Dr. Suess books are great for learning early sight words. Go, Dog, Go is a favorite! But reading any book your child is interested in will help foster a comfort with books and words, as well as improve comprehension and vocabulary skills.
- Model enjoyable reading time. Our kids today are so focused on video games and toys that they don't take the time to learn to enjoy reading. If reading is something you love, let your child see you spending some relaxation time reading. Share your book with them, and tell them why you are enjoying it. Bring out some books from your own childhood that you loved. Kids want to be like their parents, so model the kind of reader you want them to be!
Recommended Reading
Reading in the Brain: The Science and Evolution of a Human Invention
Stanislas Dehaene
The Everything Parent's Guide to Children with Dyslexia
Abigail Marshall
Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
Sally Shaywitz
Childhood Speech, Language, and Listening Problems: What Every Parent Should Know
Patricia McAleer Hamaguchi | <urn:uuid:33f05cbb-17ee-4455-a3d7-769afbb1d383> | CC-MAIN-2019-09 | https://www.pedtherapy.com/images/uploads/files/dyslexia_doctors_presentation1.pdf | 2019-02-21T23:53:35Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00059.warc.gz | 943,838,153 | 1,603 | eng_Latn | eng_Latn | 0.950942 | eng_Latn | 0.998653 | [
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Oklahoma Ag in the Classroom
Round and Round We Go The Benefits of Crop Rotation
Objective
Students will read about crop rotation methods used on commercial farms in the US. Students will play a game to demonstrate crop rotation. Students will plant a wheat field.
Background
In the early days of commercialized farming in the US, farmers concentrated on crops that would yield the highest revenue. For example, throughout the mid- to late-1800s, cotton was widely grown across the southern states because it was considered a high value cash crop. Even though cotton depleted the soil of nutrients, farmers grew as much cotton as possible during that time period. As people become more aware of better land management practices, farming began to change. One scientist in particular, George Washington Carver, was well known for his development of many sustainable agriculture methods. One method that became widely used was crop rotation. Carver geared his efforts toward the poor farmer who relied on soil that had been exhausted after years of growing cotton. His desire was to steer farmers toward nutrient-enriching crops such as peanuts and soybeans in order to conserve and replenish their soil. In order to convince farmers to grow different crops, Carver devoted years of research into finding many uses for these different crops, especially peanuts.
Crop rotation is the practice of growing different crops in sequential seasons on the same soil. There are many reasons that crop rotation is important in modern-day farming. Farmers must take care of their land, and growing the same crop in the same place for many years in a row depletes the soil of certain nutrients. With rotation, a crop that leaches the soil of one kind of nutrient is followed during the next growing season by a different crop that returns that nutrient to the soil or draws a different ratio of nutrients.
Two common crops that deplete the soil are corn and cotton. With crop rotation practices, those crops would be followed during the next growing season by nutrient-enriching crops such as rice or soybeans.
Rotating the crops from year to year can also help reduce pest and diseases, which can become a problem when the same crop is grown year after year. When wheat is grown year after year in the same field, weeds become resistant to pesticides and require more expensive methods for killing them.
Also, when wheat is harvested, the more weed seed found in the harvested wheat, the less the farmer is paid for the crop.
Recently, farmers have discovered the benefits of growing canola in rotation with wheat. Weeds are more efficiently controlled in canola/wheat rotations because more different herbicides can be used, which reduces the
Oklahoma Academic Standards
GRADE 5
Speaking and Listening:
R.1,2,3; W.1,2. Critical
Reading and Writing: R.1,2,7;
W.2,3,4. Research: R.1,2,3;
W.1,2,3,4
Life Science: 2-1, 2
Visual Art: 1.2,3,4; 4.4
GRADE 6
Speaking and Listening:
R.1,2,3; W.1,2. Critical
Reading and Writing: R.1,2,7;
W.2,3,4. Research: R.1,2,3;
W.1,2,3,4
Visual Art: 1.2,3,4; 4.4
Materials
Small plot of ground or flower pots filled with soil
Student crop journals
Wheat seed (For information about getting wheat seeds, check with your local grain elevator or feed store or contact your local OSU Extension office. Wheat seeds are also available at health food stores or in the health food section of your grocery store, marketed as wheat berries.)
likelihood of resistance developing. Canola roots push deep into the soil. After harvesting, the canola taproot decomposes and leaves the soil richer than it was before. This helps the farmer eliminate some costs in weed control and in soil enrichment and to make more money from both crops.
If farmers choose not to rotate crops, they must allow their fields to rest or lie fallow (without a crop) for at least one growing season in order to control weeds. Therefore, one of the most economical reasons farmers use crop rotation is to keep their fields under constant production rather than having to let certain fields lie fallow for a season, which would reduce revenue.
English Language Arts
1. Students will read the background information and discuss as a class any unfamiliar words or ideas.
2. Students will use online or library resources to find at least two sources on the subject of crop rotation.
—Students will analyze the sources. Note similarities and differences.
—Students will make comparison charts to assist in this analysis.
—Students will use the following questions to guide their analysis:
* What is the author's point of view on crop rotation? Is he/she in favor of it?
* What does the author use to support his/her opinion?
* How does each author relate the history of crop rotation?
* What does each author state as the reasons for crop rotation?
* What are some of the crop examples the authors use?
* How do the authors describe the properties of these crops?
* Do the authors incorporate environmental benefits beyond farming?
—Divide students into groups of 3-4 to discuss their findings. The students should be able to effectively relate how the authors of their texts discussed the benefits and/or drawbacks of crop rotation. They should use specific points in the text to support their discussions.
3. Students will write short, informative texts on why they would (or would not) want to use crop rotation if they were farmers. Student should clearly state their ideas and present information using facts, definitions and details obtained from the texts they researched. The writing should be clear, coherent and organized.
4. Invite a local farmer or related agriculture professional to the class to discuss the methods he/she uses in crop rotation.
—Students will prepare questions ahead of time.
—Students will listen effectively and take notes.
—Students will write short reports about the speaker's visit, based on their notes.
—Students will discuss as a class or in small groups, the different points the speaker made.
Science
1. Farmers determine their crop rotation cycles based on many different properties of the plants themselves. One of these properties is how the different crops create and use their energy sources. Using the Oklahoma Agricultural Commodities map (See "Additional Resources on the OAITC website), students will choose two different crops to study.
—Students will use online or library resources to research the selected crops and develop charts that detail the types of nutrients and minerals each crop needs to survive.
—Using the charts and additional research, students will write informational pieces on the plants they chose. The reports should describe how the plants convert water and sunlight into the nutrients they need as well as what nutrients, if any, the plants put back into the soil. The reports should conclude by deciding whether or not the crop they chose would be a suitable crop to use in a rotation cycle, and, if so, how it should be used.
2. Students will study a crop like a scientist by planting a test plot of wheat in the schoolyard.
—Oklahoma farmers start planting winter wheat in September. As a class, students will plant a plot of wheat to harvest at the end of the school year.
—Students will prepare a bed, as follows:
* Strip off the overgrowth from the plot, removing weeds, grasses and other materials.
* Turn the soil as deeply as possible, using a shovel or motordriven rotary tiller.
* If the soil is clay-like, add compost.
* Turn the soil and mix thoroughly one more time after compost has been added. Allow the soil to rest for several days, and keep it moist, if possible, before planting.
—Students will scatter the wheat and water it.
—Through the course of the school year, students will observe the wheat growing and record their observations in a journal. Observations should include growth patterns in association with weather patterns as well as the effects of predators and pests.
—Students will leave the wheat alone during the winter and start watering again in the spring.
—Students will also grow wheat in pots in a sunny window for comparison.
—Students will keep the pots of wheat watered and cut it back occasionally with scissors.
3. Students will use online or library resources to research the nitrogen cycle.
—Students will work in groups to develop skits demonstrating how using soybeans, peanuts and other legumes in rotation with cotton help replenish nitrogen.
Vocabulary
cash crop—a crop for direct sale in a market, as distinguished from a crop for use as livestock feed or for other purposes commercialized farming—
the production of crops
and farm animals for sale, usually with the
use of modern technology crop rotation—
the process of planting a variety of crops in a
definite order on the same ground, especially to avoid
depleting the soil and to control
weeds, diseases, and pests deplete—
to decrease seriously or exhaust the abundance or supply
of fallow—
plowed and left unseeded for a season or more
leach—
to dissolve out soluble constituents from ashes, soil, etc.
nutrient—
providing nourishment revenue—
an amount of money regularly coming in
sequential—following;
subsequent; consequent sustainable agriculture—
any of a number of environmentally
friendly farming methods that preserve an ecological balance
by avoiding depletion of natural resources
yield— to give forth or produce in return for cultivation
Ag Career: Agronomist
Agronomist, also known as crop scientists, work to improve the quality of food crops that we consume. These scientists also develop new methods for keeping food pests and weeds at bay. Crop scientists might work in a variety of settings, including laboratories, offices or locations where crops are grown. This means working outside some of the time, in all kinds of weather, but also getting to travel.
According to the Crop Science Society of America, completing a bachelor's degree program can provide entry into the field, but positions in areas of advanced research or teaching require completion of graduate-level degree programs.
It is important that an agronomist develop critical thinking, data analysis skills, decision-making skills, as well as learn close observation, communication and problem-solving skills. Computer skills and learning to use important software is also important in the field of crop science.
4. Create nametags for students using the names "Cotton," "Wheat," "Corn," "Soybeans," "Canola" and "Peanuts."
—Using a timer, give students a certain amount of time to find their "rotating partner." For example, someone with a "Cotton" nametag would pair up with someone that has a "Soybean" nametag. Play a couple of times, telling students to try to find a different crop than the first time.
5. Students will keep the same nametags from the previous activity.
—Give each student a sheet of paper and pencil.
—Students will mill about in a group and conduct crop interviews with a person representing a crop different from his/her own.
—Students will work with that person to find three similarities and three differences between the two crops.
—Students will share their interview findings as a class.
6. Set up chairs as if to play musical chairs, with one less chair than the number of players.
—Students will sit in two groups with group names of "Soybeans" and "Canola.
—To facilitate activity, call out crop names such as wheat, corn, cotton, rice and peanuts.
—When you call out a group's rotation crop, that group will race to get a chair. (Note: Remind students that soybeans generally rotate with corn and canola generally rotates with wheat.)
—If a student is unable to find a chair, he/she is "out."
Visual Art
1. Cotton was one of the first crops that modern scientists studied as they developed crop rotation methods. Show students the painting "Cotton Picking," by Oscar E. Berninghaus, included with this lesson.
—As a class or in small groups students will answer the questions about the painting included with this lesson.
—Students will compare this painting with another painting of cotton or another painting of a crop in a field. (See "Ag in Art," in the
"Additional Resources" link on the website.)
Extra Reading
Hesser, Leon, The Man Who Fed the World: Nobel Prize Laureate Norman Borlaug and His Battle to End World Hunger, Durban House, 2006.
Cotton Picking
* Describe the sky. Can you determine the time of year from the color of the sky?
* Find the horizontal lines in the painting.
* Find the geometric shapes.
* What is the predominant color?
* Where is the center of interest?
* What is the mood of the painting?
* What objects are in the distance? How can you tell?
* Which objects are closer? How can you tell?
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an Education Center link which provides information for K-12 students and teachers. http://www.nano.gov
National Nanotechnology Infrastructure Network:
A searchable database of over 75 lessons written by teachers for teachers. Includes reference sheets of information essential for students in basic science classes as well as other resources. http://nnin.org/education-training
NiseNet: Nanoscale Informal Science Network—Interesting articles, images and a catalog of activities. http://www.nisenet.org/
Northwestern University: Materials World Modules and National Center for Learning and Teaching in Nanoscale Science & Engineering—instructional materials & video broadcasts http://www.nclt.us http://www.materialsworldmodules.org/
Nova Making Stuff and Making More Stuff Series:
Hour-long video series on how nanotechnology is making stuff stronger, smaller, cleaner, and smarter. http:// www.pbs.org/wgbh/nova/tech/making-stuff.html; http:// www.pbs.org/wgbh/nova/tech/making-more-stuff.html
Ohio State University Center for Affordable Nanoengineering of Polymeric Biomedical Devic-
es: Lessons provided for high school science teachers. http://nsec.osu.edu/educationoutreach
Oklahoma Nanotechnology Education Initiative: K
-12 resources including family and consumer science lessons. http://www.okcareertech.org/about/initiatives/oklahomananotechnology-education-initiative
PBS Learning Media: Has 60 nanotechnology-related items in its resources. http://www.pbslearningmedia.org/ search/?q=nanotechnology.
Pennsylvania State University: MRSEC - Center for Nanoscale Science Nano-Activities for Kids http://www.mrsec.psu.edu/education/nano-activities/
Rice University:
Nanokids is a series of 12 self-contained nanoscale science an technology lessons for grades 6-12. http://nanokids.rice.edu/mission.cfm
CBEN: teacher course and lesson plans and videos. http://cben.rice.edu/education/resources.aspx
Scale of the Universe: Interactive size and scale. http://htwins.net/scale2/
ScienceCentral, Inc: Information and videos on current nano research. http://www.sciencentral.com
Science Museum UK Online: Information about nanotechnology and how scientists are using it to improve our daily lives. Includes an interactive game. http://www.sciencemuseum.org.uk/antenna/nano/
South African Agency for Science and Technology
Advancement: Public engagement programs in nanotechnology and biotechnology which includes cartoon posters, lessons, and articles. http://www.npep.co.za/
Try Nano: Resources, lessons, general information. http://www.trynano.org/
University of Illinois at Urbana-Champaign: CEMMS:
Online labs that include nano-silver, gold and investigating chocolate. http://nano-cemms.illinois.edu/education
University of Wisconsin-Madison:
MRSEC: A variety of kits and resources focused on nanoscale science and engineering, including societal and environmental issues. http://www.mrsec.wisc.edu/edetc/modules/index.html
NSEC: Lessons for the K-12 science classrooms & after school groups. http://ice.chem.wisc.edu/
Vega Science Trust: Videos on basics of nanotechnology & how it will change the world. A project lead by Nobel Prize Winner Sir Harry Kroto. http://www.vega.org.uk/video/programme/3
Wonderville.CA Variety of resources including games, videos, careers from Alberta Canada. http://www.wonderville.ca/browse/search?q=nanotechnology
Nanotechnology Education Resources
Nanotechnology Lessons and Classroom Resources
This is a compilation of some of the resources available online for teachers. We have created this list so that teachers will be able to find lessons and support materials that will help them include nanoscale science and engineering in their classrooms. A variety of nanotechnology classroom resources are provided by the following institutions and facilities. These are provided for information purposes only and do not reflect endorsement by SENIC.
Concord Consortium: Interactive simulations and lessons for biotechnology and nanotechnology. http://molit.concord.org microscopes, images, and information on microscopes. http://micro.magnet.fsu.edu/index.html
Cornell University:
CCMR: Teacher resources & lending library of experiments http://www.ccmr.cornell.edu/education
DisoverNANO: Nano101, history and lessons. http://www.discovernano.northwestern.edu/
Dragonfly TV-Nanosphere: Shows on nanotechnology. With games, activities and interviews with scientists. http://pbskids.org/dragonflytv/nano/index.html
Duke University Center for Environmental Implications of Nanotechnology— Virtual synthesis of nanoparticles.
http://www.ceint.duke.edu/content/programs
Engineering –Go for It!: Lessons, activities, resources on engineering including nanotechnology. http://teachers.egfi-k12.org/
European Union:
Nanotechnologies: A compendium for educators
http://ec.europa.eu/research/industrial_technologies/pdf/
nano-hands-on-activities_en.pdf
Florida State University Molecular Expressions Exploring the world of Optics and Microscopy– Includes interactive Java-powered virtual
GeckoMan: an interactive game developed by Northeastern University's Center for High-rate Nanomanufacturing. http://nano.server281.com/education/k-12-teachers/
Hitachi, HTA: Inspire STEM education and cartoom book on SEM. http://www.inspirestemeducation.us/ & http://www.inspirestemeducation.us/tools/science-is-fun/
Lawrence Hall of Science: Interactive games, videos, scale, and meet a scientist—in the Nanozone! http://nanozone.org
KQED: Nanotechnology Educator Guide
; A re- source for using QUEST video, audio, blogs and maps in the
classroom.
http://science.kqed.org/quest/files/imp/download/73/212b_N anotechThemeGuide.pdf
Molecularium:Teacher Guide & "Kid's site" about the atomic world. http://www.molecularium.com/
Nano4Me: Provided by Penn State's NACK Network - it offers K-16 resources (including online course materials for community colleges), remote access to equipment, and career information for students. http://nano4me.org/
NanoDictionary— dictionary of nanoterms including some visuals. http://nanodic.com/
NanoHub— Purdue University online materials for middle school, high school, and college levels.
Children's On-line Science Magazine
http://www.nanooze.org FREE print copies on request http://nanohub.org/groups/ms; http://nanohub.org/ groups/hs; http://nanohub.org/
Nano-Link: provides high school and community college nanoscience curriculum modules. http://nano-link.org
NanoLeap: Two units, one physical science and one chemistry that promote interdisciplinary nanoscale core concepts. http://www.mcrel.org/nanoleap/
NanoMission: Learning Nanotechnology
through Games— games to learn basic concepts in nanoscience through real world applications from microelectronics to drug delivery. http://nanomission.org/
Nanoreisen: Advnetures beyond the decimal –
Interactive exploration of micro and nao worlds. http://www.nanoreisen.de/english/index.html
NanoSense: Lesson plans and activities designed for teaching nanoscience at the high school level. http://nanosense.sri.com/
Nano-World: Virtual exploration of a nano lab in Switzerland including 3-D visulaizations. http://www.nanoworld.org/nano/en
National Cancer Institute: Provides resource information on nanotechnology in cancer treatment. http://nano.cancer.gov/learn/understanding/
National Nanotechnology Initiative: This site has | <urn:uuid:8483d922-be6e-40e3-9c8c-8cb7b8f11894> | CC-MAIN-2019-09 | http://senic.gatech.edu/wp-content/uploads/sites/239/2016/07/NanoEd-resource-brochure-2016.pdf | 2019-02-22T00:55:48Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00060.warc.gz | 250,191,946 | 1,633 | eng_Latn | eng_Latn | 0.955384 | eng_Latn | 0.955343 | [
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Case Study
Public Impacts of Private Interests
The following case study illustrates the public impact of private interests. It portrays how state and local government priorities are misdirected in favor of welfare for the rich. The ecology is evident in the minds of many. In this scenario, the rich get richer at the expense of the middle and lower classes.
It comes to why the ballparks matter to us— because exactly comparable people played a comparable game in this ballpark for generation after generation.
—George WillThe Washington Post
What is more Boston than Fenway Park?
—Peter Gammons Boston native and ESPN-TV commentator
Almost a hundred years ago, when distinctions between the public and private sectors in the United States were far less complex, a baseball park was built in Boston. On April 20, 1912, Fenway Park officially opened for professional competition. 1
After two rainouts, the Red Sox defeated the New York Highlanders (now parading around as the New York Yankees) 7–6 in 11 innings in the first professional baseball game played at Fenway Park. Baseball was pastoral in its origins, but the sport was an urban game.
Woodrow Wilson had not yet been elected by the smallest of margins over Bob Taft and Teddy Roosevelt. The Progressive Era had not yet begun. The Federal Trade Commission was not around to monitor unsavory business practices. Children were exploited in the labor force. World War I was yet to be played out on the hillsides of Europe, the federal income tax did not exist, and the Federal Reserve Board had not been created to regulate the American monetary system.
Except for Fenway and Wrigley Field in Chicago, the old parks of the golden age of American baseball are gone—victims of people's discomfort and inconvenience, their own obsolescence, and wrecking balls. They include Ebbets Field, Brooklyn; the Polo Grounds, Manhattan; Braves Field, Boston; old Comiskey Park, Chicago; Sportsman Park, St. Louis; Briggs Stadium, Detroit; Forbes Field, Pittsburgh; Crosley Field, Cincinnati; Shibe Park, Philadelphia; and Griffith Stadium, Washington.
The interiors of these fields of dreams were covered with advertising. No provisions were made for sanitation, the handicapped, or overcrowded seatings. Nothing was standardized. Conformity was not a concern.
Students do not have to be baseball fans to realize that this industry is permitted to operate as an economic cartel—better known as a monopoly. Organized baseball is an association of industrialists— and the industry is professional baseball. 2
Major League Baseball (MLB) enjoys a complete monopoly of the sport. Franchise owners threaten to relocate their teams unless they receive large tax subsidies and related perks from their home cities. Institutional, ideological, and political factors prevent the repeal of baseball's antitrust exemption. Next to the old North Church, Bunker Hill Monument, the U.S.S. Constitution, and Freedom Trail, the Red Sox—a baseball team that, until 2004, had not won a World Series since 1918—confuse public and private concerns about as much as any culture permits. The Red Sox are Boston's "800-pound gorilla." The Boston American League baseball club does—and gets—what it wants. 3
The Red Sox are a beloved New England institution. But the team is part of a larger legalized, formalized, routinized, controlled, wealthy monopoly of American professional baseball teams. Major league baseball commissioner Bud Selig, also owner of the Milwaukee Brewers, strongly supported efforts to secure public monies for the private interests of Boston's American League baseball club.
Welfare for the Rich?
Red Sox management lobbied state and local government officials to soak the Boston and Massachusetts taxpayers to the tune of $352 million for a new ballpark. The team's plan relied heavily on ticket surcharges and game-day parking fees to repay the city's investment in the project. The team was to cover any cost overruns on the purchase of adjacent properties and pay for the cleanup for the $665 million project. 4
But the power in Boston and Massachusetts is dispersed. The governor, mayor, state senate president, and state house speaker supported the appropriation of 352 million taxpayer dollars to destroy the old park and build a new stadium next door. The new stadium project needed the approval of the Boston City Council. The land would not come cheaply. 5
The city was required to exercise eminent domain and compensate landowners adjacent to the 1912 structure. Not only did Boston's public sector elites lobby for large taxpayer spending for a new stadium, but the city's private sector elites called for "welfare spending" for the community's 800-pound gorilla— amounting to public welfare for the very rich. Prominent leaders from the Boston business community played behind-the-scenes roles in efforts to craft spending compromises.
Proponents for new sports facilities argue that infrastructure spending improves local economies in a number of respects:
* Building the new arena or stadium creates construction jobs.
* Fans and team employees generate new spending in the community—expanding local employment.
* A "multiplier effect" operates to increase local income—causing still more new spending and job creation. 6
* The team brings in tourists and company personnel to the host city—also enhancing local spending and employment.
"Economic growth takes place when a community's resources—people, capital investments, and natural resources like land—become more productive," write Roger G. Noll and Andrew Zimbalist. 7 Most spending emerging from new stadium construction is a substitute for other local recreational spending— for example, at movie theaters and restaurants. Stadium construction is a consumption expense rather than an investment that produces more long-term jobs and local businesses.
Professional sports are popular with the American public. New stadium technology intensifies the tendency of sports teams to seek new homes. Approximately 115 professional teams aspire to move into new arenas or stadiums. The construction boom for housing these teams is heavily subsidized by federal and local taxpayers, and the tax bills will not stop until all payments are made. Taxpayer subsidies to pro sports are difficult to curb because the pro teams are so popular. 8
Red Sox ownership wanted to demolish Fenway and replace it with a $665 million replica across Yawkey Way. The new place would include ten thousand more seats, more luxury boxes, more concessions, more merchandise-sales areas, in-stadium team offices, better clubhouse facilities, and a parking garage—all of the amenities found at modern-day ballparks. 9
Enter Dan Wilson and Save Fenway Park (SFP)—an interest group with approximately 500 contributors. SFP, as a community, citizen-based group, sought a compromise that would meet the needs of the team, fans, and taxpayers. The interest group posed a question both pragmatic and sentimental: Why not just renovate Fenway Park? 10
Age may be on the side of the old ballpark. Fenway is a national treasure; it is a historic landmark, the oldest baseball park in the major leagues. The park preceded Babe Ruth. Ted Williams swung his bat in the batter's box. Carlton Fisk homered off the foul pole. Bucky Dent homered over the wall. This baseball diamond is a living baseball museum and the number one tourist attraction in Massachusetts.
The Boston Globe commissioned a public opinion poll to gauge how citizens felt about investing their tax dollars in a private venture. Only 34 percent of those polled supported the ball club's financing plandespite the team's promise to repay the public's $352 million investment. "The bottom line is Bostonians don't want public money used for this project," concluded Gerry Chervinsky, the CEO who conducted the survey. 11
The SFP organization and Fenway Community Development Corporation (CDC) released a detailed plan to renovate the park as an alternative to the club's desire to build a new, nearly $1 billion stadium. The SFP renovation plan proposed building three decks, replacing nearly all the seating, and constructing parking garages and other related facilities on adjacent lots. The plan would preserve the Green Monster (the left-field wall) and the brick facade of the 1912 structure along Yawkey Way.
"This process has demonstrated that a public planning process can lead to something that satisfies everyone's needs," stated Fenway CDC president Lisa Soli. "It's in stark contrast to the backroom deals that surrounded the Red Sox plan." Boston is the cradle of American democracy. But Boston politics feature concentrations of political power and rigid economic structures. Fighting both city hall and the city's 800pound gorilla is difficult! SFP and CDC have proven that participatory politics takes energy, commitment, time, and windows of opportunity. The SFP-CDC plan received favorable reviews from city council members and community groups. 12
Return on Investment
The Red Sox are an excellent market draw despite demanding perhaps the highest ticket prices in all of major league baseball. Fenway remains the smallest spectator venue in major league baseball. Wrigley Field is a close second. Fenway Park is consistently sold out. Every home game is televised. The John Henry franchise finds ways to increase seating capacity.
The first one-million season was in 1946, when 1,416,944 Red Sox fans attended games at Fenway Park. The first two million season was 1977, when 2,074,549 fans attended games at Fenway. The first three million season was in 2008, when 3,048,225 fans registered for Fenway Park baseball. Between seasons 2008 and 2012, attendance averaged 3,050,600 per year.
Fenway Park's streak of 820 straight sellout ballgames began in the 2003 season. The Red Sox sold out 794 straight home regular season games and 26 straight home playoff games for a total of 820 consecutive home sellouts.
Despite finishing dead last in the American League East in 2014 and 2015, the Red Sox averaged 36,495 and 35,564 Fenway Park game capacity respectively. The contours of Fenway Park are continuously in speculation. The Red Sox-Fenway Park are a Boston-NGO [non-governmental organization]. The domains of public and private are always in certain juxtaposition.
The sellout streak and world championships signify the team's winning ways, star players, historic ballpark, and loyal fans. They illustrate the public impacts of private interests.
What perspectives can this Fenway Park case offer students of public administration?
A review of history helps place current dilemmas into an expanded understanding. Baseball still is America's first sport, its national pastime. For many, after a day at the office, toiling for the boss and the all-American dollar, family and baseball come next. 13 The season is a daily process extending from February to almost November. Baseball is a democratic game, as even smaller athletes can play second base. The game has been exported to Cuba, the Caribbean, and Asia. The golden era of baseball was a product of the Progressive Era, when President Wilson traveled through Europe trying to make "the world safe for democracy."
Fenway Park opened the same day the Titanic sank, when a ship's safety in a sea full of icebergs depended mostly on the captain's experience—not on technology. Television and the Internet were not yet around to blend notions of public and private.
Baseball and Ecology
How does the industry of organized baseball relate to its environment? Baseball and the ecology of American society share many common features. Equality is promoted if one can swing a bat and pitch a ball. Efficiency is ingrained in the baseball fabric, too: If you can really swing a bat and throw a ball with speed, a market may exist for your skills. At this juncture, supply and demand enter the picture. Professional baseball players average $4.2 million each season. Civil services may get a piece of this economic windfall as federal, state, and local governments tax baseball's Titanic-like salaries.
The decision to tear down Fenway Park—or to renovate it—points out public and private differences. In terms of politics versus profits, the governor, mayor, state legislature, and city council must balance economic interests with their own political goals. The baseball team, as a private sector endeavor, is mostly focused on the bottom line—profits. How do Boston citizens measure team versus city objectives? Is the trade-off World Series wins versus good garbage pickups?
Citizens may hear different points of view from "Red Sox management" and the "city administration."
When taxpayer dollars are spent, decision-making procedures must be open to everyone. "Last time I checked, this was a democracy," stated Rob Sargent of the Massachusetts Public Research Interest Group. "This is precisely the kind of thing that should be debated in public." 14 The Red Sox management, state and city administrations, well-connected media from the Boston Globe and the Boston Herald, corporate executives, and big labor engaged in convoluted attempts to secure $352 million to permit Boston's 800-pound gorilla to sit where it wanted. In the minds of many, subsidizing the Sox meant the "rich getting richer" at the expense of the middle class.
Boston is historic, wealthy, Irish, European, and sometimes sophisticated. The town's major industry is higher education. The state of Massachusetts is frequently referred to as "Taxachusetts." State and local governments prosper in these environs. As Tip O'Neill, late Speaker of the U.S. House of Representatives, famously pointed out, "All politics are local."
The Green Monster is part of a private domain—but also part of a very public park. The Big Dig is a $14-billion-dollar public-sector effort to bury Boston's expressways underground and make the city "richer in green"—not only in commerce and in federal dollars, but in trees, parks, and clean air. The people of Massachusetts are pragmatic, seeking compromises between the extremes of equality and market forces. Pragmatic Bostonians insist that the market needs a place, but also needs to be kept in its place.
The law of supply and demand is short-term, and sports is show business. The secret of Fenway's appeal may be based on the ecology of this confined field of dreams. If Fenway's 33,871 seats were not so scarce, perhaps not so many folks would make the effort to fill them. The long queues along Yawkey Way to buy tickets at $60 each are egalitarian: The line forms at the rear—regardless of one's race, sex, color, or creed.
Some things do not change. Teddy Roosevelt was the original Progressive thinker and actor. Industries—and markets—come and go. New concentrations of skills, expertise, and wealth emerge. A better method of community decision making in response to MLB's economic power might be to invoke antitrust laws to break up the cartel—forcing the American and National leagues to compete against each other.
Professional baseball salaries and schoolteachers' salaries are not even in similar ballparks. However, the prospects for reducing taxpayer subsidies to sports teams are not good. Karl Marx was wrong. Religion is not the opiate of the people; baseball is.
Principle and Principal Coincide?
The principle of this case study is that the Boston baseball club is saving a sporting shrine of historical value. The new Red Sox management estimates the cost of building a new stadium at approximately $300 million.
A rough estimate of renovation costs is about 60 percent of that amount. The principal is the money the Red Sox and Massachusetts save by keeping Fenway adjacent to the Fens. Scarce taxpayer dollars may be directed to pay for public projects more directly benefiting citizens and the common good.
In 2016, Fenway Park, the oldest and smallest baseball park in the major leagues, still stands. In a decade, from 2004 through fall of 2013, the Boston Red Sox were World Champions three times (2004, 2007, and 2013). In American League Championships, Boston defeated the New York Yankees, Cleveland Indians, and Detroit Tigers. In World Series play, they defeated the St. Louis Cardinals and Colorado Rockies.
For Fenway Park fans, this case study has a happy ending. After years of tears, the Red Sox suddenly have an empire to call their own. Red Sox ownership is committed to improving and renovating Fenway Park. The old and the new have a marketplace in Boston.
Questions and Instructions
2. "Rights are acquired and exercised without any monetary charge." What does this statement mean?
1. How might deductive and inductive thinking affect citizen decision-making for and against industry monopolies?
3. Explain the term political principles of democracy and economic principles of capitalism as they relate to the choices citizens confront in society.
5. "America is the country of individualism par excellence." What does this statement mean?
4. In what circumstances should government employees apply principles of equality and efficiency?
6. Public- and private-sector prerogatives differ on substantive and procedural issues. Explain why this is so.
8. Is Major League Baseball a monopoly? If so, why? Explain and illustrate.
7. In interest group liberalism, diverse groups check the values, or perspectives, of opposing interests by arguing for their own set of values in the marketplace of ideas. Explain and illustrate.
9. Baseball is pastoral in its origins, but the sport matured as an urban game. How did the ecology of the times affect baseball and the larger American culture? Explain with specific examples.
10. What are your thoughts about the NGO Boston Red Sox-Fenway Park cultural dominance of public and private lives? Should the 'Green Monster' be torn down for a friendlier venue-revenue?
11. "Karl Marx was wrong. Religion is not the opiate of the people; baseball is." Explain this statement.
Insights-Issues/Public Impacts of Private Interests
Clearly and briefly describe and illustrate the following concepts and issues. Interpret the word role in terms of impacts, applications, importance, effects, and/or illustrations of certain facts, concerns, or issues from the case study.
2. Roles of rights and dollars in affording all citizens procedural guarantees in regard to the effects of new construction plans.
1. Roles of equality and efficiency in making short-and long-term decisions for or against a new baseball park.
3. Role of progressive thinking for opposing, reforming, or accepting baseball industry monopolies.
5. Role of special interest groups in promoting—and questioning—construction of a new baseball stadium in Boston.
4. Role of substantive and procedural issues for determining public-private decision-making alternatives if historic Fenway Park should be taken down.
Notes
2. Jerold J. Duquette, Regulating the National Pastime: Baseball and Antitrust (Westport, CT: Praeger Publishers, 1999); see also John Rouse, "Corporate Welfare, Taxpayer Subsidies, and Home Field Advantages," Public Administration Review 61, no. 5 (September/October 2001): 630–635.
1. Robert F. Bluthardt, "Fenway Park and the Golden Age of the Baseball Park, 1909–1915," Journal of Popular Culture 21, no. 1 (Summer 1987): 43–51.
3. Tom Farrey, "Historic Fenway Faces Uncertain Future," November 8, 2000, http://espn.go.com/mlb/s/2000/1031/849361.html.
5. Kathleen O'Toole, "Luxury Stadiums Point up Problems with Pro Sports Monopolies, Economist Says," Stanford [Online] Report, http://www.stanford.edu/dept/news/report/news/ january7/stadiums.html.
4. Meg Vaillancourt, "Lawmakers, Red Sox Reach Tentative Agreement," Boston Globe, July 26, 2000.
6. Roger G. Noll and Andrew Zimbalist, "Sports, Jobs, & Taxes," Brookings Review 15, no. 3 (Summer
1997): 35–39, http://www.brook.edu/ pub/review/summer97/noll.htm.
8. Michael Gee, "Baseball's Fields of Bad Dreams: New Stadiums Not a Big Draw," Boston Herald, May 7, 2001; O'Toole, "Luxury Stadiums."
7. Ibid.
9. Darren Rovell, "Fenway: Classic or Clunker? Part II," ESPN.com, November 3, 2000, http://espn.go.com/mlb/s/2000/1103/854882.html.
11. Meg Vaillancourt, "Red Sox Plan Loses in City Poll; Public Funding for a New Ballpark Strikes Out," Boston Globe, July 10, 2000, p. A1, http:// www.boston.com/dailyglobe2/192/metro/Red_ Sox_plan_loses_in_city_poll%2b.shtm. See also Rouse, "Sox Plan Strikes Out: Ten Reasons/ Arguments for Saving Fenway Park," Boston Phoenix, April 6–13, 2000, http://www.bostonphoenix.com/archive/features/LETTERS.htm.
10. Kimberly Anne Konrad, "Fenway Park's Green Monster," CRM Online 23, no. 10 (2000): 13–15, http://crm.cr.nps.gov/issue.cfm?volume= 23&Number=10.
12. Meg Vaillancourt, "Opponents Offer Alternative Fenway Plans," Boston Globe, August 23, 2000, http://www.boston.com/news/packages/ fenway/0813_alternative.htm.
14. Steve LeBlac, "Ballpark Opponents Critical of Closed-Door Meeting," Associated Press, May 9, 2000.
13. See John Rouse, "Fenway and Family Values," The Harvard Crimson, April 20, 2000, http:// www.thecrimson.com/opinion.
15. Gorden Edes, "Red Sox Explore Adding 10,000 Seats to Fenway," Boston Globe, October 11, 2002, p. A1.
Sources
Jim Caple, http://espn.go.com/mlb/columns/caple_jim/865956.html; Peter Gammons, http://espn.go.com/gammons/s/fenway_plan.html; Seth Gitell, "Talking Politics: Fenway Follies," The Boston Phoenix, June 14–22, 2000. http:// www.bostonphoenix.com; Vaillancourt, "Red Sox Adviser Shifts on Rebuilding Fenway," The Boston Globe, September 25, 2001; Scott Van Voorhis, "Polls Blast Sox Renovation Flip," The Boston Herald, September 27, 2001; "Welfare for the Wealthy: The Fight to Save Fenway Park, Designer/Builder: A Journal of the Human Environment (November 1999), copyright McGraw-Hill Companies, 2002. | <urn:uuid:47e5f38d-ae40-4520-b5d5-958a460b6400> | CC-MAIN-2019-09 | http://millenniumhrmpress.com/wp-content/uploads/2016/03/Public-Impacts-of-Private-Interests.pdf | 2019-02-21T23:57:10Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00061.warc.gz | 177,832,811 | 4,768 | eng_Latn | eng_Latn | 0.947431 | eng_Latn | 0.997406 | [
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TEAM PRESENTATION CONTEST
1. OBJECTIVES: The primary objective of the team presentation contest is to provide, in a friendly but competitive setting, an opportunity for youth enrolled in 4-H to demonstrate their knowledge and understanding of a specific equine-related topic and present that topic to an audience. It is hoped that this contest will generate new friendships and be a rewarding experience for the contestants. Each county may enter multiple teams. The two highest placing teams overall (Junior and Senior division) will be eligible to represent Arkansas at the Southern Regional Horse Show.
2. Working orders will be drawn and posted in advance of the contest. Working order may be changed to accommodate 4-H members when conflicts arise with the Horse Show classes.
3. May be a demonstration or illustrated talk.
4. A team will consist of two members. Teamwork should be demonstrated.
5. Subject must pertain to the horse industry. (No live animals may be used.)
6. Ten to 15 minutes will be allowed for each demonstration, with a penalty of 1 point per judge subtracted for each minute or fraction of a minute over or under the time limits.
7. The following equipment will be provided for the contestants use: two (2) tables, two (2) easels, one screen and one power cord. The host state will not provide a computer or projection device for PowerPoint presentations.
8. Consideration and points on the scorecard will be:
a) Introduction (10 Points)
1) Did the introduction create interest in the subject?
2) Was the introduction short and to the point?
b) Organization (25 Points)
1) Was only one main idea demonstrated?
2) Did the discussion relate directly to each step as it was shown?
3) Was each step shown just as it should be done in an actual situation, or was an explanation given for discrepancies?
4) Could the audience see each step?
5) Were materials and equipment carefully selected, neatly arranged and wellorganized?
6) Were charts and posters used if and when needed?
7) Were the key points for each step stressed?
c) Content and Accuracy (25 Points)
1) Were facts and information presented accurately?
2) Was enough information presented about the subject?
3) Were approved practices used?
4) Was credit given to the sources of information if it was appropriate?
5) Was the content appropriately related to the horse industry?
d) Stage Presence (10 Points)
1) Were the demonstrators neat and appropriately dressed for the subject of demonstration?
2) Did the demonstrators speak directly to and look at the audience?
3) Was the demonstration too fast or too slow?
e) Delivery (15 Points)
1) Did the demonstrators appear to enjoy giving the demonstration?
2) Did the demonstrators have good voice control?
3) Were all words pronounced correctly?
4) If notes were used, was it done without distracting from the speech?
5) Did the demonstrators seem to choose words at the times they were spoken instead of memorizing the demonstration?
f) Effect on Audience (5 Points)
1) Did the audience show an interest in the demonstration?
2) Could the audience go home and use the idea?
g) Summary (10 Points)
1) Was the summary short and interesting?
2) Were the key points briefly reviewed?
3) Did the summary properly wrap up the demonstration?
4) Could demonstrators handle questions easily?
9. Contestants may use notes, but excessive use of notes may be counted against the contestant. This will be at the discretion of the judge or judges.
10. Contestants should cite their major references after the conclusion of their presentation. This will not be counted in the allotted time.
11. Questions will be asked by judges only.
University of Arkansas, United States Department of Agriculture and County Governments Cooperating. The Arkansas Cooperative Extension Service offers its programs to all eligible persons regardless of race, color, national origin, religion, gender, age, disability, marital or veteran status, or any other legally protected status, and is an Affirmative Action/Equal Opportunity Employer. | <urn:uuid:7165dc7d-a0f9-4c86-b8c4-86b4f60be3a5> | CC-MAIN-2019-09 | https://www.uaex.edu/farm-ranch/animals-forages/horses/team_presentation.rules%20and%20regs.pdf | 2019-02-21T23:44:51Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00061.warc.gz | 992,193,941 | 823 | eng_Latn | eng_Latn | 0.995629 | eng_Latn | 0.996114 | [
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Title of Session: LOC Learning Page Chat - Women's History/HerStory
Moderator: Leni Donlan
Title of File: 20050317locwomen
Date: March 17, 2005
Room: After School Online Room
LeniD: I think it's time to get started! Let's begin with introductions please...
LeniD: Name, what you do and where you do it.
CathyAB: I'm a preservice teacher from the University of Houston.
DianaAL: My name is Diana and I teach middle school social studies in Flagstaff, AZ
LeniD: I'm Leni Donlan. I coordinate the Learning Page project at the Library of Congress.
BJB2 waves hi. I'm an art teacher in Pennsylvania and a helpdesk volunteer for Tapped In
LeniD: Ahh...Diana, were you at our session in AZ this week?
DianaAL: No I was not...
DianaAL: where were you?
LeniD: Welcome, Cathy.
LeniD: I just returned home last night from Tempe. We did two sessions at the MEC conference at ASU.
CathyAB: Thanks..it's great to be here.
LeniD: What wonderful weather and reception we had! It was hard to leave.
ByronH joined the room.
LeslieSan joined the room.
DianaAL: We had a weird week up here at 7000 feet with a snow day on Monday... Arizona has a very diverse climate
LeniD: Welcome, Byron. We were just introducing ourselves.
LeniD: Hi Leslie. Would you please tell us what you teach/do and where you do it?
BJB2: a reminder that if you are new to Tapped In you may want to go to the Actions menu in the top right of your chat window and click on DETACH
BJB2 waves to Byron
ByronH waves back to BJ
BJB2 wonders if Byron and Leni have met?
LeniD: Tonight we will be talking about teaching Women's History with an assist from Library of Congress resources.
LeniD: I don't believe I have met Byron, BJ
BJB2 thinks Byron should introduce himself
ByronH: I don't think so either. I will at the LOC next month though.
LeniD: Please
LeniD: Please tell us more, Byron!
ByronH: Hello, I am Byron Holdiman. I am the Digital Preservationist for the Adventure of the American Mind project
ByronH: at California Univ of PA (training educators in using LOC online resources in the classroom)
LeniD: Diana...I remember seeing news of the snow on TV.
CathyAB: I'm really interested in learning more about LOC online resources...
LeniD: Aha! Byron, I was in Arizona with Elizabeth Ridgway, LC AAM coordinator earlier this week.
LeniD: And here we go, Cathy!
DianaAL: It was a truly fantastic surprise, one more snow day before spring...
ByronH: Ahh, I know that name. Have talked with Elizabeth many times.
CathyAB: Great!
BJB2 recommends that everyone fasten your seatbelts
ByronH: (and met her on my last trip to the LOC)
LeniD: As I was saying, I remember teaching history as the story of "old dead white men"...let's see how that can be changed, tonight
CathyAB: Here in Texas we call it "dates and dead people".
LeniD: LOL, BJ. Is everyone ready? I do go quickly, but a transcript will have all the links I show.
LeniD: Good one, Cathy
LeniD: Excellent, Byron. I'm sure you will be seeing her again, next week.
LeniD: How do you ensure that your students learn history from many perspectives and hear it through many voices?
BJB2: Leni will be showing urls...
BJB2: when she does, just click on them to open a new window
BJB2: you may need to hold down the ctrl key on your keyboard if you have a pop up blocker
LeniD: Think about my question as we view these resources....
LeniD: The Library of Congress can perpetuate the myth that history is the "story of dead white men" as many of the items in its holdings reflect the impact of men on the nation and the world.
LeniD: However, we also have many holdings that share the women's perspectives and roles over time. Tonight, I'll be sharing these with you.
LeniD: We'll start with some of the holdings of the Library's Prints and Photographs division (click on the thumbnails of images to get a larger image to view, print or save).
LeniD: Don't stay away too long, though
LeniD: Dorothea Lange's talent and "eye" are evident as she documents the life of migrant farm workers in Nipomo, CA in the mid-1930s.
LeniD: Her work is a powerful statement about the time. As you view this link, think about how Lange portrays a feminine point of view.
LeniD: http://www.loc.gov/rr/print/list/128_migm.html
BJB2 checks to make sure everyone got the url
ByronH is there
CathyAB: I'm good...
LeniD: Our nation's First Ladies have played a very important role in the shaping of the nation. Some have done so through public work and responsibilities, while others have offered more subtle influence. Here they are...
LeniD: http://www.loc.gov/rr/print/list/058_intr.html
LeniD: Hello Mary. We are viewing resources about Women's History from the Library of Congress. Welcome
LeniD: This collection of images depicts the struggle for women's rights.
LeniD: http://www.loc.gov/rr/print/list/picamer/paWomen.html
LeniD: (Stop me for comments or questions, as needed, folks.)
LeniD: And here are the "Rosie" pictures - images relating to American women workers during WW II
LeniD: http://www.loc.gov/rr/print/list/126_rosi.html
BJB2 . o O ( a reminder that all urls will be in your transcript )
LeniD: Votes for Women:
LeniD: The Struggle for Women's Suffrage
LeniD: http://www.loc.gov/rr/print/list/076_vfw.html
LeniD: Many American Memory collections offer "Special Presentations" that provide specialized information about the content of the collection.
LeniD: Here are some of these presentations that help tell the story of American women...
DianaAL: What I absolutely love about the LOC collection is the ability to bring my students very close to primary source documents and let them become their own historians.
LeniD: It is what we love about it, too, Diana.
LeniD: The Northern Great Plains: The Women Pioneers ...
LeniD: http://lcweb2.loc.gov/ammem/award97/ndfahtml/hult_women.html
LeslieSan joined the room.
LeniD: African American Perspectives: The Progress of a People. Read about "Work Among Our Women"...
LeniD: http://lcweb2.loc.gov/ammem/aap/aapwomen.html
BJB2: welcome back, Leslie
LeniD: Welcome back, Leslie.
LeslieSan: Thanks
LeniD: I'm sharing Library of Congress resources. You will find the ones you missed in the chat log we post on the Learning Page.
LeniD: Votes for Women: Timeline – One Hundred Years Toward Suffrage
LeniD: http://memory.loc.gov/ammem/naw/nawstime.html
LeniD: Words and Deeds: Women
LeniD: http://lcweb2.loc.gov/ammem/mcchtml/womhm.html
LeniD: The following resources are from the Library's wonderful exhibitions.
LeniD: Women Come to the Front: Journalists, Photographers, and Broadcasters During WWII
LeniD: http://www.loc.gov/exhibits/wcf/wcf0001.html
LeniD: Margaret Mead: Human Nature and the Power of Culture
LeniD: http://www.loc.gov/exhibits/mead/
LeniD: I asked earlier how you ensure that your students learn history from many perspectives and hear it through many voices. Has anything you've seen thus far inspired some lesson ideas?
BJB2 nods vigorously
LeniD: Good! The resources are only as good as the connections you make for your students
ByronH: I have a couple of teachers that are going through the AAM project that have a great example
LeniD: Galloping on...
LeniD: Do you want to share, Byron?
ByronH: They have divided their classes into different professions (women in politics, journalism, etc.)
ByronH: The students went onto the LOC site and found information about their area and then create a 20 minutes skit demonstrating the advancements of women in their area.
LeniD: Wonderful!
ByronH: On March 31, the students will be giving the skits at a 2 hour play to the public.
LeniD: Community public, Byron?
ByronH: Yes. I am so proud of these two teachers.
LeniD: Fantastic! I hope you will videotape and share the results of their effort.
LeniD: Did you know that a variety of cybercasts are available from the Library?
LeniD: The History of Household Technology With Constance Carter
LeniD: http://www.loc.gov/rr/program/journey/household.html
LeniD: Native American Women Writers Discuss New Book, Sister's Nation
LeniD: http://www.loc.gov/locvideo/native/
LeniD: Globalization and Women in Muslim Societies
LeniD: http://www.loc.gov/locvideo/mslm/
LeniD: Resourceful Women: A Library of Congress Symposium
LeniD: http://www.loc.gov/rr/women/
LeniD: Welcome back, Mary.
LeniD: Last, but not least ... I'd like to share resources from the Learning Page...
LeniD: From The American Memory Timeline...
LeniD: Reformers and Crusaders (1850-1880)
LeniD: http://www.loc.gov/learn/features/timeline/expref/crusader/crusade.html
MarySt left the room (signed off).
LeniD: Traveling on the Overland Trails (1843-1860)
LeniD: http://www.loc.gov/learn/features/timeline/expref/oregtral/oregont.html
LeniD: Women in the Union Armies
LeniD: http://www.loc.gov/learn/features/timeline/progress/suffrage/suffrage.html
LeniD: Women Pioneers - another Learning Page Feature Presentation
LeniD: http://www.loc.gov/learn/features/women/women.html
LeniD: From our carefully vetted Internet Resources (links go outside the Library)...
LeniD: Women's History
LeniD: http://www.loc.gov/learn/start/inres/ushist/women.html
LeniD: An activity for your students...
LeniD: Women's Words of Wisdom
LeniD: http://www.loc.gov/learn/features/womenswords/
LeniD: Is everyone still with me? It's mighty quiet out there
ByronH still around
LeniD: Good to know, Byron
BJB2 thanks Leni for the women's words...I needed a quote for the March Newsletter
ByronH: These are great links. I have put together some at our website (www.cup.edu/education/aam) on our monthly features. These will be a great addition to what I have already gathered.
LeniD: I'm glad I could help, BJ. I have many favorites there.
LeniD: Thanks, Byron. Don't go yet...
LeniD: there is more to come...
LeniD: How about some lesson plans?
LeniD: For grades 6-12...Women: Struggle and Triumph
LeniD: http://www.loc.gov/learn/lessons/00/triumph/index.html
LeniD: Women, Their Rights, and Nothing Else (grades 9-12)
LeniD: http://www.loc.gov/learn/lessons/99/suffrage/intro.html
LeniD: For grades 4 - 6 - Voices for Votes: Suffrage Strategies
LeniD: http://www.loc.gov/learn/lessons/00/suffrage/index.html
LeniD: (I'm poking around your web site, Byron. It offers a lot!
LeniD: Stand Up and Sing (grades 7-12)
LeniD: http://www.loc.gov/learn/lessons/99/sing/intro.html
ByronH: Thanks Leni. That is great to hear.
LeniD: I'll be looking around more carefully. Thanks for sharing.
LeniD: And now...
LeniD: fanfare...
LeniD: More fanfare...
LeniD: Brand new and making its public premier tonight...
LeniD: Pages from Her Story
LeniD: http://www.loc.gov/learn/features/pages_herstory/
BJB2 applauds!
LeniD: Thanks Would love to hear whether this appears useful and how you might use it.
ByronH: Wow, this is fantastic!!!
LeniD: Thanks, Byron. That's music to my ears.
ByronH: One of the teachers wants to do time periods next year instead of occupations for the skits. This will be a wonderful resource for her to use.
LeniD: Excellent.
LeniD: t
LeniD: Cathy... any reactions from you?
LeniD: That's it, folks! Thanks for visiting tonight.
BJB2: Thanks, Leni
JeffC: Thanks Leni... as usual I enjoyed the sties.
BJB2 . o O ( my head is swimming )
LeniD: Please join us next month at 8:00 P.M. ET on April 21, when we will be talking about resources dealing with Literature and Poetry.
BJB2: coolness.
LeniD: Thanks, Jeff and BJ
LeniD: See you then!
ByronH: Thank you for all of the resources. Hmm, cannot wait until next month.
BJB2 waves goodnight to Leni
LeniD: I look forward to seeing you again, Byron. Night all!
BJB2: Thanks, everyone for participating in the discussion.
ByronH: Nite Leni (and BJ) | <urn:uuid:7cc446ab-0b4c-4ea8-83f6-68876df2c692> | CC-MAIN-2019-09 | https://tappedin.sri.com/transcripts/ss/2005/20050317locwomen.pdf | 2019-02-22T00:27:00Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00060.warc.gz | 705,538,025 | 3,159 | eng_Latn | eng_Latn | 0.988056 | eng_Latn | 0.994856 | [
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WHAT IS GRIEF?
Grief is a normal response to loss. Often the most painful loss is the death of a person you love, whether sudden or anticipated.
Grief is painful and at times the pain may seem intolerable. It may be a combination of many emotions that come and go, sometimes without warning. Grieving is the period during which we actively experience these emotions. One thing is certain: grief does not follow a schedule, but it does ease over time.
Some people experience several of these emotions, perhaps in a different order or in different degrees.
o Shock
o Denial
o Anger
o Guilt
o Sadness
o Acceptance
Symptoms of grief may include: irritability, difficulty sleeping, poor appetite, weight loss.
HOW CAN I HELP A FRIEND WHO IS GRIEVING?
Recognize that everyone grieves at a different pace. Help your friend take one day at a time.
Keep your friend company. You don't need to say anything profound or do anything earth shattering. Your greatest help may be your presence.
Initiate contact and activities. It is important for you to respect your friend's privacy and space but he/she may need help thinking of activities to keep busy.
Allow your friend to show strong emotions.
Be on the look-out for destructive behaviors. Traumatic loss can lead some people into depression, alcohol or drug abuse. They may need you to keep an eye on them while things are especially tough.
Don't be afraid to use humor. Laughter is good medicine.
Help your friend find support and inspiration. Often, a poem or song will speak in ways that no one else can. Also, talking to someone who has survived a similar loss can help your friend realize he/she is not alone in grief.
Encourage your friend to seek professional help such as individual or group counseling for grief.
WHAT CAN I DO IF I AM GRIEVING?
Keep your regular schedule
Reach out to friends and family
Talk to someone about your pain and sorrow
Eat well and exercise
Get extra help if you need it (school counselor, youth group leaders)
Do something that you love to do or that you find comforting (listen to music, rent a movie)
SIGNS SOMEONE MAY NEED EXTRA HELP
Symptoms of chronic depression, sleeping difficulties, restlessness and low self esteem
Academic failure or indifference to school-related activities
Deterioration of relationships with family and friends
Risk-taking behaviors such as drug and alcohol abuse and fighting
Denying pain while at the same time acting overly strong or mature
RESOURCES
http://www.centerforloss.com/articles.php?file=helping25.php http://edis.ifas.ufl.edu/FY879
http://sss.usf.edu/respondingtotragedy/Coping_with_Tragedy/default.htm www.adapp.org/documents | <urn:uuid:3fc5bfd8-0c87-4289-be5b-ef00eaba4cd9> | CC-MAIN-2019-09 | https://www.adolescentwellness.org/wp-content/uploads/2011/06/iGROW_Tip_Sheet_Grief_and_Loss.pdf | 2019-02-22T00:27:19Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00062.warc.gz | 756,714,870 | 581 | eng_Latn | eng_Latn | 0.98672 | eng_Latn | 0.993442 | [
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The marriage of Martu
(Sumerian text, 3rd Millennium BC, University of Oxford translation, The Electronic Text Corpus of Sumerian Literature)
When the city of Inab already existed, but the city of Kiritab did not yet exist, when the holy crown already existed, but the holy tiara did not yet exist, when the holy herb already existed, but the holy cedar did not yet exist, when holy salt already existed, but holy alkali did not yet exist, when intercourse and kissing already existed, when giving birth in the fields already existed, I was the grandfather of the holy cedar, I was the ancestor of the meš tree, I was the mother and father of the white cedar, I was the relative of the ḫašur cedar.
At that time there was a princely land among the cities. Inab was this princely land among the cities. The ruler of Inab was Tigi-šem-ala. Now, he had a wife whose name was Šage-gur (Desired-by-the-heart), and a child, who ……, and her name was …….
The people living around the city hung up nets, the people living around Inab hung up nets, hung up nets, chased gazelles and killed the gazelles as one kills humans. One day, as the evening came, and they had reached the place of rations, they established the rations before the god ……The correct form of this name is not known. The ration of a married man was established as double, the ration of a man with a child was established as triple. The ration of a single man was established as single, but the ration of Martu, though being single, was also established as double.
Martu went home to his own mother, and spoke to her: "In my city I am among my friends and they all have already married wives, I am there among my mates, and they all have already married wives. Unlike my friends in my city I am single, I am single and I have no children. Yet the imposed share exceeds that of my friends, over and above that of my mates, I received half of theirs."
One day, as the evening came, and they had reached again the place of rations, they established the rations before the god ……The correct form of this name is not known. The ration of a married man was established as double, the ration of a man with a child was established as triple; the ration of a single man was established as single, but the ration of Martu, though he was single, was also established as double.
Martu went home to his own mother, and spoke to her: "My mother, find me a wife to marry and I will bring you my ration." His own mother replied to Martu: "Su-ḫenuna, my son, I will give you advice, may my advice be heeded. I shall say a word to you, you should pay attention to it. Marry a wife of your choice, marry a wife of your heart's desire, give me thus a companion, …… me a slave-girl. Having built the houses of your people living around the city, and …… gardens, you will dig the wells of your mates. Martu, …… mates ……"
At that time a festival was announced in the city, a festival was announced in the city of Inab. (Martu said:) "Come, friends, let us go, let us go there, let us visit the ale-houses of Inab, let us go there." The god Numušda participated in the festival, his beloved daughter Adĝar-kidug participated in the festival, his wife Namrat, the lovely woman participated in the festival. In the city, bronze šem drums were rumbling, and the seven ala drums resounded as strong men, girdled champions, entered the wrestling house to compete with each other for Numušda in the temple of Inab. There were many coming to Inab, the city where the festival was taking place, to marvel at this. There were many coming to Inab, the city where the festival was taking place, to marvel at this.
For Numušda, because he was holy, Martu too strode around the great courtyard to compete in wrestling at the gate of Inab. They kept looking for strong fighters for him, they kept offering him strong fighters.
Page 1
Martu strode around in the great courtyard. He hit them with a destructive …… one by one. In the great courtyard, in the battle he caused them to be bandaged, in the great courtyard of Inab he lifted the bodies of the dead.
Rejoicing over Martu, Numušda offered him silver, but he would not accept it. He offered jewels, but he would not accept them. Having done so a second time, having done so a third time (Martu says): "Where does your silver lead? Where do your jewels lead? I, Martu, would rather marry your daughter, I would rather marry your daughter Adĝar-kidug."
8 lines missing
(Numušda says:) "You …… the wife with calves as a marriage gift. Milk cows shall feed the calves. In the byre the breeding bull shall lie down. …… cows shall live in the …… and the calves shall stay at their right side. You must give your word thus and only thus, and then I will give you my daughter Adĝar-kidug."
"You …… the wife with lambs as a marriage gift. Milk ewes shall feed the lambs. In the sheepfold …… shall lie down. …… ewes shall live in the …… and the lambs shall stay at their left side. You must give your word thus and only thus, and then I will give you my daughter Adĝar-kidug."
"You …… the wife with kids as a marriage gift. Milk goats shall feed the kids. In the stall the breeding goat shall lie down. The goats and kids shall live in the …… and the kids shall stay ……. You must give your word thus and only thus, and then I will give you my daughter Adĝar-kidug."
```
He …… great ……. He shouted like ……. At the quay of Inab he …….
```
He gratified the elders of Inab with golden torcs. He gratified the old women of Inab with golden shawl ……. He gratified the men and women of Inab with golden ……. He gratified the slaves of Inab with …… and gratified them also with coloured …… cloths. He gratified the slave-girls of Inab with silver jugs.
The days have multiplied, no decision has yet been made. (Adĝar-kidug's girlfriend speaks to her:) "Now listen, their hands are destructive and their features are those of monkeys, he is one who eats what Nanna forbids and does not show reverence. They never stop roaming about ……, they are an abomination to the gods' dwellings. Their ideas are confused, they cause only disturbance. He is clothed in sack-leather ……, lives in a tent, exposed to wind and rain, and cannot properly recite prayers. He lives in the mountains and ignores the places of gods, digs up truffles in the foothills, does not know how to bend the knee, and eats raw flesh. He has no house during his life, and when he dies he will not be carried to a burial-place. My girlfriend, why would you marry Martu?"Adĝar-kidug replies to her girlfriend: "I will marry Martu!"
142. Inab -- ulum, alam! | <urn:uuid:9eebd9b2-adcc-45cc-b00a-8b806ee48e58> | CC-MAIN-2019-09 | http://omnilib.com/000/002/000/005/The-marriage-of-Martu-Oxford-Translation-3rd-Millennium-BC.pdf | 2019-02-22T00:11:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00064.warc.gz | 195,911,273 | 1,618 | eng_Latn | eng_Latn | 0.998803 | eng_Latn | 0.998994 | [
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use the discriminant to determine the number and type of solutions the equation has? x^2 + 8x + 12 = 0 a real solution b real solution c. two ...
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CHECK FOR UNDERSTANDING: USE THE DISCRIMINANT TO DETERMINE ...
check for understanding: use the discriminant to determine the number of solutions
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USE THE DISCRIMINANT TO DETERMINE THE NUMBER OF SOLUTIONS
use the discriminant to determine the number of solutions ebookterm use the discriminant to determine the number of solutions this papers provides information on ...
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blue heaven ™
This native little bluestem, Schizachyrium scoparium, 'MinnBlueA' is great for sunny or well-drained sites. It grows just over 4 feet tall and stands up well through the summer; blue foliage turns dark burgundy, then red in fall. It's hardy through USDA zone 4, requires little water after establishment and provides habitat for birds and butterflies. Released by the U of MN in 2006.
Using native grasses in the landscape
Features of Native Grasses
* Natural appearance
* Attractive wildlife cover for grassland birds, food for butterfly larvae
Top photos from left: Blue Heaven™ little bluestem; Skipper butterfly; Panicum virgatum 'Northwind' in summer; Blue grama, Bouteloua gracilis (foreground) and sideoats grama, Bouteloua curtipendula (background)
* Few insect or disease problems
* Low nutrient requirements, good drought tolerance after establishment
* Little maintenance, except spring cutback
* Seasonal interest—flowers in summer, fall and winter interest
* Fast growth—most are mature size by three years
* Movement with the wind provides visual and audio interest, susurration that is pleasing and unique
* Good soil cover to prevent erosion; roots add organic matter to soil as they regenerate each year
Grasses for Prairie and Meadow Restorations
Grasses are the backbone of the prairie, throughout the short, mid and tallgrass prairie. The following grasses, all native to the U. S. are good choices for prairie restoration or reconstruction projects and are listed with their soil preference.
Botanical Name
Common name
Site
A restored prairie at the Minnesota Landscape Arboretum,
Sorghastrum nutans
, Indian grass in the foreground.
Carex pensylvanica
, Pennsylvania sedge, makes a good
native ground cover under trees or dry shade.
Shade Tolerant Native Grasses, Sedges and Rushes
Carex muskingumensis
palm sedge
Carex pensylvanica
Pennsylvania sedge
Carex radiata
eastern star sedge
Chasmanthium latifolium
river or wood oats; native to Missouri and Southeast US
Chasmanthium latifolium 'River Mist' woodoats; selected for striped foliage
Deschampsia caespitosa
tufted hairgrass and all cultivars
Elymus hystrix var. hystrix eastern bottlebrush
Juncus tenuis
path rush
Luzulaspecies
woodrush
Grasses for Wildlife
seedheads
Turkeys find cover in grasslands; Panicum virgatum 'Northwind' in winter; Carex pensylvanica, Pennsylvania sedge on woodland walk.
For More
Ornamental Grasses for Cold Climates
Information:
Mary H. Meyer • Professor and Extension Horticulturist www.extension.umn.edu/distribution/horticulture/dg6411.html
University of Minnesota Landscape Arboretum • firstname.lastname@example.org
The University is an equal opportunity educator and employer. | <urn:uuid:fb4d363d-f995-45ee-847c-561e3a6149e9> | CC-MAIN-2017-26 | https://grasses.dl.umn.edu/sites/g/files/pua2711/f/native-grass-poster.pdf | 2017-06-24T22:28:53Z | crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00647.warc.gz | 758,462,054 | 666 | eng_Latn | eng_Latn | 0.97432 | eng_Latn | 0.968235 | [
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Cooperative Extension-Sacramento County
4145 Branch Center Road, Sacramento, CA 95827-3823 (916) 875-6913 Office (916) 875-6233 Fax
Email: firstname.lastname@example.org
Website: http://cesacramento.ucdavis.edu
Environmental Horticulture Notes
EHN 70
CULINARY HERB PROFILES
Basil – Ocimum basilicum
a. Annual
b. Rich soil
d. Full sun
e.
Moderate water
c. Space 6"; Height 8-24"
f. Flowers in summer
Basil is best started from seed sown indoors in late March or early April and moved to the garden after danger of last frost has passed. Seed germinates in five to fourteen days. Best used fresh. Harvest before flowering. Prune basil to first leaf bud below the flower to encourage further leaf production.
Bay – Laurus nobilis
a. Evergreen tree
b. Moderately rich soil
d. Full sun to part shade
e. Low water
c. Space 3'; Height 5-40'
f. Spring growth period
Start from cuttings taken in the fall. Takes at least six months to develop a root system. Difficult to propagate.
Calendula - Calendula officinalis
a. Annual
b. Average soil
c. Space 12”; Height 2’
d.
Full sun
e. Low water
f. Blooms spring through fall
Sow seeds directly into garden as soon as ground can be worked, preferably early spring. Germinates in ten days to two weeks. Self-sows freely.
Chamomile - Matricaria recutita
a. Annual
b. Slightly alkaline soil
c. Space 1-2”; Height 1-2’
d. Full sun to partial shade
e. Low water
f. Blooms early spring
Tiny seeds can be mixed with sand to ensure even distribution directly into garden. Self sows freely. Sow early in spring to prevent leggy flowers. Roman Chamomile (Chamaemelum nobile) is a perennial that is grown as a ground cover that prefers slightly acid soil. Harvest flowers continuously when petals begin to droop.
Chives - Allium schoenoprasum
a. Bulb plant
b. Prefers rich soil
c. Space 6”; Height to 12”
d. Full sun to part shade
e. Moderate water
f. Blooms in summer
Can be started from seed, purchased, or from clump. Clumps should be divided every three to five years. Best used fresh.
The University of California prohibits discrimination or harassment of any person in any of its programs or activities. (Complete nondiscrimination policy statement can be found at http://danr.ucop.edu/aa/danr_nondiscrimination_and_affir.htm). Direct inquiries regarding the University's nondiscrimination policies to the Affirmative Action Director, University of California, ANR, 1111
th
Franklin St., 6 Floor, Oakland, CA 94607, (510) 987-0096.
AgricultureCommunity Resource DevelopmentNutrition, Family and Consumer SciencesMaster Food Preservers4-H Youth Development
California, U.S. Department of Agriculture, and the County of Sacramento cooperating.
-HorticultureMaster Gardeners University of
Cilantro – Coriandrum sativum
a. Annual
b. Rich soil
d. Partial shade
e. Moderate water
c. Space 8-18"; Height 10-12"
Direct seed in warm semi-shady spot. Cut leaves during growing season to produce second harvest. Cilantro will probably go to seed after the second harvest. Cilantro does not tolerate heat above 85° and will bolt.
Dill – Anethum graveolens
a. Biennial
b. Acidic soil
c. Space 10-12”; Height 3-5’
d. Full Sun
e. Moderate water
f. Blooms in Summer
Direct seed into garden. Self sows freely. Difficult to transplant. Fresh leaves should be harvested before flowering. Harvest seeds as seed heads become brown and dry. Good butterfly plant.
Fennel – Foeniculum vulgare
a. Perennial
b. Average soil
d. Full Sun
e. Moderate water
c. Space 2'; Height 4'
f. Blooms July through September
Direct seed into garden. Keep seeds moist for two weeks. Afterward, do not overwater. Seeds can be planted in fall.
Garlic – Allium sativum
a. Annual
b. Rich, light, alkaline soil
d. Full Sun
e. Moderate water
c. Space; Height
f. Blooms in Summer
Plant bulbs in the ground from early fall to early spring. Dig up bulbs in summer when leaves lose color and die to ground. Tradition says to plant garlic on shortest day of year and harvest on longest day.
Hyssop – Hyssopus officinalis
a. Perennial
b. Light soil
d. Full Sun
e. Low water
c. Space 2'; Height 12-24"
f. Blooms in Summer
Easily grown from seed or propagated from spring or fall root division. To harvest, cut stems before flowering. Attracts bees.
Lavender – Lavendula species
a. Perennial shrub
b. Sandy soil
d. Full Sun
e.
Low water
c. Space 1-2'; Height 2-4'
f. Blooms in June
Lavenders can be grown from seed or cuttings taken in spring or fall. Harvest buds just as flowers are about to open. Prune lavender after flowering. Lightly trim lavender in spring to encourage flower production. There are numerous varieties featuring different flower colors and heights.
English varieties (Lavandula angustifolia) considered premium scented variety. French hybrid (Lavandula x intermedia) varieties such as 'Provence' or 'Superior' do well in our region. Deer resistant.
Lemon balm – Melissa officinalis
a. Perennial
b. Average soil
d. Full sun to partial shade
e. Blooms Summer to frost
c. Space 2'; Height 2'
Easily grown from seed sown in spring or early fall. Harvest before plant blooms. Best used fresh. Delicate lemon scent.
Lemon Verbena – Aloysia triphylla
a. Deciduous shrub
b. Rich soil
c. Space 3’; Height 4’
d.
Full Sun
e. Moderate water
f. Blooms in Summer
Propagated from stem cuttings pencil-sized or smaller. Mid and late summer stems take best. Harvest sprigs of leaves all year long. Cut back in mid summer. Fragrant shrub.
Lovage – Levisticum officinale
a. Perennial
b. Rich soil
c. Space 3’; Height 5’
d.
Full Sun
e.
Moderate water
f.
Blooms in Summer
Sow seeds in fall or spring. Mature plants can be divided in the spring. Requires little care. Deadhead to encourage growth. Harvest young leaves and stalks often.
Marjoram – Origanum margorana
a. Perennial
b. Average soil
d.
Full Sun e.
Low water
c. Space 12"; Height 12-18"
f. Blooms in Summer
Sow seeds in spring. Cut plant 6-8 inches from the ground before first flowering to encourage second harvest.
Mints - Mentha species
a. Perennial
b. Rich soil
d. Moderate water
e. Blooms in July/August
c. Full Sun to part shade
Propagate by stem cuttings or root division. Mint is invasive and best grown in containers. Twenty true species. There are many varieties with different scents such as apple, orange, and spearmint. Harvest new growth for best flavor.
Nasturtium – Tropaeolum majus
a. Annual
b. Average soil
d. Full Sun to part shade
e.
Low water
c. Space and Height vary
f. Blooms in Summer
Sow seed in spring. Plants flower best in poor soil. Does not transplant well. Will produce fewer flowers if grown in shade.
Oregano – Origanum vulgare
a. Perennial
b. Alkaline soil
c. Space 1’; Height 2’
d.
Full Sun
e.
Low water
f.
Blooms in Summer
Propagated from seeds, stem cuttings, or root division. Seeds germinate slowly. Harvest as plant begins to bloom.
Parsley - Petroselinum crispum
a. Annual
b. Rich soil
c. Space 1’; Height 1-2’
d. Full Sun to part shade
e. Moderate water
f. Blooms in early Summer
Sow seeds in spring and fall to ensure continued harvest. Seeds take three to six weeks to germinate. Harvest leaves when they reach a height of about eight inches and at anytime thereafter. Loses flavor when dried.
Rosemary - Rosmarinus officinalis
a. Evergreen shrub
b. Rich to average soil
d. Full Sun to part shade
e. Low water
c. Space 2'; Height 2-6'
f. Blooms in early Summer
Propagate prostrate rosemary by root division. Propagate upright varieties from stem cuttings in the spring. If leaf tips droop when temperatures rise, water immediately. "Tuscan blue" is an upright, branching shrub variety. Harvest throughout the year by cutting four-inch pieces from top.
Salad Burnet –Poterium sanguisorba
a. Perennial
b. Average soil
d. Full Sun to part shade
e. Low water
c. Space 1'; Height 3'
f. Blooms in Summer
Root division in spring. Self sows freely. Very little maintenance required. Bushy plant.
Sage – Salvia officinalis
a. Perennial
b. Rich, sandy soil
d. Full Sun
e. Low water
c. Space 1'; Height 2'
f. Blooms in Summer
Excellent drainage is required to prevent root rot. Can be propagated by seeds, cuttings, layering, or root division of older plants. After second year, plant needs to be trimmed in spring to avoid center becoming woody. Powerful distinctive fragrance. Tricolor sage is a favorite for color in the herb garden. Berrgarten sage is preferred variety. Harvest by snipping leaves.
Scented Geranium – Pelargonium species
a. Perennial
b. Rich, humas soil
d. Full Sun
e. Low water
c. Space 2'; Height 2,
f. Blooms in Summer
Take cuttings from non-flowering shoots in summer. Not very frost hardy. Harvest young leaves. Dries brown. Best used fresh. There are numerous varieties which have wonderful scents and flowers. Pelargonium crispum is a lemon scented geranium. Pelargonium cultivar 'Attar of Rose' has pungent rose scent. Pelargonium x nervosum 'Lime' geranium has orchid like flower and strong lime scent.
Tarragon - Artemisia dracunculus
a. Perennial
b. Rich, sandy soil
d. Full Sun to part shade
e. Moderate water
c. Space 1'; Height 8"
Propagated by root division in spring. Leaves bruise easily. Transplant one-inch sections of root tips with bud. Handle with care during harvest. Best used fresh.
Thyme – Thymus species
a. Evergreen perennial
b. Rich soil
d. Full Sun to part shade
e. Low water
c. Space 1'; Height 1'
Propagate by root division every 3-4 years. Good ground cover or border plant. Harvest leaves before blossoms open. Second harvest may weaken some varieties.
Written by Master Gardener Marina Roney.
Edited by UC Master Gardener Bill Pierce and Judy McClure, Master Gardener Program Coordinator, March 2006 | <urn:uuid:b54456c6-6f45-451a-928e-1fdae292b1e2> | CC-MAIN-2017-26 | http://smsf-mastergardeners.ucanr.org/files/168366.pdf | 2017-06-24T22:27:11Z | crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00652.warc.gz | 358,992,369 | 2,694 | eng_Latn | eng_Latn | 0.980209 | eng_Latn | 0.980932 | [
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Submitting to the Wrath of Fossil Fuels:
Are Biofuels Our Holy Grail?
© March 21, 2014
By Terrance Jefferson
Reprinted 2014
By Aquosus Potentia www.aquopotent.net
B.
OUTLINE
I. Introduction
A. Using biofuels as an alternate source of energy is a grand idea to gradually wean us away from spending obscene amounts of money to acquire fossil fuels for energy and to help the environment.
B. The study and production of biofuels are powered by the ideas that it can replace fossil fuels and that biofuels are environmentally friendly. However, the question remains if we in fact have the resources required to move forward into biofuel technology and if biofuels are in fact more environmentally friendly.
C. Thesis: The tireless efforts to find alternate resources that can generate/harness energy are all commendable, but are biofuels really the answer?
II. Body
A. Background
1. Pains of petroleum
2. What are biofuels?
Pros.
1. Economic relief
2. Less dependency on fossil fuels helps to limit fossil fuel related tragedies and environmental woes
3. Environmentally friendly
a. Lower emissions
b. Biodegradable
c. Renewable
C. Cons
1. Takes more energy to make than what biofuels return
2. Lack of land for production
III. Conclusion
A. Review of main points
B. Restatement of thesis
Most things that are in popular demand are things the public do not necessarily have to have. People can do without the ridiculous antics and the absolute raunchiness of reality television. The populace doesn't have to constantly hear the latest smash hit songs from Miley Cyrus, Lil Wayne, or Drake every hour as they pollute the airwaves of radio, busy boulevards and neighborhoods. People just may even have a slim chance to survive without the latest touch-screen phone or tablet, despite its phenomenal global "necessity." However, there is one single commodity that will seemingly forever plague our lives and will not go away like the unyielding cockroach, no matter what ingenious efforts we explore. It is our constant emergent need for fossil fuels. The popular demand for fossil fuels is absolutely superior to the popularity of anything and anyone; just don't let Kim Kardashian know that! So, how do we wean ourselves from being the most dependent country of fossil fuels today so that people can be financially able to get in shape by joining a local gym or maybe even afford to take a few vacations here and there to enjoy life while we're here in petro purgatory ("The US Dependency on Fossil Fuels," 2014, p. 1)? What can cure the stresses that the desires for petroleum continue to place on Mother Nature? Fortunately, groundbreaking discoveries with the study and production of biofuels may help us to correct some of these issues. The booming interest in biofuels and the cries for its success are spawned from the ideas of people being less fossile fuel dependent and the notion that biofuels are more environmentally friendly when compared to fossil fuels. However, there are existing studies and arguments that suggest that biofuel production may have faults as well. One argument is that biofuels may take more energy to make than what they yield. Sadly, one other factor that biofuels may be the way to go is that
there may not enough to produce the resources needed for its production in order for biofuels to make a significant change people are hoping for. Commitment to the study of biofuels and its development just might be the "Holy Grail" that many people are wishing for to help to swiftly steer people away from total fossil fuel dependency. Tireless efforts to find alternate resources that can generate/harness energy are all commendable to the highest degree, but are biofuels really the answer? To get a better picture of the potential future of biofuels, it is important to scrutinize this particular avenue by eventually weighing the pros and cons of biofuel production.
Studies show that there are many hazards that tag along and tarnish the great respect given to fossil fuels, such as environmental hazards. The production of petroleum can "…cause pollution at every stage, from mining and recovery to refining, transporting, and using it as a fuel" (Botkin, p. 11). Most scientists today are seriously concerned about the global warming hazards and suggest that gas emissions are problematical:
The burning of fossil fuels produces heat-trapping gases that are the main cause of the on-going rise in global atmospheric temperatures. Despite a growing list of global warming indicators, underscore by the alarmingly rapid recession of Arctic sea ice, opportunistic oil companies continue to exploit the ever-increasing human need for energy consumption and are constantly on the lookout for untapped oil and gas sources. ("Fossil Fuels," n.d., p. 1)
Another problem is the potential for oil spills that can severely cripple surrounding ecosystems and the economy as well, example by the 2010 Deepwater Horizon spill in the Gulf of Mexico or the 1989 Exxon Valdez oil spill in the waters of Alaska ("Fossil Fuels," n.d., p. 1).
Sadly, the pains don't stop with the environmental hazards. People feel the costs of the desperate need for energy every time they visit a gas station for a fill-up. The high prices of gasoline viciously place intangible restraints on how people live their own lives. An article on MineralWebs.com explains:
The problem with the United States' dependency on fossil fuels is that there is an increasing amount of competition for those fuels. This is mainly from the developing world. Most of the fastest growing economies in the world are also some of the largest countries in the world in terms of population. In order to meet the demand for a higher standard of living that the people of these countries are going to expect from a booming economy, more and more fossil fuels are going to be required. This is going to send the price soaring since there is a limited amount that can be produced. People in the United States are already concerned about high oil price but in reality the price is going to go much higher. The U.S. economy is going to have to adapt to this increase if it is to remain competitive. ("The US Dependency on Fossil Fuels," 2014, p. 1).
These economic reasons are great motivators to explore other resource avenues, like biofuels.
Biofuels are renewable energy sources derived from plant or animal material or the waste that they produce. Ethanol, for instance, in a biofuel processed from corn and is a
commonly used biofuel today, present in much of our gasoline. However, biofuels come in a wide variety of "generation." First generation include those made from sugars, starches or oil. Second generation are derived from non-food crops, such as willow and switch-grass. The third generation are made from algae and other biomass sources. The fourth generation come from engineered plants or biomass ("What Are Biofuels?," 2009, p. 1).
Having significantly less dependency on fossil fuels can greatly increase the health of the environment. Issues such as contamination of water and air could be lessened:
When coal is mined, chemicals contaminate the water beneath the earth's surface, or groundwater, with toxins. When burned as fuel, coal releases into the atmosphere ash and particles, as well as gases such as sulfur dioxide and nitrogen dioxide. When these gases react with water vapor, they form sulfuric and nitric acid in the air, and subsequent participation falls as acid rain. Because it raises the acidity in lakes, acid rain can kill fish and other aquatic life. It can also devastate vegetation and forests (Rotberg & Gelletly, 2007, p. 73).
Lessening the amount of fossil fuel production seemingly could make many changes for the better by healing the environment. Biofuels are also said to be environmentally friendly. One reason they are considered to be environmentally friendly is they have lower emissions into the air. "Burning biodiesel produces fewer emissions than petroleum-based diesel; it is essentially free of sulfur and aromatics and emits less CO. Additionally, biodiesel is less toxic to the soil" ("Biofuels," 2010, p. 110). Another environmentally friendly benefit of biofuels is that they are biodegradable. This means that if a catastrophe were to happen (like spillage of biofuels),
nature would absorb it much more easily by breaking it down naturally ("The Advantages of Biofuels Over Fossil Fuels," 2013, p. 1). One final beneficial aspect of biofuels is that they are renewable resources. Another interesting belief is by using renewable resources, the emission of greenhouse gases are reduced as well as other air emissions ("Renewables and the Impact on Environment," 2014). There seem to be overwhelming advantages in the use of biofuels.
Despite the seemingly better benefits of biofuels as opposed to fossil fuels, naturally, there are skeptics who have done their own research who disagree with the biofuel phenomenon:
After factoring in the energy needed to grow crops and then convert them into biofuels, Cornell University researcher David Pimental concludes that the numbers just don't add up. His 2005 study found that producing ethanol from corn required 29 percent more energy than the end product itself is capable of generating. He found similarly troubling numbers in making biodiesel from soybeans. 'There is just no energy benefit to using plant biomass for liquid fuel,' Pimentel says. ("The Pros and Cons of Biofuel," n.d., p. 1).
Another wrench that has been thrown into the gears is the notion that we just don't have the land to support what it will actually take to support to production of biofuels. "'Replacing only five percent of the nation's diesel consumption with biodiesel would require diverting approximately 60 percent of today's soy crops to biodiesel production,' says Matthew Brown, an energy consultant and former energy program director at the National Conference of State
Legislatures" ("The Pros and Cons of Biofuel," n.d., p. 1). Using the land to support energy production at the cost of losing food production may not prove to be a viable choice.
It's obvious that the world's scientists are busy trying to resolve our resource issues and the problems that engulf them. The study and production of biofuels seemingly has benefitted our crave for energy by finding ways to lessen the financial strain fossil fuels have on the public, as well as improving our environment with renewable, biodegradable resources that help to heal nature by emitting less harmful gases. However, other studies show that biofuels aren't as "friendly" as they may seem. The skeptics illustrate that we still have a long row to hoe. The report that biofuels do not yield the energy it takes to create is extremely troubling; furthermore, the study that we lack the land needed to provide the resources to appease our desire for energy is also a concern. Again, the tireless efforts to find alternate resources that can generate/harness energy are all commendable, but are biofuels really the answer? Ultimately, we need to point the finger at ourselves. Our need for energy climbs daily, and we are simply being supplied with what we demand. Finding a happy medium where we can sacrifice some luxuries and lessen our energy consumption would be a spectacular feat on its own. Maybe sacrifice is the key needed to unlocking our elusive "Holy Grail."
References
The advantages of biofuels over fossil fuels. (2013, November 13). CarsDirect. Retrieved from http://www.carsdirect.com/green-cars/the-advantages-of-biofuels-over-fossil-fuels
Botkin, D. (2010). Environmental effects of petroleum [chapter]. InPowering the future: A
scientist's guide to energy independence. FT Press.
Retrieved from http://www.ftpress.com/articles/article.aspx?p=1573021&
seqNum=
Fossil fuels. (n.d.) Pacific environment. Retrieved from http://pacificenvironment.org/section.php?id=341
Markov, S. A. (2010). Biofuels. In Encyclopedia of global resources (Vol. 1, p. 110). Pasedena, CA: Salem Press.
The pros and cons of biofuels. (n.d.) About.com. Retrieved from http://environment.about.com/od/fossilfuels/a/biofuels
. htm
Rotberg, R. I., & Gelletly, L. (2007). CHAPTER 6: Environmental Pollution. In Ecological Issues, 73.
The US dependency on fossil fuels. (2014). MineralWebs.com
. Retrieved from http://www.mineralwebs.com/us-dependency-on-fo
ssil-fuels. php
What are biofuels? (2009). Green Choices
. Retrieved from http://www.greenchoices.cornell.edu/energy/biofue ls /
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Fostering Resilience in Families Coping With Depression:
Practical Ways Head Start Staff Can Help Families Build on Their Power to Cope
Research on children at Head Start age or older whose families face adversities, including depression, has shown that many children do surprisingly well. The word resilience has been used to describe the qualities of these children. Dr. Ann Masten, one of the leading researchers on resilience, described it as "ordinary magic," a quality that shows itself in children's curiosity, in their ability to relate to others, and above all, in their ability to survive and be successful even though their lives include many chal lenges. Identifying strengths and building on resources are ways of fostering resilience and two of the principle goals of Head Start.
Understanding Resilience
Resilience can be understood at four levels: the individual, the family, the school and caregiving system, and the larger community. Important qualities of resilience were identified in studies of older children who grew up with the stressor of a depressed parent and yet managed to do well.
violence, unemployment, or lack of access to resources can make depression more likely. On the other hand, safe neigh borhoods, strong social ties, and shared purpose can build resilience. In this sense, a strong and well-functioning Head Start center serves as an important community resource against adversity and is in a key position to strengthen families.
At the individual level
, these children were able to:
* engage in age-appropriate activities, such as going to school or participating in community or religious activities
* relate to others
* understand their family life, in particular, the fact that their parents were depressed and that they were not to blame. Repeatedly, these young people said that understanding that their parents had an illness, that it had a name, and that they were free to go on with their lives, helped them a great deal.
At the parenting level, despite depression, many parents remain deeply committed to parenting, commonly saying things such as, "I will do what I need to do to take care of my child when I am depressed, even if I cannot do anything else."
At the caregiving level, schools and health centers were vital in building strengths by providing care for those suffering from adversity.
At the larger community level, risk factors like community
Short Paper 5
What Promotes Resilience?
It is important to recognize resilience in children, in parents, in oneself as a professional, and to understand which systems in the community promote resilience. In the work of Head Start, resilience can be recognized and fostered at these four levels.
For the individual child:
* Supporting a child's capacity to learn, to relate to others, to use imagination, and to see himself or herself as part of a community.
* Encouraging children's relationships with their peers, their teachers, and their parents.
For families:
* Understanding the many cultural variations and different ways families can show strength and resilience is one of the great challenges and great opportunities.
Encouraging parents in their efforts to be more effective by having regular routines for their children to follow, and read ing together.
At the caregiving level:
* Encouraging consistent positive attachments with children and by making parents feel welcomed and comfortable.
* Understanding depression and resilience in the families they work with can help teachers be a resource to families and more effective in their work.
At the community level:
* Understanding what exists and what is missing in commu nity resources is an essential step to better parent outreach.
* Sharing knowledge and experience with families to find the right service or information from a variety of settings, including health clinics, schools, places of worship, and community centers.
The study of strengths and resilience in children has shown the importance of positive caregiving relationships and the capacity children have to change and adapt in the face of adversity. There is no one set result for children, even in the most difficult life situations. This knowledge provides hope for parents, but it is important to emphasize that schools, health clinics, and community centers can provide help and support. In a child's early years, a program such as Head Start can play a vital role for families.
Strategies for Head Start Staff to Promote Resilience
Recognizing and identifying strengths and resilience is a crucial part of Head Start's daily work. In reaching out to families, supporting the growth of children, and encouraging parents to be the best they can be, Head Start staff does the important work of fostering resilience.
A plan to build a Head Start program's capacity in this area requires shared goals, training, and support, including the following:
* Gain knowledge: Get to know the family well enough so that you can pinpoint strengths in both children and par ents. Learn about the signs of depression and distress to aid in recognizing challenges and, where appropriate, get ting help for parents with depression.
* Focus on supporting relationships: Having strong, sup portive, caring relationships with others are important parts of resilience. In fact, having good relationships is the single best preventive strategy for depression. Nurturing positive and productive child-to-child, teacher-to-parent, and parent-to-teacher interactions, build resilience.
* Celebrate strengths: Work with parents and their children to help them recognize and name their own strengths. Helping families to see the positives in their children's lives, despite their own struggles and depression, is a pow erful preventive activity.
In reaching out to parents, it is important for Head Start staff to communicate a message of hope that encourages growth.
Three key messages for parents are:
1. "You and your child have strengths." Parents welcome information about resilience. Asking parents what they like best about their child or what makes them happiest about their child is a good starting point.
2. "Reflect on what you need." Asking a parent "What do you need?" may seem simple, but many parents require support in understanding their needs before they can ask for resources. Encourage parents to think about how their current experience compares to how they would like things to be before asking them what resources they need. This means reflecting on "the now" and imagining "the future"—something that families facing adversity may find difficult to do. Depressed parents may need extra support when trying to imagine their options because depression can make it challenging for a person to think beyond their day-to-day coping. Building trust in their relationships with families is an important strategy for Head Start staff to encourage reflection.
3. "Take care of yourself." Many times, parents will move toward changing their lives in the name of being a better par ent. Let parents know that energy invested in self-care can have positive results for their children as well. Encourage par ents to consider how they are taking care of themselves. Offer examples of "first steps" for better self-care. For instance, a goal to change one's diet can be started by eating more fresh vegetables or cutting back on candy. A goal to exercise more can start with taking the stairs rather than the elevator.
Short Paper 5
For more support on this topic please see the following Family Connections materials:
Short Papers:
The Ability to Cope: Building Resilience in Yourself and Your Child The Challenges and Benefits of Making Parent Connections Better Parent Communication: What Do I Say When a Parent Tells Me Something Difficult? Understanding Depression Across Cultures
Trainings:
Module One: (all workshops)
Module Four: A Better Home Visit
Additional Resources:
American Psychological Association. "Resilience Guide for Parents and Teachers." American Psychological Association. http://www.apahelpcenter.org/featuredtopics/feature.php?=6 (accessed September 29, 2007).
Beardslee, William. When a Parent is Depressed: How to Protect Your Children from the Effects of Depression in the Family. Boston: Little, Brown, and Company, 2003. Originally published in hardcover under the title When a Parent is Depressed: Protecting the Children and Strengthening the Family. Boston: Little, Brown, and Company, 2002.
Bell, Carl C. "Cultivating Resiliency in Youth." Journal of Adolescent Health 29 (2001): 375-381.
Center on the Developing Child at Harvard University. "Advancing the Scientific Foundations of Health, Learning, and Community Well-Being." http://www.developingchild.harvard.edu/content/council.html.
Masten, Ann. "Ordinary Magic: Resilience Processes in Development." American Psychologist 56 (2001): 227-238.
National Scientific Council on the Developing Child. "Young Children Develop in an Environment of Relationships." Working Paper #1, NSCDC. http://www.developingchild.net/pubs/wp/Young_Children_Environment_Relationships.pdf (accessed May 5, 2008).
National Scientific Council on the Developing Child. "Children's Emotional Development is Built into the Architecture of Their Brain." Working Paper #2, NSCDC. http://www.developingchild.net/pubs/wp/Childrens_Emotional_Development_Architecture_ Brains.pdf (accessed May 5, 2008).
Fostering Resilience in Families Coping With Depression: Practical Ways Head Start staff Can Help Families Build on Their Power to Cope was developed by the Family Connections Project at Children's Hospital Boston, under the Innovation and Improvement Project grant from the Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services. Authors of Fostering Resilience in Families Coping With Depression: Practical Ways Head Start staff Can Help Families Build on Their Power to Cope are William R. Beardslee, Mary Watson Avery, Catherine C. Ayoub, and Caroline L. Watts. © Children's Hospital Boston 2008. All Rights Reserved
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Afterschool Works for Students, Families, and the Economy
June 2017
Afterschool keeps kids safe, boosts student success, and helps parents keep their jobs. The demand for afterschool and summer learning opportunities far exceeds the supply and too many young people are being left out.
Across America, more than 11,500 communities and 1.6 million kids benefit from 21 st Century Community Learning Centers. This initiative is the only federal funding source dedicated exclusively to afterschool and summer programs that keep young people engaged and on track for high school graduation, college, and careers.
Afterschool works for students
Students participating in quality afterschool programs attend school more often, do better in school, and are more likely to graduate.
f f Students improve their grades and test scores and make gains that help narrow the achievement gap between students from high- and low-income families.
ff National studies of students who regularly attend 21
st
Century Community Learning Centers found:
[x] ✓ 48% improve their on-grade math performance
[x] ✓ 49% improve their reading grade level performance
[x] ✓ 65% improve their class participation and homework completion
[x] ✓ 57% improve their classroom behavior
21 st Century Community Learning Centers offer:
f f mathematics, science, and career and technical programs
f f internships and apprenticeships
f f services to help students meet state academic standards
f f technology education programs
f f nutrition and health education
f f drug and violence prevention programs
f f arts, music, and fitness programs
f f financial literacy programs
afterschoolalliance.org
Afterschool works for families
Families rely on afterschool programs to keep their kids safe and productively engaged in enriching opportunities after the school day ends.
f f Afterschool gives working parents peace of mind: more than 8 in 10 parents, including a majority of Republicans, Democrats, and Independents, say afterschool programs help them keep their jobs.
f f Juvenile crime and victimization peaks from 3 to 6 p.m. Afterschool provides a safe haven where kids connect with positive role models, develop social skills, and learn how to make better decisions and avoid risky situations.
ffA study found that Boys & Girls Clubs in California enable parents to keep their jobs and generate $1.84 billion in annual earnings.
Afterschool works for the economy
Afterschool programs save businesses money and help address America's skills gap.
f f On-the-job productivity drops when parents are worried about their kids in the after school hours. This costs U.S. businesses up to $300 billion per year.
f f STEM jobs are among the fastest-growing and highestpaying jobs in America. Among students in afterschool STEM, 86% reported their STEM career knowledge increased and 72% reported gains in perseverance and critical thinking skills.
f f Research conducted in states spanning the country (from Maryland to Oklahoma to California) shows that every $1 invested in afterschool programs saves at least $3 by:
[x] ✓ Increasing kids' earning potential
[x] ✓ Improving kids' performance at school
[x] ✓ Reducing crime and juvenile delinquency
Afterschool works, but not all kids can benefit
Over the last 10 years, the unmet demand for afterschool has grown by 20%, while funding has remained flat.
On average, 2 out of every 3 applications for 21 st Century Community Learning Centers cannot be funded each year, leaving tens of thousands of communities without the supports they need for children and youth in the hours after school and during the summer.
Students enrolled in 21 st Century Community Learning Center programs:
1.6 million
Students eligible for 21 st Century Community Learning Center programs:
22 million
f f More than 7 in 10 parents believe afterschool helps reduce the likelihood that kids will commit a crime, use drugs, or become a teen parent.
21 st Century Community Learning Centers
bring together diverse partners to meet the needs of the communities they serve.
Partners of each grantee contribute an average of $67,000 to support programs. Between 2006 and 2010, partner contributions totaled more than $1 billion.
Children attend Community Learning Center programs in:
f f Public school districts: 9,446
f f Community based organizations: 1,125
f f Charter schools: 463
f f Faith-based organizations: 160
Rural communities
Suburbs
Cities
Afterschool works for America.
Public funding for these programs is a smart investment in our economy, our families, our kids, and their futures— and Americans know it. Nationally, 84% of parents, including strong majorities of all parties, support public funding for afterschool programs.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
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2 nd GRADE TEACHER'S GUIDE TO THE STANDARDS-BASED REPORT CARD
There are four essential components of a standards-based system:
1. A description of what a student should know and be able to do at a given grade level
2. A curriculum framework and/or roadmap a teacher uses to ensure that they teach to the standards
3. Assessments a teacher uses to measure the extent to which a student has met the standards
4. A reporting tool (report card) which communicates accurately a student's progress towards meeting standards at their given grade level throughout the school year
Definitions of Proficiency Levels
There are four reporting periods in which students are evaluated based on their progress toward grade-level standards. Proficiency levels are broadly defined as follows:
4- Exceeds Expectations
2- Approaches the Expectations
Student demonstrates a deeper understanding of grade-level standards
Student independently exceeds grade-level standards
3- Meets the Expectations
Student demonstrates knowledge and skills expected at this grade level
Student demonstrates consistent application of skills
Student independently applies grade-level standards
Student demonstrates a partial understanding of knowledge and skills expected at this grade level
Student is approaching the standards, however the skills are not yet mastered
Student needs support to demonstrate the knowledge and skills expected at this grade level
1-Does Not Meet the Expectations
Student does not demonstrate the knowledge or skills expected at this grade level
Student is working below grade level
Student requires continued support
A Body of Evidence in: English Language Arts and Mathematics
The following chart indicates the types of evidence a teacher can collect in preparation for reporting using the Standards-Based Report Card. While it is not required that a teacher collect every piece of evidence listed here for every student (in some cases, a teacher might collect more and in some less), these pieces of evidence provide documentation of a student's progress towards meeting grade-level standards.
COMMON CORE STATE STANDARDS For ENGLISH LANGUAGE ARTS
While the standards delineate specific expectations in reading, writing, speaking, listening and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.
Reading Standards for Literature Grade 2 (RL)
Key Ideas and Details
Report Card Language: Comprehends grade-level literary text with supporting evidence
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Recount stories, including fables and folktales from diverse cultures and determine their central message, lesson, or moral.
3. Describe how characters in a story respond to major events and challenges.
Craft and Structure
Report Card Language: Comprehends grade-level literary text with supporting evidence
4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
Report Card Language: Comprehends grade-level literary text with supporting evidence
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
8. (Not applicable to literature)
9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
Report Card Language: Comprehends grade-level literary text with supporting evidence
10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Quarter 4- End of Year)
Reading Standards for Informational Text Grade 2 (RI)
Key Ideas and Details
Report Card Language: Comprehends grade-level informational text with supporting evidence
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
Report Card Language: Comprehends grade-level informational text with supporting evidence
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
Report Card Language: Comprehends grade-level informational text with supporting evidence
7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
8. Describe how reasons support specific points the author makes in a text.
9. Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
Report Card Language: Comprehends grade-level informational text with supporting evidence
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Quarter 4- End of Year)
Reading Standards: Foundational Skills Grade 2 (RF)
Phonics and Word Recognition
Report Card Language: Reads grade-level high frequency words accurately
3. Know and apply grade-level phonics and word analysis skills in decoding words.
Report Card Language: Knows and applies grade-level phonics and word analysis skills to decode words
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Fluency
Report Card Language: Reads grade-level text accurately and fluently to support comprehension
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards Grade 2 (W)
Text Types and Purposes
Report Card Language: Writes for a specific purpose/text type using appropriate evidence, sequence, details and closure
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
3. Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
Report Card Language: Strengthens writing by focusing on a topic, revising and editing
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
Report Card Language: Participates in shared research and writing projects from provided sources to build knowledge on a single topic
7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
8. Recall information from experiences or gather information from provided sources to answer a question.
Language Standards Grade 2 (L)
Conventions of Standard English
Report Card Language: Applies grade-level grammar when writing
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told
).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Report Card Language: Applies grade-level spelling, punctuation and capitalization when writing
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language
Report Card Language: Acquires and uses grade-level vocabulary
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use
Report Card Language: Acquires and uses grade-level vocabulary
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Speaking and Listening Standards Grade 2 (SL)
Comprehension and Collaboration
Report Card Language: Expresses ideas clearly
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
b. Build on others' talk in conversations by linking their comments to the remarks of others.
2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Report Card Language: Asks and answers questions appropriate to task and situation
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
Report Card Language: Produces complete sentences when appropriate to task and situation
6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)
Common Core State Standards ELA link:
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
COMMON CORE STATE STANDARDS For MATHEMATICS
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Operations and Algebraic Thinking (2.OA)
Represent and solve problems involving addition and subtraction
Report Card Language: Represents and solves problems using addition and subtraction
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 (See Table 1 below)
Add and subtract within 20
Report Card Language: Adds and subtracts within 20
2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. (See standard 1.OA.6 for a list of mental strategies at the CCSS link below)
Work with equal groups of objects to gain foundations for multiplication
Report Card Language: Works with equal groups of objects to gain foundations for multiplication
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Number and Operations in Base Ten (2.NBT)
Understand place value
Report Card Language: Understands place value
1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a "hundred."
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2. Count within 1000; skip-count by 5s, 10s, and 100s.
3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract
Report Card Language: Uses place value understanding and properties of operations to add and subtract
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
6. Add up to four two-digit numbers using strategies based on place value and properties of operations.
7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
9. Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects)
Measurement and Data (2.MD)
Measure and estimate lengths in standard units
Report Card Language: Measures and estimates lengths in standard units
1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length
Report Card Language: Relates addition and subtraction to length
5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money
Report Card Language: Works with time and money
7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data
Report Card Language: Represents and interprets data
9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph. (see Table 1 below)
Geometry (2.G)
Reason with shapes and their attributes
Report Card Language: Reasons with shapes and their attributes
1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.(Sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Mathematics | Standards for Mathematical Practice
| | Mathematical Practices | Mathematical Practices |
|---|---|---|
| | (As stated in the CCSS and Report Card) | (Student Friendly Language) |
| Makes sense of problems and perseveres in solving them | | |
| Reasons abstractly and quantitatively | | |
| Constructs viable arguments and critiques the reasoning of others | | |
| Models with mathematics | | |
| Uses appropriate tools strategically | | |
| Attends to precision | | |
| Looks for and makes use of structure | | |
| Looks for and expresses regularity in repeated reasoning | | |
Common Core State Standards Math link:
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
Table 1 Referenced Above
Science
Technology
Please review the ELA Reading and Writing Standards that incorporate technology assessment below.
ELA Writing Standards Incorporating Technology
Report Card Language: Demonstrates understanding of basic technology operations and concepts
Writing (W)
Production and Distribution of Writing
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Progress Monitoring Boxes
This section is where teachers can attach any additional information they feel is necessary. For example, STAR parent reports, intervention program student data updates, ELL progress insert, behavior reports, homework monitoring etc.
Work Habits and Behaviors
Research recommends that grades should not be based on behavior and other non-academic factors, but only on students' mastery of the material in a given subject. Standards based grading is focused on what students know and can do, and not on other factors. Therefore, a student's behavior and/or effort should be independently represented within the Work Habits and Behaviors section of the report card and not be reflected in their grades within the other report card content areas.
Teacher Comments
If additional space is needed for comments please attach teacher comment sheet to the report card.
Frequently Asked Questions
Why can't students receive an average for each subject like an A or a B?
A standards-based report card rubric (4, 3, 2, 1) measures student achievement criteria for academic performance in content area standards. Letter grades do not reflect student performance towards state and district standards. Letter grades focus on what students "do" vs. what students "know".
Are students with disabilities (SWD) held to "grade-level" standards on the report card?
Yes. The Individual with Disabilities Education Act (IDEA) requires each state, school district, and school to hold ALL students to grade-level standards. Students with Individualized Education Programs (IEPs) must be provided with the same opportunity to receive grades in relation to expectations for grade level standards. For some students with IEPs, accommodations are necessary to meet grade level standards. If accommodations do not sufficiently support the student in meeting grade level standards, modifications to the standards may be required. The IEP team must make and document these grading decisions regarding what content areas, if any, require modifications of the grade level standards.
How was the language in the report card determined?
The language from the report card was meant to mirror the Common Core State Standards. As educators we are planning based on the standards and therefore need to make sure we are in fact monitoring what it is we are teaching.
What about intervention programs?
If a student receives a particular intervention the teacher may choose to write that intervention in the progress monitoring section with feedback to the parents/guardians.
Is there an opportunity to use N/A in a quarter when something may not be the focus?
N/A is an option in the grading key. Teachers should place an N/A when a particular standard is not addressed in that quarter.
Why isn't effort and behavior included in Content or Specialist areas?
Work habits and behaviors are intentionally kept separate. When using standards based report cards we are measuring what students know. Behavior and effort are separate because they are habits of mind. A child can have excellent behavior but they may not be proficient in a standard.
Why isn't homework or classwork on the report card?
Homework/classwork is represented as "hands in assignments on time" in the work habits and behaviors section.
Homework:
Definition: Homework is an out-of-class assignment to support learning in which most – if not all – work is completed outside the classroom.
Purpose:
The purpose of homework is to support learning in one of four ways:
1. Preparation: Provides background information which allows students to gather/organize information before a lesson/instruction;
2. Checking for Understanding: Provides students and teachers the opportunity to assess students' grasp of newly acquired learning;
3. Practice: Reinforces acquired knowledge and skills;
4. Extension of Learning: Provides the pursuit of further knowledge and/or higher level cognitive applications, or a comprehensive assignment in which students have been provided current instruction and should be completed at home.
Why are Mathematical Practices graded separately?
The practices are focused on how students engage in the mathematics.
Why are we grading the Scientist Notebook?
Scientists notebooks are expected to be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications. Therefore, it is graded as an essential component of demonstrating proficiency in science.
Why doesn't social studies have its own section on the report card?
Social studies is integrative by nature. Powerful social studies teaching crosses disciplinary boundaries to address topics in ways that promote social understanding and civic efficacy. It also integrates knowledge, skills, and dispositions with authentic action. When children pursue a project or investigation, they encounter many problems and questions based in civics, economics, geography, and history. With teacher guidance, children can actively explore both the processes and concepts of social studies while simultaneously exploring other content areas.
Effective practice does not limit social studies to one specified period or time of day. Rather, elementary teachers can help children develop social studies knowledge throughout the day and across the curriculum. Children's everyday activities and routines can be used to introduce and develop important civic ideas. Integrating social studies throughout the day eases competition for time in an increasingly crowded curriculum. With a strong interdisciplinary curriculum, teachers find ways to promote children's competence in social sciences, literacy, mathematics, and other subjects within integrated learning experiences. Learning experiences reach across subject-matter boundaries, e.g., integrating history and geography as well as civics and language arts. | <urn:uuid:93feb21f-faaa-495b-98dd-7e70be4f25e2> | CC-MAIN-2017-39 | http://www.cfschools.net/uploads/1/8/1/6/18163163/2nd_grade_standards-based_reporting_teacher_guide.pdf | 2017-09-23T05:29:08Z | crawl-data/CC-MAIN-2017-39/segments/1505818689490.64/warc/CC-MAIN-20170923052100-20170923072100-00429.warc.gz | 414,055,897 | 5,563 | eng_Latn | eng_Latn | 0.993958 | eng_Latn | 0.995483 | [
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Meaning in the Making:
A Vibrant Spectacular of Mind, Hand, and, Heart
The Marvelous Synergy of Meaning and Technology
Come together as promising scientists and engineers to celebrate and examine how we can use the brilliance of our minds, the power of our hands, and the compassion of our hearts to build a bright and meaningful future.
Audience Context
MIT's official motto, "Mens et Manus" ("Mind and Hand") inspired the overarching theme of the show. As someone who has already fully experienced the MIT method, I believe this motto is incomplete and should incorporate the 'heart.' The audience is intended to be MIT freshman who have likely been taught that technology results from memorizing equations, taking tests, or following instructions. The purpose of the show is to teach them, before they start their education at MIT, that there is a third element of the process (the 'heart') which they must always remember and incorporate into their lives and work. The show will take place on campus during orientation week.
Venue: MIT Walker Memorial, Morss Hall
Walker Memorial, Morss Hall is a 5,000 sq ft iconic event space at MIT. The venue provides an excellent location for the show, realistic production options, and a variety of unique architectural features (balconies, columns, 26' ceiling, painted murals). Important limitations are no pyrotechnics, water, flame, or heavy weights on balconies.
Thematic and Symbolic Outline
Garrett Parrish
Part One: Technology as a Process
The inspiring and primeval infinity of the night sky sparkles high above to draw focus to humanity's humble beginnings. A dancer, representing mankind, approaches a large pyre of tree limbs and branches to ignite the first flame, sparking technology's birth. As the flame of human ingenuity grows and spreads, ideas and inventions plume out of the blaze to represent the unstoppable spirit of discovery. The depicted history of technology accelerates to arrive at the present day finishing with the fire burning away to reveal a glittering MIT seal, representing how time has led to the forging of a practiced process of technological innovation, "Mind and Hand." Sprightly silhouettes of mankind then bring both parts of the process to life and symbolically illustrate the process of developing the mind and practicing the hand. Following this display, the MIT seal comes alive with celebratory depictions of the process MIT has developed to educate young students.
Part Two: A Prism of Heart
Along with a reminder that technology alone is not enough, a prism of light is introduced onto the center of each posed silhouette, indicating that the prism is a metaphor for the heart. Light then refracts through the prisms to bring the silhouettes to life, symbolizing how color is what gives us our humanness. The dancers, each representing a color of the rainbow, glow with vibrance as they energetically pop up and dance to a bubbling beat and express the spectrum of human feeling. The MIT seal, representing the process of creating technology, glows and appears to be absent of color. The dancers then swirl around the seal and erect a giant glowing prism, physically representing the heart, around the seal. This symbolizes the incorporation of the heart into the technological process at all times. In a moment of silence, focused beams of light, representing reason and logic, are directed to refract through the giant prism and, as a result, splash color, representing meaning, onto the world. A triumphant tune begins as the murals come to life with examples of meaningful technology and productive collaboration, showing the positive result of combining mind, hand, and heart together.
Part Three: Our Meaning Future
The swell of colorful meaning eventually swirls down into a multi-colored torch held by the same human figure that began the story. After a brief pause, a tune of hope begins to serenade the night as star-laden human figures encircle the audience carrying baskets of small glowing prisms to be bestowed upon the audience. The human figure carrying the multicolored torch traverses the audience painting the architecture with colored light as they pass, representing how the flame of human ingenuity has become infused with the rainbow of the human spirit. A rising chorus accompanies sweeping visual gestures and images of the world which inspire the audience to add their own color to their life. Heavenly stars twinkle above as music swells to an ultimate focus on the mind, hand, and heart which leads to a launch of colored stars of meaning into the boundless future.
Production Elements
* 7x dancers (all-black base clothing and neon-painted shirts in the colors of the rainbow).
* Pre-existing painted-canvas murals on north and south sides of hall.
* 6x paper projection screens hung from balconies on either side between columns.
* 4x lighting/sound towers positioned at corners of hall.
* Various lights throughout space (on balconies, column bases, in front of seal etc.).
* Large circular truss structure holding 12' painted wood MIT seal embedded with LED lights.
* Raised 2' stage in front of the seal for dancers to perform on.
* Projectors: one for each set of side screens, one for seal, one for large mural.
* 2x long LED ropes/pipes and associated pulley system to build and display prism triangle.
* 4x Moving Colored CO2 Cannons/Lights.
* Collection of painted canvas strips (brown on one side, red/orange on other) to create 'pyre'.
* 4x Box fans with red/orange streamers attached, located underneath pyre.
* 400x etched acrylic 'Prisms of Heart' to be handed out to audience.
Production Layout
The general layout of the production with critical visible technical elements shown.
Pre-show:
* Dim blue, white, and brown lighting create a natural evening aesthetic around venue.
* Side projection screens depict a field on a starry night accompanied by a natural soundscape.
* Seal is unable to be seen (covered in white fabric) and is encased in a 'pyre of logs' (represented by strips of painted canvas that stretch from above the seal to the floor).
* Pre-existing murals on north and south sides of hall are lit with blue and orange lights.
Prologue:
* A tribal drum cadence leads to a splashing of primeval orange/red light on the large mural, framing a single male dancer on riser holding their arms up towards the mural.
* Gradual musical build of celestial shooting stars lead to an opening fanfare that culminates in an unexpected but dazzling sparkling of stars (projection/gobos) on the ceiling.
* Airy abstract vocals and orchestral backing accompany dancer as they turn around and walk slowly through the audience towards the large 'pyre' of logs at other end of hall.
* Dancer reaches pyre, turns to face audience, and strikes flint rocks three times.
* Female Voiceover (while dancer is walking): Introduces humanity as a character, describes process of discovering phenomena (visual: flashes lighting) and creating ways of harnessing it (visual: flashes of rock sparks), and posits that fire has since changed the world forever.
Part One: Technology as a Process
* Exciting Celtic musical theme of fire begins with a drum break and then proceeds to melody.
* On final flint strike, red/orange CO2 cannons explosively set the pyre aglow with light.
* A short, dynamic, and exciting spectacle of 'flames' accompanies the music until a slight musical modulation triggers a 'history of technology' section.
* Once the history reaches 2017, dancers pull off the fabric covering the MIT seal as a grand brass fanfare and panning lights introduce it to the audience for the first time.
* Pleasant plumes of fire spread to side projection screens and videos and images of technological developments throughout the ages display chronological on side screens.
* Female Voiceover: Introduces concept of "Mind and Hand" and describes how MIT has created this expert process of technological learning and development.
* Dancers, positioned behind the projection screens, are illuminated from behind, silhouetting
* Two short sequential sections follow: "Mind" (right side), "Hand" (left side) identical in form, different in content and each accompanied by a distinct but connected musical melody.
them larger than life on the screens as they abstractly act out activities of "Mind" or "Hand."
* Video montage ends with a student saying, "Mind and Hand".
* After both sections, silhouettes pose and a video montage of MIT faculty and students studying, working, and teaching is projected on the seal, accompanied by industrious music.
Part Two: A Prism of Heart
* Female voiceover: Posits that our hearts give us our humanity and introduces the metaphor of a prism and how it takes the light of inspiration and refracts it into colors of meaning.
* After a brief pause, a fun and lively baseline signals a change of tone.
* During the voiceover, prisms are projected over the hearts of the posed silhouettes.
* Dancers emerge from behind the projection screens and excitedly traverse the audience.
* White light refracts through the projected prisms to create colored swirls that bring the silhouettes to life.
* Upon reaching the stage, lights go out and black lights turn on to reveal the performers clad in all black wearing neon-painted shirts corresponding to the colors of the rainbow.
* The MIT seal comes into focus as the dancers grab two long LED ropes beneath the stage and begin to erect them around the seal (the ropes form a triangle encasing the seal).
* Dancers perform an abstract dance exemplifying the spectrum of human feeling: courage, love, fear, hope, rage, distress, and happiness. Each instinct/feeling is personified by a color through the focus on that dancer and through accompanying abstract projections/lighting.
* Music gradually accelerates until the triangle is complete which is followed by a tense and exciting pause filled with electrical/mechanical sound effects.
* Music swells as colored light whooshes across the side screens.
* During pause, all moving lights pan towards the seal to 'focus' beams of white light through the prism while projection mapping rotates/electrifies the seal.
* The large mural on opposite wall is illuminated with a dance of colored projections, imagery, animations, and lights as a celebratory rhythmic theme takes off.
* As color spreads, videos of "meaningful" technologies fade up and spread from the mural.
Part Three: A Future of Meaning
* A gentle musical transition leads into an inspirational song of heart, "Color your World".
* All video swirls into a colorful vortex that spirals into a multi-colored torch held by a dancer in the same position as the opening primeval introduction.
* Verse 1 (you have a heart): Dancers draped in white lights and holding prisms circle audience.
* Chorus 1 (the world needs meaning): All surfaces fill with images and videos of earth from space, diverse cultures and people, various technologies, etc.
* Verse 2 (it creates meaning): Dancers gesture towards walls in turn to paint them with color.
* Chorus 2 (you will give it meaning): Chorus of voices joins soloist in hopeful build, twinkling lights on balconies ignite, dancers enter stage and dance around the seal-prism structure.
* Final tag: Hidden LEDs outlining the "Mind" figure illuminate, then those around the "Hand" figure illuminate, then the two strips of lights making up the Prism illuminate.
* Key change, tag: Architectural animations, continued dancing, and light choreography build.
* A final explosion of lights, video, and sounds crescendos to a final orchestral hit.
* Colored streamers launch into audience, lights strike final pose then majestically pan upward.
Post-show:
* Female Voiceover: Thanks audience, gives final parting message, offers prisms to audience.
* Dancers hand out 3" acrylic prisms etched with an MIT Seal (with "mens et manus" replaced with "mens et manus et cor") and the words "Put Meaning in Your Making".
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This is "Consumers and the Communications Process: SS+K Gets to Know Its Consumers", chapter 4 from the book Advertising Campaigns: Start to Finish (index.html) (v. 1.0).
This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms.
This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book.
Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header).
For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there.
i
Chapter 4
Consumers and the Communications Process: SS+K Gets to Know Its Consumers
We are now twelve months from the launch of the msnbc.com campaign. The SS+K team needs to start thinking seriously about how it's going to make consumers crave the msnbc.com brand of news. Before they can do that, however, they need to take a step back to understand how advertisers "talk" to customers—what works and what doesn't, and what determines what works. This means we need to take a look at communications and break down a complicated process into simpler elements. Does it matter exactly what we say? Who says it? Where people get the message? How about others' opinions—to what extent are our own preferences shaped (consciously or not) by what we believe others like or dislike? And, with the magical world of technology, how might the advertiser/consumer relationship evolve?
4.1 From Talking to Consumers to Talking with Consumers
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Describe the traditional linear communications model.
2. Describe the new interactive, nonlinear, multivocal communications model.
The Traditional Linear Communications Model
For most of history, advertisers talked to consumers—the traditional communications model 1 was a one-way street. It was pretty simple, really: The source (such as an advertising agency) created a message (the advertisement) and selected the medium (newspaper, TV, outdoor, etc.) that carried it to the receiver (the consumer). The consumer may have given feedback to the source about the message (typically only indirectly, namely by buying the advertised product or service or not)—and of course she may have ignored it, just as people often do today—but the line of communication was clearly drawn. The producer called the shots and the message was univocal (one voice).
A New Interactive, Nonlinear, Multivocal Communications Model
Flash forward to a more dynamic—and chaotic—picture. Today, advertising messages come from many sources simultaneously through different media that target different receivers (consumers, business partners, stockholders, even government officials). At the same time, receivers talk with one another and they
1. A one-way communication system in which the source created a message and selected the medium that carried the message to the receiver.
2. The interactive, nonlinear, and multivocal communication process prevalent in twentyfirst-century advertising.
3. A strategy in which consumers (receivers) indicate (for example, by searching for a certain topic on the Internet) that they are interested in receiving a communication before the sender transmits the message.
may initiate their own communication with the sender, whether that organization wants to hear it or not.
The updated communications model 2 is interactive, nonlinear, and multivocal (many voices). In addition, consumers now may choose to opt out of listening to a particular message—they often get to decide which messages they see or hear, and when. In the old days, opting out meant getting up to make a sandwich when a TV commercial came on, but today many of us have a lot more control to determine what messages will appear for us to consider in the first place. For marketers, this permission marketing 3 strategy makes sense (even though some may be indignant that they're losing control over the situation). The rationale is very simple: A message is more likely to persuade consumers who have agreed to listen to it in the first place.
Seth Godin, founder of direct interactive marketing agency Yoyodyne (which Yahoo! later acquired) explains the importance of permission marketing: "We're getting good at avoiding spam: e-mail spam, newspaper spam, TV spam, calling-meat-home-over-dinner spam. The point of advertising shouldn't be to interrupt more people who don't want to talk to us." To be heard above the noise, advertisers should seek permission from people to tell their story and begin a private, personal conversation that revolves around mutual interest and respect.Quoted in "Expert Tells Marketers: To Be Memorable, Get Permission" InformationWeek, May 18, 2007, http://www.informationweek.com/news/internet/ showArticle.jhtml?articleID=199602077 (accessed May 18, 2007).
Understand Communication to Create Effective Advertising
If we understand the communications model, we appreciate how messages affect people, how people make purchase decisions, and what influences these choices. These issues can help advertisers understand why people accept some messages while they ignore others. After all, it's frustrating to be ignored—but in the world of advertising it's also expensive.
KEY TAKEAWAY
We are used to thinking about communication as a one-way process that moves from a source who chooses what to say, how to say it, and where to say it to a receiver who either absorbs the message or not. That basic assumption is no longer valid in many cases, as consumers today become more proactive in the communications process. This creates many more interesting advertising possibilities, but it's also harder to control the process once the inmates run the asylum.
EXERCISES
a. Describe the traditional communications model. How does it differ from the updated communications model?
b. Explain why permission marketing is so important to today's marketer and advertiser.
4.2 Is the Medium the Message? Components of Communications
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Identify the components of communication that one must master to successfully communicate with consumers.
2. Compare and contrast one-sided versus two-sided messages.
Elements of who, how, and where an advertiser sends a message significantly affect how—or if—the audience receives it.
Source Effects
Who communicates the message (the source) has a big impact on whether a receiver will accept the message. You're a lot more likely to download the latest Rihanna cut if your buddy recommends it than if you get the same advice from your kindly old uncle (unless he happens to be Jay-Z). The power of source effects 4 , in fact, underlies the millions that celebrities make when they agree to endorse products. Obviously, advertisers feel it's worth the substantial expense to pay a movie star or athlete to associate themselves with a certain brand's message. Indeed, the pairing of a well-known person with a product is hardly new: Mark Twain's image appeared on packages of flour and cigars in the late 1800s, while Buffalo Bill Cody hawked Kickapoo Indian Oil and Elvis was the face of Southern Maid Doughnuts. What makes an effective source? The important characteristics are credibility and attractiveness.
Source Credibility
Source credibility 5 means that consumers perceive the source (the spokesperson) as an expert who is objective and trustworthy ("I'm not a doctor, but I play one on TV"). A credible source will provide information on competing products, not just one product, to help the consumer make a more informed choice. We also see the impact of credibility in Web sites like eBay or Wikipedia and numerous blogs, where readers rate the quality of others' submissions to enable the entire audience to judge whose posts are worth reading.
4. The interpretation and impact of a message often is influenced by who delivers it.
5. The extent to which consumers perceive the source of a message as an expert who is objective and trustworthy.
6. The perceived social value of the source of a message—not just his or her physical appearance, but also personality, social status, or similarity to the receiver.
Source Attractiveness
Source attractiveness 6 refers to the source's perceived social value, not just his or her physical appearance. High social value comes partly from physical attractiveness but also from personality, social status, or similarity to the receiver. We like to listen to people who are like us, which is why "typical" consumers are effective when they endorse everyday products.
So, when we think about source attractiveness, it's important to keep in mind that "attractiveness" is not just physical beauty. The advertising that is most effective isn't necessarily the one that pairs a Hollywood hottie with a product. Indeed, one study found that many students were more convinced by an endorsement from a fictional fellow student than from a celebrity. As a researcher explained, "They [students] like to make sure their product is fashionable and trendy among people who resemble them, rather than approved by celebrities like David Beckham, Brad Pitt or Scarlett Johansson. So they are more influenced by an endorsement from an ordinary person like them."Quoted in "Celebrity Ads' Impact Questioned," BBC News, 27 February 2007, http://news.bbc.co.uk/1/hi/england/somerset/6400419.stm (accessed October 31, 2007).
Still, all things equal, there's a lot of evidence that physically attractive people are more persuasive. Our culture (like many others) has a bias toward good-looking people that teaches they are more likely to possess other desirable traits as well. Researchers call this the "what is beautiful is good" hypothesis.Karen Dion, Ellen Berscheid, and Elaine Walster, "What Is Beautiful Is Good," Journal of Personality and Social Psychology 24 (1972): 285–90. Unfortunately, in many cases, while beauty is only skin deep, "ugly is to da bone."Some of the material in this chapter was adapted from Michael R. Solomon, Consumer Behavior: Buying, Having and Being, 8th ed. (Upper Saddle River, NJ: Prentice Hall, 2008).
Is It Better to Be an Expert or Hot?
Is source attractiveness more important than source credibility? The answer depends on the product or service you sell.
When to use credibility. If the product is utilitarian and complex (that is, consumers may not know much about how to use it), then a credible expert will be the most effective at persuading people to buy the product or service.
When to use attractiveness. If, on the other hand, the item is simple to understand (like clothing) but has a high social risk (that is, we're concerned about the
7. Communication that appeals to, resonates with, or attempts to create an emotional response in the receiver.
8. A psychological basis that motivates the viewer toward the advertiser's goals by emphasizing negative consequences that can result unless a consumer takes the recommended action.
9. A question asked in order to produce an effect or to make a statement rather than to elicit information.
impression we'll make on others if we're seen with this item) then an attractive source will be more persuasive.
Sometimes you're lucky enough to have a spokesperson who is both credible and attractive. This was the case for SS+K's pro bono campaign for the United Nations peacekeepers when ads featured hunky UN messenger for peace George Clooney.
SS+K used actor George Clooney in its work for the United Nations peacekeepers.
Message Effects
How the message is said or presented is just as important as who communicates the message. Emotional messages 7 appeal to, resonate with, or attempt to create an emotional response in the receiver. One common emotional message style is the fear appeal 8 , which depicts the consequences of not using the product (e.g., social ostracism due to body odor). Another advertising strategy is to use humor. A study by Mediamark Research Inc. found that humor is the element in advertising that most appeals to kids.Mark Dolliver, "Critical Beer Drinkers, Confident Eaters, Etc." Adweek, January 8, 2007, 24.
Rhetorical questions 9 engage the receiver, don't they? The question makes the receiver an active participant even if the medium of the message is passive or onedirectional.
10. Advertising that mentions only the positive attributes of the product.
11. Reasons to buy a product, such as price, performance, size, and power.
12. Advertising that presents both positive and negative information about the product.
13. Advertising that raises a negative issue and then refutes it.
14. Advertising that explicitly trumpets a brand's virtues visà-vis one or more named competitors.
Examples versus statistics. Although examples and statistics can convey the same information, they do so in very different ways. Examples help put a human face on the product or its use, which creates an emotional connection and helps the receiver see how the product might influence his or her life. Statistics provide cold, hard numbers that may provide a rationale for purchase but not an emotional bond with the brand or product.
Interestingly, even among products whose purchase you might expect to be more rationally driven, such as pharmaceuticals, consumers are persuaded more by words and pictures from people who have had good results using the drug. Having Mrs. Jones's picture with the words "Acme Sleep gave me my first restful night in fifteen years!" turns out to be more persuasive. Indeed, a study that included television ads for seven of the top ten best-selling prescription drugs for 2004 found that 95 percent of them used a positive emotional appeal (such as a character who's happy after taking the product).Alicia Ault, "Drug Ads Play on Emotions," Family Practice News, February 15, 2007, 45; Steve Smith, "Mastering the Direct Appeal," Sleep Review 8, no. 4 (2007): 54.
One-sided messages 10 present only the positive attributes of the product—they provide one or more objective reasons to buy the product. These often include objective variables 11 such as price, performance, size, and power.
Two-sided messages 12 present both positive and negative information about the product. Although most advertising messages are one-sided, research indicates that a two-sided message is very effective. Although it seems counterintuitive that an advertiser would want to publicize negative attributes of a product, doing so actually builds credibility by making the message more balanced. People who hear only one-sided arguments may be more skeptical of the message, wondering what hasn't been said. Refutational arguments 13 , therefore, which raise a negative issue and then refute it can be quite effective if the audience is well educated and if the receivers are not already loyal to the product. (If they are already loyal to the product, then discussing possible drawbacks has little merit and may actually raise doubts.)
Comparative messages 14 explicitly trumpet a brand's virtues vis-à-vis one or more named competitors. To promote its latest line of chicken sandwiches, the Arby's fast-food chain aired TV commercials that took direct aim at rivals McDonald's and Wendy's. In one spot, a young man stands in a (fictitious) McDonald's boardroom as he tries to convince McDonald's executives to serve a healthier type of chicken. Framed against a familiar golden arches logo, he proclaims, "I propose that McDonald's stops putting phosphates, salt and water into its chicken. Consider replacing your chicken, that is only about 70 percent chicken, with 100 percent allnatural chicken." Board members break out in laughter. At the end of the spot, a voice-over chimes in: "Unlike McDonald's, all of Arby's chicken sandwiches are made with 100 percent all-natural chicken."Suzanne Vranica, "Arby's TV Spots Play Game of Fast-Food Chicken," Wall Street Journal, July 5, 2006, A16. This messaging strategy is more common in the United States than in other cultures like Japan, where it is extremely rare because some people consider it a rather abrupt and even rude way to communicate.
SS+K Spotlight
SS+K developed a comparative message in recent work for its client My Rich Uncle to draw attention to the different options that parents and students have to pay for college. See the ad below and listen to the radio spot, titled "Ahem." At the beginning of the spot you'll hear a man's voice stating an ISCI code, agency, and title of spot. This is called a slate, and it is used by radio stations to ensure they are playing the correct spot.
Figure 4.5 One of the Print Ads SS+K Created for Its Client My Rich
Uncle
Audio Clip
"Ahem"
15. The surroundings where a message is delivered, including surroundings and decor, and whether or not others are present.
16. Competing messages and multiple stimuli vying for receivers' attention.
17. The condition of being exposed to far more information than one can process.
18. The activity of processing information from more than one medium at a time, such as cell phones, TV, and instant messages.
http://app.wistia.com/embed/medias/0dd16a8843
The radio spot "Ahem" features a humorous voice of a brain to continue the comparative approach of the campaign.
Situational Effects
Where a message is said—that is, our physical and social environment 15 —affects how receptive we are to the advertising message. What's part of the physical environment? Surroundings and decor, for example. Our arousal levels rise when we're in the presence of others. This arousal can be positive or negative. Watching a funny movie is often more enjoyable in a full movie theater where everyone else is laughing, too. But if we feel uncomfortably crowded, we may put up our guard.
Intangibles like odors and even temperature affect our ability and desire to listen to messages. Indeed, a growing number of marketers are counting on scents to turn into dollars as they invest in costly new technologies to create scented ads (a magazine ad with a scent strip costs four to eight times as much as an odorless version). Sure, we're used to a bombardment of perfume smells when we open a fashion magazine, but today the boundaries have widened considerably. Kraft Foods promoted its new DiGiorno Garlic Bread Pizza with a scratch-and-sniff card (good to carry with you if you plan to encounter vampires). On behalf of its client the paycable Showtime network, TV Show Initiative (a unit of Interpublic Group) promoted the popular show "Weeds" by adding the scent of marijuana to strips in magazine ads. (So far, no reports of anyone trying to roll up the page and smoke it.)Stephanie Kang and Ellen Byron, "Scent Noses Its Way into More Ad Efforts," Wall Street Journal, October 8, 2007, B7.
Finally, the message has to stand out from the clutter 16 of competing messages and stimuli, which can be a challenge given the multiple stimuli vying for our attention at any one time. Consumers often are in a state of sensory overload 17 , where they are exposed to far more information than they can process. The average adult is exposed to about 3,500 pieces of advertising information every single day—up from about 560 per day thirty years ago.
Getting the attention of younger people in particular is a challenge—as your professor probably knows! By one estimate, 80 percent of teens today engage in multitasking 18 , where they process information from more than one medium at a time as they attend to their cell phones, TV, instant messages, and so on.Jennifer Pendleton, "Multi Taskers," Advertising Age, March 29, 2004, S8. One study observed four hundred people for a day and found that 96 percent of them were multitasking about a third of the time they used media.Sharon Waxman, "At an Industry Media Lab, Close Views of Multitasking," New York Times, May 15, 2006,
http://www.nytimes.com/2006/05/15/technology/15research.htm (accessed May 15, 2006). Advertisers struggle to understand this new condition as they try to figure out how to talk to people who do many things at once.
KEY TAKEAWAY
How a message is said can often be as important as what is said. Key elements to consider include the nature of the message's source, how it's structured, and the environment in which people see or hear it.
EXERCISES
a. Explain how advertisers use source credibility and source attractiveness to communicate more effectively.
b. List and describe the various types of messages that advertisers can use to communicate with their markets. Use specific terms in your description.
4.3 Diffusion of Innovations
LEARNING OBJECTIVE
After studying this section, students should be able to do the following:
1. Discuss the diffusion of innovations process and its various stages.
Communications often involves new ideas, new products, and new information. Whether people adopt a new idea or product depends on many factors. The communications model for advertising (discussed above) is affected by the forces that govern the diffusion of innovation.
The Diffusion Model
The Burger "King." The GEICO gecko. "Bounty, the quicker picker upper." "Where's the beef?" The "swoosh." Most of us are very familiar with these advertising characters and phrases—in fact, some days it seems everyone we know sends us the same hilarious YouTube clip to check out the latest spot. Did you ever wonder why a phrase you hear for the first time one day suddenly comes out of everyone's lips a week later? How does this process work, and why should we care? The latter question is easy: Advertising depends on the transmission of information among members of a society to spread the word about new ideas, products, and services.
A lot of cutting-edge advertising strategies depend on our willingness—and enthusiasm—to share information and ideas that appeal to us with others. Indeed, this is the backbone of viral marketing, which we'll talk about in detail later—basically this term refers to a process where people pass on a phrase, a joke, a slogan, or perhaps a URL to their network of friends, who in turn pass it on to others until thousands or even millions of us see it (think about how often more than one friend or acquaintance sends you the same e-mail joke). Each of these little pieces of information is a meme 19 , a unit of cultural information (the biologist Richard Dawkins coined this phrase in his book The Selfish Gene).Richard Dawkins, The Selfish Gene (London: Oxford University Press, 1978).
Today memes travel at ferocious speeds as they bounce around in cyberspace. For example, the Web site http://www.4chan.org is one of the most prolific launchers of new memes. Its progeny include LOL (laugh out loud) cats (humorous images of cats with loud text beneath them in a fake language called "LOLspeak"; this meme
19. A unit of cultural information that is passed from one person to another, especially by imitation.
20. Any idea, product, or service that consumers perceive to be new.
21. The process by which an idea spreads through a population.
22. About 2.5 percent of the population, who are the first to adopt a new idea or product.
23. About 13 percent of the population, often influential people, who build buzz around a new idea or product.
24. About 34 percent of the population, who adopt a new idea or product, but only once it has become known.
also spawned the popular Web site icanhascheezburger.com), the phrase "So I herd u like mudkips" (a reference to a sea creature from the animated show "Pokémon" that generated thousands of tribute videos on YouTube), and the practice of "Rickrolling" (where a friend e-mails you to check out an online video; when you open the link expecting to see something amazing, instead you're sent to a video of Rick Astley's 1988 hit "Never Gonna Give You Up"—dude, you've been Rickrolled).Jamin Brophy-Warren, "Modest Web Site is Behind a Bevy of Memes," Wall Street Journal Online, July 9, 2008, http://online.wsj.com/article/ SB121564928060441097.html (accessed July 10, 2008); http://icanhascheezburger.com (accessed July 10, 2008).
An innovation 20 is any idea (whether a LOL cat or a new religion), product, or service that consumers perceive to be new (whether it actually is or not!). Diffusion of innovations 21 refers to the process by which an idea spreads through a population. To grasp how this works, think about the way a cold spreads through a dorm or office. One person "imports" the germ, and sure enough, some of those in his immediate vicinity start to hack away. They in turn transmit the cold to others so that before you know it almost everyone in the building is yearning to breathe free. Hence the viral in viral marketing. To check out (and probably share with your friends) a great new viral site, visit http://www.elfyourself.com.
Who Spreads the "Cold"?
An idea spreads in much the same way as a cold or other virus (hopefully with more pleasant results). The process begins with a small group of people, and then if it's appealing enough it spreads (diffuses) into a larger market. We define the "spreaders" in terms of the relative speed with which they pick up the new idea:
Innovators 22 (about 2.5 percent of the population) adopt the idea first. These are usually people who are the hard-core members of a taste culture (e.g., "tuners," enthusiasts of hopped-up cars, or "gamers," who closely follow the blogs about a new videogame still under wraps at a studio).
Early adopters 23 (about 13 percent of the population) often are influential people (including those in the media, such as advertising columnists) who build buzz around a new idea, ad campaign, or product.
The early majority 24 (about 34 percent of the population) adopt a product once it has become known. They like to be "up" on things, but only after they've already started to make their way into the mainstream.
25. About 34 percent of the population, who are skeptical of new products and take longer to adopt them than the early majority.
26. About 16 percent of the population, who are the last to adopt a new idea or product; they may never adopt it.
The late majority 25 (another 34 percent) are skeptical of new products and take even longer to adopt them. Together with the early majority, this is your true "mass market" consumer.
Laggards 26 (about 16 percent of us) are the last to adopt. In fact, they may never try a new variation—"if it ain't broke, don't fix it." Ironically, sometimes they stick with the tried-and-true for so long that it becomes fashionable again (e.g., Hush Puppy shoes, overalls, or farm caps).
SS+K Spotlight
The memes and trends are constantly morphing, and new influencer groups are constantly emerging, so as your career goes on as an advertising or marketing professional, you will need to stay ahead of these types of changes and understand how to apply them to your or your client's business.
Many companies specialize in monitoring memes and selling their "cultural intelligence" to agencies like SS+K.
Communication professionals stay on top of things individually, but SS+K also does a few extra things to ensure that its staff is ahead of the curve. The agency conducts a Monday meeting for all three offices, where different account teams present the latest work they've launched for a client. Noelle Weaver, vice president, also coordinates Friday Fodder, an event where outside professionals come to speak about their business offerings. The msnbc.com team was inspired by a Friday Fodder presentation from the Brand Experience Lab that ultimately resulted in a piece of the msnbc.com campaign (which you'll learn about later).
SS+K also uses resources like PSFK, Iconoculture, and The Intelligence Group's Cassandra Report; their latest report is available to the public: http://www.trendcentral.com/WebApps/App/SnapShots/ Article.aspx?ArticleId=7276.
KEY TAKEAWAY
Information including new ideas, phrases, and brand names diffuses through a culture as memes. These memes tend to get adopted by certain types of people initially, who spread them to others much like a cold gets transmitted among members of a group. Advertisers need to understand who is more or less likely to "catch" a meme.
EXERCISE
Pick an example of a new style, product, or idea and demonstrate how the diffusion of innovations can spread an idea through society and the marketplace.
4.4 Decision Making
27. The first step in the buying decision process; the realization that we have a need for a product.
28. Process in which consumers seek out information about a product before buying, for example by searching the Web or asking friends.
29. Process in which, before buying, consumers compare the choices available based on various attributes.
30. Process in which consumers choose the option they like best and buy it.
31. The process in which consumers use a new product and are either satisfied with the purchase or not.
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Demonstrate an ability to match the decision process model with a purchase decision.
2. Describe the various consumer behavior models based on motivation.
Understanding how we make decisions helps advertisers choose the right message to send at the right time.
The Decision-Making Process
The decision to purchase a product has five stages, each of which implies the need for a different type of communication. The five stages are:
1. Need recognition 27 : first, we realize we have a need for a product. Advertising for this stage may highlight an unmet need, a common life problem, or a desirable new capability.
3. Evaluation of alternatives 29 : we compare the choices available based on various attributes. Comparative ads and two-sided messages spell out the pros (and to a lesser extent the cons) of an advertiser's brand versus competing brands.
2. Information search 28 : we seek out information about the product by searching the Web or asking friends. Informative advertising can demonstrate product performance or superiority.
4. Purchase 30 : we choose the option we like best and buy it. Ads facilitate purchase by telling us where or how to buy, or perhaps they announce a price reduction for the product.
5. Postpurchase satisfaction or dissatisfaction 31 : we use the product and we're either satisfied with the purchase or not. Postsale communications, such as feedback and social networks, help consumers confirm their choices or resolve issues.
32. A group of people in a business who are involved in the decision-making process for corporate purchases.
Advertisers can help consumers through the decision-making process. Some ads intend to create awareness that a need exists (it was an adman, not a doctor, who invented the term "halitosis" to describe bad breath!). Other ads provide information to facilitate information search and comparisons. Progressive Insurance, for example, lets customers shop online and compare prices among major competitors. The company does not promise to have the lowest price, but it makes clear what its price is in relation to the competition. This is particularly helpful in the "evaluation of alternatives" stage as customers compare different competitive offerings.Nancy Michael, "Customer Loyalty: Elusive, but Critical," ABA Banking Journal 99, no. 2 (2007): 42.
Who Decides?
The people who make the purchase decision can be individuals, couples, families, or businesses. In businesses, the "buying center 32 " (a group of people tasked with making purchase decisions on behalf of the organization) typically is involved in the decision-making process because organizational decisions are more complex. Each member of the buying center plays a different role in the process, which may require different types of messages. For example, new corporate computer software might advertise how it enhances business performance for managers while it emphasizes technical sophistication for IT professionals.
SS+K's client, the Blue Cross and Blue Shield Association, has many audiences ranging from individuals to small businesses to national accounts (companies with over five hundred people, sometimes in multiple states). The agency recently designed a campaign to address the needs of national accounts business decision makers (the HR or corporate group in charge of making insurance decisions for a corporation.)
33. The processes that lead people to behave as they do.
34. The amount of thought and effort a consumer puts into a buying decision.
Dig Deeper
Ariba, a provider of procurement and spending management software and services, sells to organizations such as banks. Ariba has learned that marketing to banks means understanding their priorities and challenges. Banks tend to be more conservative in their software purchase decisions because buying software often requires being able to roll it out across different branch locations. Purchasing agents at banks want to know if the manufacturer will support the product across locations and if it can be scaled quickly to other regions or departments. They want to know that the software will improve their bottom line and that others have deployed it successfully.Roger Slavens, "Understand Client Priorities, Then Deliver Solutions" B to B, March 12, 2007, 24.
Interview people whose jobs include the responsibility of purchasing items for their businesses to use. Ask them how they go about making these decisions, and what information sources they consult in this process. How important are criteria such as brand name, reputation, cutting-edge features, and color?
Models of Decision Making
Motivation 33 refers to the processes that lead people to behave as they do. For example, why do consumers decide to buy a timeshare vacation property? An industry survey found that the most important reasons to purchase a timeshare include flexibility, low cost, a desirable resort, and the certainty of quality accommodation.Beverley Sparks, Ken Butcher, and Grace Pan, "Understanding Customer-Derived Value in the Timeshare Industry," Cornell Hotel & Restaurant Administration Quarterly 48 (February 2007): 28. It's important that advertisers understand what drives customers so they can design messages to address central concerns rather than minor ones.
Involvement and Perceived Risk
One important driver is a consumer's extent of involvement 34 with a brand or product category. It's tempting to assume that we put more thought into purchases that are expensive, but this isn't necessarily true. We might be motivated to put a great deal of thought and effort into choosing even a relatively cheap product if we feel our choice will reflect something about ourselves to others.
35. The potential physical, financial, or social drawbacks that a consumer can imagine in making the wrong buying decision.
36. Shortcuts or mental "rules of thumb" that people use in making a decision.
37. A heuristic that simplifies the decision-making process for consumers: they buy the brand that they've always bought before.
And involvement often is a function of the product's degree of perceived risk 35 :
*
Physical risk. Will the wrong choice endanger my health or that of my family?
* Financial risk. Will the wrong choice cost me too much money?
* Social risk. Will the wrong choice embarrass me or lead to the wrong impression?
Heuristics: Rules of Thumb
Hershey or Nestlé? Coke or Pepsi? Charmin or Bounty? Lil Wayne or Usher? People don't have the time or desire to ponder endlessly about every purchase.
Heuristics 36 are shortcuts or mental "rules of thumb" that we use when we make a decision—especially when we choose among products in a category where we don't see huge differences or if the outcome isn't do or die. These rules simplify the decision-making process by making it quick and easy. Common heuristics include these:
* Save the most money. Many people follow a rule like, "I'll buy the lowestpriced choice so that I spend the least money right now." Using this heuristic means you don't need to look beyond the price tag to make a decision. Wal-Mart built a retailing empire by pleasing shoppers who follow this rule.
* You get what you pay for. Others might use the opposite heuristic, namely, "I'll buy the more expensive product, because higher price often means better quality." These consumers are influenced by ads alluding to exclusivity, quality, and uncompromising performance.
* Stick to the tried and true. Brand loyalty 37 also simplifies the decisionmaking process—we buy the brand that we've always bought before, and thus we don't need to spend more time and effort on the decision. It's hard to downplay the importance of brand loyalty—and of the role that advertising plays in creating and maintaining it. In a study of the market leaders in thirty product categories, twenty-seven of the brands that were number one in 1930 (such as Ivory Soap and Campbell's Soup) still were at the top over fifty years later.Richard W. Stevenson, "The Brands with Billion-Dollar Names," New York Times, October 28, 1988, A1. Clearly "choose a well-known brand name" is a powerful heuristic.
KEY TAKEAWAY
Some purchases matter to us a lot more than others, so it makes sense that we don't devote the same amount of attention to advertising for every idea, product, or service. An advertiser needs to appreciate how involved her customers are likely to be; we are more likely to search out detailed information for products that are highly involving to us. In other cases we tend to fall back on heuristics, "rules of thumb" that reflect well-learned rules (such as "it must be better if it costs more").
EXERCISES
a. Take a common product or service and demonstrate the decisionmaking process that an average consumer would go through when purchasing it.
b. Consumer motivation is very important to marketers and advertisers. Describe how involvement and perceived risk are used to heighten consumer motivation.
c. What is a heuristic? How do marketers and advertisers use heuristics to achieve brand loyalty?
4.5 Internal Influences on Consumers
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Explain how attitudes influence the information processing element in communication.
2. Define the multiattribute attitude model and the elaboration likelihood model of behavior.
3. Compare and contrast behavioral learning theories versus cognitive learning theories.
4. Illustrate the memory process by relating how things are remembered and forgotten.
Attitudes and Information Processing
An attitude 38 is a predisposition to evaluate an object or product positively or negatively. The attitudes we form about a product or service will affect whether we're likely to buy that product or not. Attitudes have three components:
1. Cognition 39 : our beliefs about a product
3. Behavior 41 : what we intend to do regarding the product
2. Affect 40 : how we feel about a product
Response Hierarchies: Which Comes First?
Thinking, feeling, and doing can happen in any order. Psychologists originally assumed that we form attitudes through a fixed sequence of these three components: We first think about the object, then evaluate our feelings about it, and finally take action: Cognition → Affect → Behavior.
Research evidence, however, shows that we form attitudes in different sequences based on different circumstances. If we're not very involved in or don't care much about a purchase, we may just buy a product on impulse or because we remember a catchphrase about it instead of carefully evaluating it in relation to other products. In that case, action precedes feeling and thought: Behavior → Affect → Cognition.
38. A predisposition to evaluate an object or product positively or negatively; attitudes involve cognition, affect, and behavior.
39. Beliefs about a product.
40. Feelings about a product.
41. What consumers intend to do regarding a product.
Conversely, feelings—rather than thoughts—may drive the entire decision process; our emotional reactions may drive us to buy a product simply because we like its name, its packaging design, or the brand image that ads create. In this case, we see the product, have a feeling about it, and buy it: Affect → Behavior → Cognition.
Dig Deeper
Subaru of America's researchers discovered that Subaru owners were extremely outspoken about their passionate feelings for their cars—that's the good news. But there was bad news too: while most consumers who didn't own a Subaru had heard of the company, very few had any strong emotional connections with the cars. In response, Subaru launched a new marketing campaign that targets car buyers who pass through three stages: the heart, the head, and the wallet. The heart stage emphasizes the love owners feel for their cars in ads that tell about taking meaningful trips together or bidding a sad farewell to an old Subaru before driving off in a new model. In the head stage, spots feature rational reasons why someone should buy a Subaru, such as the couple that decides they'd rather sell their boat than get rid of their Subaru. The final wallet stage focuses on (you guessed it) financial reasons to buy a Subaru, and this includes messages from local dealers.Aaron Baar, "New Subaru Campaign Takes Aim with Cupid's Arrow," Marketing Daily, April 28, 2008, http://www.mediapost.com (accessed April 28, 2008).
SS+K Spotlight
SS+K worked with the Massachusetts Teachers Association to create television and radio spots that would help the public to understand the issues around education prior to the state's gubernatorial election. The ads featured actual public school students in Massachusetts schools learning in classroom settings. The voice-over recalled statistics that allowed viewers to understand the impact of their choices on the public school system. The spot wraps with a strong call to action—vote for Deval Patrick (who was eventually elected). What is the order of cognition, affect, and behavior in this example?
42. Theory that consumers form attitudes about a product based on attributes of that product, their beliefs about those attributes, and the relative importance they assign to those attributes.
43. The theory that under conditions of high involvement, the consumer will process the content of the message, form an attitude about it, and make a purchase decision, whereas under low involvement, the consumer will respond to the style of the message rather than its substance.
Multiattribute Attitude Models
As you can see, attitudes are complex. Because of this complexity, researchers use multiattribute attitude models 42 to explain them. Simply put, multiattribute models say that we form attitudes about a product based on several attributes of that product, our beliefs about those attributes, and the relative importance we assign to those attributes.
The decision to purchase a car like an SUV offers a good illustration of how a multiattribute model affects purchase behavior. On the one hand, the styling and stance of a particular model might evoke feelings of power, confidence, and ruggedness. The vehicle's high ground clearance and roomy back might be great for the consumer's intended camping trips. On the other hand, the brand could make the consumer ill at ease—perhaps a friend had a bad experience with that car maker. And the more rational side of a consumer might balk at the high cost and poor gas mileage. Yet the vehicle looks great, so the consumer isn't sure. And, regardless of his personal feelings about the vehicle, the consumer may also factor in social pressure: will his friends criticize him as a wasteful gas-guzzler if he buys an SUV instead of a compact hybrid? Will he buy or won't he? The decision depends on how the buyer combines and weights these positive and negative attitude components. The suspense is killing us…
The Gift or the Wrapping? The Elaboration Likelihood Model
So what's the bottom line for advertising—is it the gift or the wrapping that counts? The research helps us understand how to design the advertising message so that it has the most influence. If we advertise to consumers who are highly involved in the purchase decision-making process, then those consumers will primarily use their thinking to drive the decision. Therefore, strong, rational arguments (the "gift") will be most persuasive for them.
On the other hand, consumers who are less involved will be more influenced by the "wrapping"—the images, sounds, and feelings they see or remember about the product. For them, it may be more important that Tiger Woods endorsed the car than that it gets better gas mileage than another model.
The elaboration likelihood model 43 summarizes this theory. Under conditions of high involvement, the consumer will be more likely to process the content of the message, form an attitude about it, and make a purchase decision. Under low involvement, the consumer will respond to the style of the message (an attractive package, a popular spokesperson) rather than its substance.
44. The sensory stimuli (sights, sounds, smells, tastes, textures) that enter through our sensory receptors (eyes, ears, nose, mouth, and skin).
45. Perception that occurs when the stimulus is below the level of the consumer's awareness.
Perceiving Advertising Messages
The perception process 44 refers to the sensory stimuli (sights, sounds, smells, tastes, textures) that enter through our sensory receptors (eyes, ears, nose, mouth, and skin). We select, organize, and interpret these sensations. Promotional messages rely on as many stimuli as possible to get our attention. When creating an advertising message, creatives choose sensory stimuli carefully so that they communicate a particular meaning and feeling. For example, certain colors (especially red) create feelings of arousal and stimulate the appetite, whereas other colors (like blue) are more relaxing.
Sensory Marketing and Advertising Stimuli
Before a stimulus such as an image or sound can elicit a particular reaction in us, we first have to notice it. In today's cluttered advertising environment, that's no small feat. How can advertisers break through the clutter and get into the game?
Stimuli that differ from other stimuli around them are more likely to get noticed. Four ways to command a receiver's attention are size (bigger stimuli tend to command more attention), color that differs from its surroundings, position (righthand page magazine ads get more attention than left-hand ones), and novelty (ads in places where you don't expect them, like walls of tunnels or restrooms).
Procter & Gamble decided to use the sense of smell to catch consumers' attention. P&G put up posters at bus stops in London for its antidandruff shampoo Head & Shoulders Citrus Fresh. The twist: passersby could get a whiff of the scent by pushing a button on the poster.facstaff.bloomu.edu/sbatory/ Adoption%20diffusion%208Aug06%20n36%20.ppt (accessed October 31, 2007).
In a very different application, Miller Genuine Draft uses a label on its beers that has special optical brighteners that light up in black light. When a nightclub turns on its black lights, for example, the bottles visually pop off the shelf because the labels glow in the dark.Leah Genuario, "Sensory Packaging: Branding that Makes Sense(s)" Flexible Packaging 9, no. 7 (2007): 12.
Subliminal Advertising
What is the hidden message in that magazine ad you're looking at? Are you getting brainwashed by innocent-looking TV commercials that "order" you to buy a product? If you believe advertisers are doing their best to place "secret messages" all around you, you're not alone. Subliminal perception 45 is a topic that has captivated the public for more than fifty years, despite the fact that there is
virtually no proof that this process has any effect on consumer behavior. Another word for perceptual threshold is limen (just remember "the secret of Sprite"), and we term stimuli that fall below the limen subliminal. So subliminal perception (supposedly) occurs when the stimulus is below the level of the consumer's awareness.
A survey of American consumers found that almost two-thirds believe in the existence of subliminal advertising, and more than one-half are convinced that this technique can get them to buy things they do not really want.Michael Lev, "No Hidden Meaning Here: Survey Sees Subliminal Ads," New York Times, May 3, 1991, D7. They believe marketers design many advertising messages so the consumers perceive them unconsciously, or below the threshold of recognition. For example, several authors single out beverage ads as they point to ambiguous shapes in ice cubes they claim are actually women's bodies or erotic words. Most recently, ABC rejected a Kentucky Fried Chicken (KFC) commercial that invited viewers to slowly replay the ad to find a secret message, citing the network's long-standing policy against subliminal advertising. KFC argued that the ad wasn't subliminal at all because the company was telling viewers about the message and how to find it. The network wasn't convinced—but you should be.Ron Ruggless, "2006 the Year in Review: Even as High Costs, New Regulations and Health Concerns Test Operators, Industry Moves forward with Innovative Products, Proactive Strategies and Big Business Deals," Nation's Restaurant News, December 18, 2006, http://www.accessmylibrary.com/coms2/summary_0286-29087275_ITM (accessed February 13, 2009).
Like this KFC ad, most examples of subliminal advertising that people "discover" are not subliminal at all—on the contrary, the images are quite apparent. Remember, if you can see it or hear it, it's not subliminal; the stimulus is above the level of conscious awareness. Nonetheless, the continuing controversy about subliminal persuasion has been important in shaping the public's beliefs about advertisers' and marketers' abilities to manipulate consumers against their will.
Although some research suggests that subliminal messages can work under very specific conditions, this technique has very little applicability to advertising even if we wanted to resort to it. For one, an advertiser would have to send a message that's very carefully tailored to each individual rather than to a large audience. In addition, there are wide individual differences in threshold levels (what we're capable of consciously perceiving); for a message to avoid conscious detection by consumers who have low thresholds, it would have to be so weak that it would not reach those who have high thresholds.
46. A relatively permanent change in behavior caused by experience.
47. Casual, unintentional acquisition of knowledge.
48. Perspectives based on the idea that learning takes place as the result of responses to external events.
However, a new study surely will add fuel to the long-raging debate. The researchers reported evidence that a mere thirty-millisecond exposure to a wellknown brand logo can in fact influence behavior; specifically the study found that people who were exposed to a quick shot of Apple's logo thought more creatively in a laboratory task (mission: come up with innovative uses for a brick) than did those who saw the IBM logo.Thomas Claburn, "Apple's Logo Makes You More Creative than IBM's," Informationweek, March 19, 2008, http://www.Informationweek.Com/ News/Internet/Showarticle.Jhtml?Articleid=206904786 (accessed March 19, 2008). Apple will no doubt love the implication, but most other advertisers are too focused on efforts to persuade you when you're aware of what they're up to.
Learning and Memory for Advertising
Subliminal messages aside, the reality is that consumers have to remember the name of a product or recognize it on the shelf if they are to buy it. Snappy lyrics, unusual colors, or a distinctive logo can help consumers remember. Using a spokesperson like a talking gecko for the similar-sounding GEICO insurance company may be unique and visually appealing enough to make it memorable.
Learning
Learning 46 is a relatively permanent change in behavior caused by experience. The learner need not have the experience directly; we can also learn by observing events that affect others.Robert A. Baron, Psychology: The Essential Science (Boston: Allyn & Bacon, 1989). We learn even when we don't try: Consumers recognize many brand names and they can hum many product jingles, for example, even for products they themselves do not use. We call this casual, unintentional acquisition of knowledge incidental learning 47 .
Theories of learning range from those that focus on simple stimulus-response connections (behavioral theories) to perspectives that regard consumers as solvers of complex problems who learn abstract rules and concepts as they observe others (cognitive theories). Basic learning principles are at the heart of many advertising efforts.
Behavioral Learning Theories
Behavioral learning theories 48 assume that learning takes place as the result of responses to external events. For example, if a song we remember fondly from high school gets repeatedly paired with a brand name, over time our warm memories about the tune will rub off onto the advertised product. This process works even when the product's name initially has no meaning at all—think about the likes of
49. The process in which the reactions consumers have learned to one object tend to transfer to other, similar objects.
Marlboro, Adidas, and Exxon, which we have learned to respond to with strong emotions.
According to this perspective, the feedback we receive as we go through life shapes our experiences. Similarly, we respond to brand names, scents, jingles, and other marketing stimuli because of the learned connections we form over time. People also learn that actions they take result in rewards and punishments; this feedback influences the way they will respond in similar situations in the future. Consumers who receive compliments on a product choice will be more likely to buy that brand again, but those who get food poisoning at a new restaurant are not likely to patronize it in the future.
Learning about Brands
What's more, the reactions we learn to one object tend to transfer to other, similar objects in a process psychologists term stimulus generalization 49 . That explains why a drugstore's bottle of private brand mouthwash deliberately packaged to resemble Listerine mouthwash may evoke a similar response among consumers, who assume that this me-too product shares other characteristics of the original. Indeed, consumers in one study on shampoo brands tended to rate those with similar packages as similar in quality and performance as well.James Ward, Barbara Loken, Ivan Ross, and Tedi Hasapopoulous, "The Influence of Physical Similarity of Affect and Attribute Perceptions from National Brands to Private Label Brands," in American Marketing Educators' Conference, ed. Terence A. Shimp and others (Chicago: American Marketing Association, 1986), 51–56.
Stimulus generalization is the basic idea underlying numerous branding strategies that share this approach: (1) Create a brand name that consumers learn to associate with positive qualities; (2) paste that brand name on other, reasonably similar products; (3) stand back and let the positive associations transfer to the new item.
This approach explains the success of these branding strategies:
* Family branding. Many products capitalize on the reputation of a company name. Companies such as Campbell's, Heinz, and General Electric rely on their positive corporate images to sell different product lines.
* Product line extensions. Marketers add related products to an established brand. Dole, which we associate with fruit, introduced refrigerated juices and juice bars, whereas Sun Maid went from raisins to raisin bread.
50. Approaches that stress the importance of internal mental processes, viewing people as problem solvers who actively use information, creativity, and insight.
51. Change in people's actions and behaviors that takes place as a result of watching others.
52. The process of imitating the behavior of others.
* Licensing. Companies often "rent" well-known names. Christian Dior licenses the designer's name to products from underwear to umbrellas.
Cognitive Learning Theories
According to the behavioral learning perspective, to a large extent the same principles that animal trainers use to teach dogs to dance (i.e., rewarding some movements with a treat while discouraging others with a loud no) operate to condition our preferences for brands. OK, it's a little insulting—but the sad truth is it's often true!
Of course (you respond indignantly), many things we learn are far more complex than a simple association between a stimulus and a response—and many powerful ads succeed because they tell complicated stories or convey abstract meanings. In contrast to behavioral theories of learning, cognitive learning theory 50 approaches stress the importance of internal mental processes. This perspective views people as problem solvers who actively use information from the world around them to master their environments. Supporters of this view also stress the role of creativity and insight during the learning process.
One important aspect of a cognitive learning perspective is observational learning 51 ; this occurs when people change their own attitudes or behaviors simply by watching the actions of others—learning occurs as a result of vicarious rather than direct experience. This type of learning is a complex process; people store these observations in memory as they accumulate knowledge, perhaps using this information at a later point to guide their own behavior. Modeling 52 (not the kind Tyra Banks does) is the process of imitating the behavior of others. For example, a woman who shops for a new kind of perfume may remember the reactions her friend received when she wore a certain brand several months earlier, and she will mimic her friend's behavior with the hope of getting the same feedback. You should have no trouble thinking of advertisements you've seen that encourage you to model an actor's behaviors at a later point in time. Try teaching that to a lab rat.
53. Associations with a product or brand that come from concrete attributes we can perceive with the senses, such as color or shape.
54. Symbolic associations consumers form with a product or brand.
55. A message related in the form of a story.
How Do We Remember What We've Learned?
The most exciting advertisement is worthless if it doesn't make a reasonably lasting impact on the receiver. So, advertisers need to understand how our brains encode, or mentally program, the information we encounter that helps to determine how we will remember it (if we do at all). In general, we have a better chance of retaining incoming data we associate with other information already in memory. For example, we tend to remember brand names we link to physical characteristics of a product category (e.g., Coffee-Mate creamer or Sani-Flush toilet bowl cleaner) or that we can easily visualize (e.g., Tide detergent or Mercury Cougar cars) compared to more abstract brand names.Kim Robertson, "Recall and Recognition Effects of Brand Name Imagery," Psychology & Marketing 4 (Spring 1987): 3–15.
The encoding process is influenced by the type of meaning we experience from a stimulus. Sometimes we process a stimulus simply in terms of its sensory meaning 53 , such as the literal color or shape of a package. We may experience a feeling of familiarity when, for example, we see an ad for a new snack food we have recently tasted. In many cases, though, we encode meanings at a more abstract level. Semantic meaning 54 refers to symbolic associations, such as the idea that NASCAR fans drink beer or that cool women have Asian-inspired koi designs tattooed on their ankles.
Advertisers often communicate these kinds of meanings through a narrative 55 , or story. For example, in 2006 SS+K created television spots for the New York Knicks basketball team that featured some of the biggest Knicks fans, including film director Spike Lee, talking about the current state of the team, as well as lifelong Knicks fans who share fond memories of past glories.
Much of the social information we acquire gets represented in memory in story form, so constructing ads in the form of a narrative can be a very effective technique to connect with consumers. Narratives persuade people to construct mental representations of the information they view. Pictures aid in this construction and allow for a more developed and detailed mental representation.Jennifer Edson Escalas, "Narrative Processing: Building Consumer Connections to Brands," Journal of Consumer Psychology 14, nos. 1 & 2 (2004): 168–80; Rashmi Adaval and Robert S. Wyer, Jr., "The Role of Narratives in Consumer Information Processing," Journal of Consumer Psychology 7, no. 3 (1998): 207–46.
Types of Memory
Psychologists distinguish among three distinct types of memory systems, each of which plays a role in processing brand-related information:
56. Mental process that permits very brief storage of the information we receive from our senses.
57. Mental process that stores a limited amount of information we are currently processing for a limited time; analogous to working memory in a computer.
58. Mental process that allows us to retain and recall large amounts of information for a long period of time.
59. The process of actively thinking about the meaning of a chunk of information to be stored in long-term memory and relating it to other information already in memory.
60. Mental system that contains many bits of information we see as related and stores each incoming piece of information with other, related pieces.
1. Sensory memory 56 permits storage of the information we receive from our senses. This storage is very temporary; it lasts a couple of seconds at most. For example, a woman walks past the perfume counter in a department store and gets a quick, aromatic whiff of Brit for Women by Burberry. Although this sensation lasts only a few seconds, it is sufficient to allow her to consider whether she should investigate further. If she retains this information for further processing, it passes into short-term memory.
3. Long-term memory (LTM) 58 is the system that allows us to retain information for a long period of time. Information passes from STM into LTM via the process of elaborative rehearsal 59 . This means we actively think about the chunk's meaning and relate it to other information already in memory. Advertisers sometimes assist in the process when they devise catchy slogans or jingles that consumers repeat on their own. So, "don't leave home without it," "just do it," or "let your fingers do the walking."
2. Short-term memory (STM) 57 also stores information for a limited period of time, and it has limited capacity. This is similar to working memory in a computer; it holds the information we are currently processing. Our memories can store verbal input acoustically (in terms of how it sounds) or semantically (in terms of what it means). We store it when we combine small pieces of data into larger chunks. A chunk is a configuration that is familiar to the person and that she can think about as a unit. For example, a brand name like Glow by JLo can be a chunk that summarizes a great deal of detailed information about the product.
How Do We Store Information in Memory?
It's important to understand how we store all of the massive amounts of information we retain in our minds. Just like a really disorganized "filing cabinet from hell," our memories about brands (not to mention everything else we know) are useless if we don't know where to find them. Advertisers can structure their communication to make it more likely that subsequent messages will call up the knowledge of a brand we've already absorbed.
A popular perspective on this process is an activation model of memory, which proposes that each incoming piece of information in LTM is stored in an associative network 60 that contains many bits of information we see as related. Each of us has organized systems of concepts relating to brands, manufacturers, and merchants stored in our memories; the contents, of course, depend on our own unique experiences.
61. The process whereby we recover information from longterm memory.
Think of these storage units, or knowledge structures, as complex spider webs filled with pieces of data. Incoming information gets put into nodes that link to one another. When we view separate pieces of information as similar for some reason, we chunk them together under some more abstract category. Then we interpret new incoming information to be consistent with the structure we have created. This helps explain why we are better able to remember brands or merchants that we believe "go together"—for example, when Juicy Couture rather than Home Depot sponsors a fashion show.
A marketing message may activate our memory of a brand directly (for example, by showing us a picture of it), or it may do so indirectly if it links to something else that's related to the brand in our knowledge structure. If it activates a node, it will also activate other linked nodes, much as tapping a spider's web in one spot sends movement reverberating across the web. Meaning thus spreads across the network, and we recall concepts, such as competing brands and relevant attributes, that we use to form attitudes toward the brand. Researchers label this process spreading activation.
How Do We Access Our Memories?
Retrieval 61 is the process whereby we recover information from long-term memory. Each of us has a vast quantity of information stored in our heads (quick: What team won last year's Super Bowl? Who is the current "American idol"?), but these pieces of data may be difficult or impossible to retrieve unless the appropriate cues are present.
Individual cognitive or physiological factors are responsible for some of the differences we see in retrieval ability among people.S. Danziger, S. Moran, and V. Rafaely, "The Influence of Ease of Retrieval on Judgment as a Function of Attention to Subjective Experience," Journal of Consumer Psychology 16, no. 2 (2006): 191–95. Some older adults consistently display inferior recall ability for current items, such as prescription drug instructions, although they may recall events that happened to them when they were younger with great clarity.Roger W. Morrell, Denise C. Park, and Leonard W. Poon, "Quality of Instructions on Prescription Drug Labels: Effects on Memory and Comprehension in Young and Old Adults," The Gerontologist 29 (1989): 345–54. Other factors that influence retrieval are situational; they relate to the environment in which the message is delivered.
Not surprisingly, recall is enhanced when we pay more attention to the message in the first place. Some evidence indicates that we can retrieve information about a pioneering brand (the first brand to enter a market) more easily from memory than we can for follower brands, because the first product's introduction is likely to be
62. The prominence or level of activation in memory of a brand or product.
distinctive and, for the time being, has no competitors to divert our attention.Frank R. Kardes, Gurumurthy Kalyanaram, Murali Chandrashekaran, and Ronald J. Dornoff, "Brand Retrieval, Consideration Set Composition, Consumer Choice, and the Pioneering Advantage" (unpublished manuscript, the University of Cincinnati, Ohio, 1992). In addition, we are more likely to recall descriptive brand names than those that do not provide adequate cues as to what the product is.Judith Lynne Zaichkowsky and Padma Vipat, "Inferences from Brand Names," paper presented at the European meeting of the Association for Consumer Research, Amsterdam, June 1992.
Of course, the nature of the ad itself also plays a big role in determining whether we'll remember it. We're far more likely to remember spectacular magazine ads, including multipage spreads, three-dimensional pop-ups, scented ads, and ads with audio components.Erik Sass, "Study Finds Spectacular Print Ads Get Spectacular Recall," Marketing Daily, February 23, 2007, http://www.mediapost.com (accessed February 23, 2007). Here are some other factors advertisers need to remember:
* State-dependent retrieval. We are better able to access information if our internal state is the same at the time of recall as when we learned the information. If, for example, we recreate the cues that were present when the information was first presented, we can enhance recall. That's why Life cereal uses a picture of "Mikey" from its commercial on the cereal box, which facilitates recall of brand claims and favorable brand evaluations.Kevin Keller, "Memory Factors in Advertising: The Effect of Advertising Retrieval Cues on Brand Evaluations," Journal of Consumer Research 14 (1987): 316–33.
* Familiarity. Familiarity enhances recall. Indeed, this is one of the basic goals of marketers who try to create and maintain awareness of their products. However, this sword can cut both ways: Extreme familiarity can result in inferior learning and recall. When consumers are highly familiar with a brand or an advertisement, they may pay less attention to the message because they do not believe that any additional effort will yield a gain in knowledge.Eric J. Johnson and J. Edward Russo, "Product Familiarity and Learning New Information," in Kent Monroe, ed., Advances in Consumer Research 8 (Ann Arbor, MI: Association for Consumer Research, 1981): 151–55; John G. Lynch and Thomas K. Srull, "Memory and Attentional Factors in Consumer Choice: Concepts and Research Methods," Journal of Consumer Research 9 (June 1982): 18–37.
* Salience. The salience 62 of a brand refers to its prominence or level of activation in memory. As we have already noted, stimuli that stand out in contrast to their environments are more likely to command attention which, in turn, increases the likelihood that we will recall them. This explains why unusual advertising or distinctive packaging tends to facilitate brand recall.Joseph W. Alba and Amitava Chattopadhyay, "Salience Effects in Brand Recall," Journal of Marketing Research 23 (November 1986): 363–70; Elizabeth C. Hirschman and Michael R. Solomon, "Utilitarian, Aesthetic, and Familiarity Responses to Verbal versus Visual Advertisements," in Advances in Consumer Research 11, ed. Thomas C. Kinnear (Provo, UT: Association for Consumer Research, 1984): 426–31.
* Novelty. Introducing a surprise element in an ad can be particularly effective in aiding recall, even if it is not relevant to the factual information the ad presents.Susan E. Heckler and Terry L. Childers, "The Role of Expectancy and Relevancy in Memory for Verbal and Visual Information: What Is Incongruency?" Journal of Consumer Research 18 (March 1992): 475–92. In addition, mystery ads, in which the ad doesn't identify the brand until the end, are more effective at building associations in memory between the product category and that brand—especially in the case of relatively unknown brands.Russell H. Fazio, Paul M. Herr, and Martha C. Powell, "On the Development and Strength of Category-Brand Associations in Memory: The Case of Mystery Ads," Journal of Consumer Psychology 1, no. 1 (1992): 1–13.
* Pictorial versus verbal cues. Is a picture worth a thousand words? Indeed, we are more likely to recognize information presented in picture form at a later time.Terry Childers and Michael Houston, "Conditions for a Picture-Superiority Effect on Consumer Memory," Journal of Consumer Research 11 (September 1984): 643–54; Terry Childers, Susan Heckler, and Michael Houston, "Memory for the Visual and Verbal Components of Print Advertisements," Psychology & Marketing 3 (Fall 1986): 147–50. Certainly, visual aspects of an ad are more likely to grab a consumer's attention. In fact, eye-movement studies indicate that about 90 percent of viewers look at the dominant picture in an ad before they bother to view the copy.Werner Krober-Riel, "Effects of Emotional Pictorial Elements in Ads Analyzed by Means of Eye Movement Monitoring," in Advances in Consumer Research 11, ed. Thomas C. Kinnear (Provo, UT: Association for Consumer Research, 1984): 591–96. But, while ads with vivid images may enhance recall, they do not necessarily improve comprehension. One study found that television news items presented with illustrations (still pictures) as a backdrop result in improved recall for details of the news story, even though understanding of the story's content did not improve.Hans-Bernd Brosius, "Influence of Presentation Features and News Context on Learning from Television News," Journal of Broadcasting & Electronic Media 33 (Winter 1989): 1–14.
63. Mental process in which earlier information stored in memory
is displaced as we learn additional information.
What Makes Us Forget?
Marketers obviously hope that consumers will not forget about their products. However, in a poll of more than thirteen thousand adults, more than half were unable to remember any specific ad they had seen, heard, or read in the past thirty days.Raymond R. Burke and Thomas K. Srull, "Competitive Interference and Consumer Memory for Advertising," Journal of Consumer Research 15 (June 1988): 55–68. How many can you remember right now? Clearly, forgetting by consumers is a big headache for marketers (not to mention a problem for students when they study for exams!).
Why do we forget? Some memories simply fade with the passage of time; they decay as the structural changes learning produces in the brain simply go away. But most forgetting is due to interference 63 ; as we learn additional information, it displaces the earlier information. Because we store pieces of information in associative networks, we are more likely to retrieve a meaning concept when it's connected by a larger number of links. As we integrate new concepts, a stimulus is no longer as effective to retrieve the old response. These interference effects help to explain why we have trouble remembering brand information. Since we tend to organize attribute information by brand, when we learn additional attribute information about the brand or about similar brands, this limits our ability to activate the older information.Joan Meyers-Levy, "The Influence of Brand Name's Association Set Size and Word Frequency on Brand Memory," Journal of Consumer Research 16 (September 1989): 197–208.
KEY TAKEAWAY
A major objective of advertising is to create or modify customers' attitudes toward an idea, product, or service. Advertisers need to be aware of the complex mental processes that relate to this process. These include the factors that determine how we perceive and make sense of external stimuli, how we learn about them, and whether or not we will remember them.
EXERCISES
a. List and briefly describe the three components of attitude. Think of an ad that might illustrate each of the three categories.
b. Take any common product that you have recently purchased and relate that purchase to the response hierarchy described in this chapter section. Which response hierarchy most closely matches your purchase?
c. Create an example involving a low involvement product versus a high involvement product to illustrate the Elaboration Likelihood Model. Explain how your example matches this model.
d. Compare and contrast the behavioral learning theory model with the cognitive learning theory model. Which model seems to be most applicable to the learning process in consumer behavior? Why?
4.6 External Influences on Consumers
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Discuss opinion leaders and their impact on the marketing and advertising process.
2. Categorize the various group identifications (e.g., reference groups, subcultures, taste cultures, and brand communities).
As social creatures, human beings like to "fit in" and belong to groups. These group memberships help us define our identity. Both individuals and groups influence our attitudes toward products in profound ways.
Opinion Leaders
Most of us eagerly solicit others' opinions about brands, but we don't pay attention to just anyone. An opinion leader 64 is a person who is frequently able to influence others' attitudes or behaviors.Everett M. Rogers, Diffusion of Innovations, 3rd ed. (New York: Free Press, 1983). Advertisers like to reach opinion leaders when they can, so they can enlist these individuals to help them spread the word on their behalf. For example, the BzzAgent word-of-mouth network identifies people who like to talk to others about products. The company recruits BzzAgents at its Web site (http://www.bzzagent.com), where it invites prospective agents to be "part of a growing international network of over 425,000 consumers" who share their honest opinions about its clients' products with people they know. http://www.bzzagent.com/signup/NewAgentSignup.do (accessed July 8, 2008).
65. A person who is involved in a product category and actively searches for information.
66. A person who likes to transmit marketplace information of all types; a shopaholic.
In addition, opinion leaders also are likely to be opinion seekers 65 . They are generally more involved in a product category and actively search for information. As a result, they are more likely to talk about products with others and to solicit others' opinions as well.Laura J. Yale and Mary C. Gilly, "Dyadic Perceptions in Personal Source Information Search," Journal of Business Research 32 (1995): 225–37. Contrary to an outmoded, static view of opinion leadership, most product-related conversation does not take place in a "lecture" format in which one person does all of the talking. A lot of product-related conversation occurs in the context of a casual interaction rather than as formal instruction.Russell W. Belk, "Occurrence of Word-of-Mouth Buyer Behavior as a Function of Situation and Advertising Stimuli," in Combined Proceedings of the American Marketing Association, series no. 33, ed. Fred C. Allvine (Chicago: American Marketing Association, 1971): 419–22.
The Market Maven
Opinion leaders tend to "specialize" in a category (e.g., fashion or electronics), while a market maven 66 likes to transmit marketplace information of all types. These shopaholics simply like to stay on top of what's happening in the marketplace.For discussion of the market maven construct, see Lawrence F. Feick and Linda L. Price, "The Market Maven," Managing (July 1985): 10; scale items adapted from Lawrence F. Feick and Linda L. Price, "The Market Maven: A Diffuser of Marketplace Information," Journal of Marketing 51 (January 1987): 83–87. They are likely to strongly agree with statements like "I like helping people by providing them with information about many kinds of products" and "My friends think of me
67. A person who is hired by others to provide input into their purchase decisions.
68. An actual or imaginary individual or group conceived of as having significant relevance upon an individual's evaluations, aspirations, or behavior.
69. The capacity to alter the actions of others.
as a good source of information when it comes to new products or sales." Anyone you know?
The Surrogate Consumer
Unlike an informal opinion leader, a surrogate consumer 67 is a person whom we hire to provide input into our purchase decisions. These include interior decorators, stockbrokers, professional shoppers, and even college consultants who help prospective students identify schools that will be the best match for them. Surrogates can exert a huge influence on consumers' decisions. Advertisers tend to overlook surrogates when they try to convince consumers to buy their goods or services. This can be a big mistake: they may mistarget their communications to end consumers instead of to the surrogates who actually sift through product information and decide among product alternatives. For example, in many cases (particularly for more affluent people) it's an interior designer who makes a lot of decisions about the furnishings a client will put into a room; the client just writes the check.Michael R. Solomon, "The Missing Link: Surrogate Consumers in the Marketing Chain," Journal of Marketing 50 (October 1986): 208–18.
Group Identification
Reference Groups
A reference group 68 is "an actual or imaginary individual or group conceived of as having significant relevance upon an individual's evaluations, aspirations or behavior."C. Whan Park and V. Parker Lessig, "Students and Housewives: Differences in Susceptibility to Reference Group Influence," Journal of Consumer Research 4 (September 1977): 102–10. Reference groups are important because they determine to whom we'll listen (for example, we're more likely to heed the advice of friends than strangers). Advertising messages that come from members of our reference group will have more influence over us, because we want to fit in and conform to that group.
Why are reference groups so persuasive? The answer lies in the potential power they wield over us. Social power 69 is "the capacity to alter the actions of others."Kenneth J. Gergen and Mary Gergen, Social Psychology (New York: Harcourt Brace Jovanovich, 1981), 312. To the degree to which you are able to make someone else do something, regardless of whether they do it willingly, you have power over that person. The experts and beautiful people we discussed earlier tend to possess social power over the rest of us, but for different reasons.
70. A group of people whose members share common beliefs and common experiences.
71. A lifestyle or aesthetic preference that certain consumers freely choose to follow.
72. A group of consumers who share a set of social relationships based upon usage or interest in a product.
73. An event sponsored by the maker of a brand that brings together owners to "bond" with fellow enthusiasts and strengthen their identification with the product.
74. A group of people who identify with one another because of a shared allegiance to an activity or a product.
Subcultures
A subculture 70 is a group of people whose members share common beliefs and common experiences. A subculture may be based on religion, age, ethnic background, race, and even on the place where we live. Silicon Valley subculture contrasts with that of the Deep South or Boston's Back Bay, for example. We'll get into some of these groups in more detail when we discuss market segmentation.
Taste Cultures
In contrast to larger, demographically based subcultures (which nature usually determines), people who are part of a taste culture 71 freely choose to identify with a lifestyle or aesthetic preference. For example, vegans avoid using or consuming animal products; they choose to avoid eating meat or eggs; wearing fur, leather, wool, or down; and using cosmetics or chemical products tested on animals. These are overt expressions of a lifestyle philosophy (cruelty-free), but adherents also respond to messages that are consistent with their needs. For example, at http://www.mooshoes.com, you can buy vegan shoes that feature faux leather lining and a faux suede exterior.
Brand Communities
A brand community 72 is a group of consumers who share a set of social relationships based upon usage or interest in a product. At the Web site http://www.jonessoda.com, community members submit their own label photos, and they view and rate the forty-three thousand photos other members have submitted.http://smackinc.com/media/pdf/brand_communities_jones_soda.pdf (accessed July 8, 2008). Unlike other kinds of communities, these members typically don't live near each other—except when they may meet for brief periods at organized events or brandfests 73 that community-oriented companies such as Jeep, Saturn, or Harley-Davidson sponsor. These events help owners to "bond" with fellow enthusiasts and strengthen their identification with the product as well as with others they meet who share their passion.
A consumer tribe 74 is a similar concept; this term refers to a group of people who identify with one another because of a shared allegiance to an activity or a product. Although these tribes are often unstable and short-lived, at least for a time members identify with others through shared emotions, moral beliefs, styles of life, and of course the products they jointly consume as part of their tribal affiliation. Pontiac opened a community hub on Yahoo! it calls Pontiac Underground (http://pontiacunderground.com, "Where Passion for Pontiac Is Driven by You"). The carmaker does no overt marketing on the site; the idea is to let drivers find it and spread the word themselves. Users share photos and videos of cars using Flickr and Yahoo! Video. A Yahoo! Answers Zone enables knowledge sharing. Meanwhile, a list of Pontiac clubs in the physical world and on Yahoo! Groups allows users to connect offline and online.Laurie Petersen, "Pontiac Goes Underground to Tap Fans," Marketing Daily, February 8, 2007, http://www.mediapost.com/ publications/?fa=Articles.show Article&art_aid=55227 (accessed February 8, 2007); http://pontiacunderground.autos.yahoo.com (accessed July 8, 2008).
Dig Deeper
For many years BMW's advertising has emphasized its sophisticated engineering as it appealed to affluent car enthusiasts. Lately, however, the company is broadening its message to be one of innovation and independence, as it hopes to entice drivers who are more captivated by the style of a car's interior than the engine that sits under the hood. In one ad, the company highlights the design for a glass-walled new factory in Leipzig rather than a car model. Its strategy is to appeal to what it calls "the idea class": self-motivated architects, professionals, and entrepreneurs who value authenticity and independent thinking. They buy luxury cars, but they're not car nuts.
Why the change? An internal study found that of the 1.9 million consumers who bought luxury cars in a recent year, 1.4 million didn't even consider BMW. About six hundred thousand of those non–BMW purchasers said they were looking for a car that's fun to drive. A BMW marketing executive noted that for the company, "that is low-hanging fruit." Still, many of those buyers instead drove home a Saab, Infiniti, Acura, or Lexus. The new ads were created by GSD&M/Idea City, BMW's ad agency, to convince these people that the values of innovation and independent thinking run deep in the company's corporate culture (presumably in contrast to larger automakers that aren't as free to innovate). As this executive observed, "It should appeal to the idea class that we are independent, that we are free to do something."Quoted in Neal E. Boudette and Gina Chon, "Brawny BMW Seeks 'The Idea Class,'" Wall Street Journal, August 2, 2006, B1.
KEY TAKEAWAY
Each of us belongs to many groups—some by birth and some by choice. To a greater or lesser extent these group memberships influence our consumption choices and the types of advertising messages that appeal to us. A product's (perceived) connection to a group we find desirable often is a key theme in advertising.
EXERCISES
a. Explain the role opinion leaders and market mavens play in shaping communications about new products.
b. List and describe each of the various group identification forms discussed in this section of the chapter. Provide a brief example of each of the forms you have listed.
4.7 Culture, Globalization, and Advertising
LEARNING OBJECTIVES
After studying this section, students should be able to do the following:
1. Describe the advantages and disadvantages associated with standardization versus localization in global markets.
2. Explain the concept of semiotics and its impact on communication and marketing.
Culture 75 is the accumulation of shared meanings, rituals, norms, and traditions among the members of an organization or society. We can't understand advertising unless we consider its cultural context: culture is the lens through which consumers make sense of marketing communications.
Myths and Rituals
In China eight is the luckiest number. The Chinese word for eight is ba, which rhymes with fa, the Chinese character for wealth. It was no coincidence that the Summer Olympics in Beijing opened on 8/8/08 at 8 p.m.Jim Yardley, "First Comes the Car, Then the $10,000 License Plate," New York Times Online, April 16, 2006, http://www.nytimes.com/2006/07/05/world/asia/05china.html (accessed April 16, 2006). Virtually every culture believes in "lucky" or "unlucky" numbers (just try to find a thirteenth floor in an American hotel).
Myths and rituals are the stories and practices that define a culture. A myth 76 is a story with symbolic elements that represents a culture's ideals. Each culture creates its own stories to help its members understand the world. Many companies (and perhaps most advertising agencies) are in a sense in the myth business; they tell us stories that we collectively absorb. Some marketers tell these stories more overtly than others: Disney stages about two thousand Cinderella weddings every year; the princess bride wears a tiara and rides to the park's lakeside wedding pavilion in a horse-drawn coach, complete with two footmen in gray wigs and gold lamé pants.Merissa Marr, "Fairy-Tale Wedding? Disney Can Supply the Gown," Wall Street Journal, February 22, 2007, B1; Lauram M. Holson, "For $38,000, Get the Cake, and Mickey, Too," New York Times on the Web, May 24, 2003, http://www.nytimes.com/ 2003/05/24/business/24WEDD.html?pagewanted=2&ei=5007&en=8bd92e1431ff9b1a &ex=1369108800&partner=USERLAND&adxnnlx=1207627760-
75. The accumulation of shared meanings, rituals, norms, and traditions among the members of an organization or society.
76. A story with symbolic elements that represents a culture's ideals.
77. A set of multiple symbolic behaviors that occurs in a fixed sequence and is repeated periodically.
9tjoRyeGvDg0tX6caBRguA (accessed February 1, 2009). And the Shrek movies remind us that even the ugliest suitor can land the princess if his heart is in the right place. To appreciate some more of the "popular culture gods" we worship, just tune in to next year's Macy's Thanksgiving Day Parade and observe the huge balloon figures floating by.
A ritual 77 is a set of multiple symbolic behaviors that occurs in a fixed sequence and is repeated periodically.See Dennis W. Rook, "The Ritual Dimension of Consumer Behavior," Journal of Consumer Research 12 (December 1985): 251–64; Mary A. Stansfield Tetreault and Robert E. Kleine, III, "Ritual, Ritualized Behavior, and Habit: Refinements and Extensions of the Consumption Ritual Construct," in Advances in Consumer Research 17, ed. Marvin Goldberg, Gerald Gorn, and Richard W. Pollay (Provo, UT: Association for Consumer Research, 1990): 31–38. We all engage in private consumer rituals, whether this involves grooming activities that we perform the same way every morning or that obligatory trip to Starbucks on the way to school. And as members of a culture we share public rituals such as Thanksgiving, the Super Bowl, or even tuning in each week to vote on American Idol. Advertisers often create messages that tie in to these myths and rituals, such as selling HDTVs for the Super Bowl and Doritos to share with your friends as you watch the game. Sometimes they deliberately create rituals among their customers, be it an evening cleansing ritual for a beauty product or a nine-step pouring ritual to pour a perfect beer, as Stella Artois showcases on its Web site, http://www.stellaartois.com ."Stella Artois Launches New, Film-Inspired, Global Brand Website," Telecomworldwire , September 19, 2007, http://findarticles.com/p/ articles/mi_m0ECZ/is_2007_Sept_19/ai_n20513193 (accessed February 1, 2009).
Is the World Flat?
Since a country's culture is so complex and integral to how we make sense of the world, advertisers constantly grapple with a Big Question: does advertising "travel" from country to country? There are two viewpoints on this important issue.
Yes: Standardize for Greater Efficiency
Some advertisers say that advertising does travel from country to country. Proponents of this viewpoint argue that many cultures, especially those of industrialized countries, have become so homogenized that the same advertising will work throughout the world. By developing one approach for multiple markets, an advertiser benefits from economies of scale because it does not have to incur the substantial time and expense to develop a separate campaign for each culture.Theodore Levitt, The Marketing Imagination (New York: The Free Press, 1983). The 2006 World Cup, which was broadcast in 189 countries to one of the biggest global television audiences ever, illustrates how a standardized approach looks.
78. A set of behavior and personality characteristics distinctive to a certain country.
MasterCard ran ads that appeared in thirty-nine countries, so its ad agency came up with a spot called "Fever," in which a hundred-odd cheering fans from thirty countries appear. There's no dialogue, so it works in any language. At the end, the words, "Football fever. Priceless" appeared under the MasterCard logo.Aaron O. Patrick, "World Cup's Advertisers Hope One Size Fits All: Month-Long Tournament Sets Off Scramble to Reach Huge Global TV Audience," Wall Street Journal, March 28, 2006, B7.
No: Customize to Appeal to Local Tastes
Other advertisers point to huge variations across cultures. They feel that each culture is unique, with its own value system, conventions, and regulations. This perspective argues that each country has a national character 78 , a distinctive set of behavior and personality characteristics.Terry Clark, "International Marketing and National Character: A Review and Proposal for an Integrative Theory," Journal of Marketing 54 (October 1990): 66–79. An advertiser must therefore tailor its strategy to the sensibilities of each specific culture.
At a basic level, the need to customize is a no-brainer: Consumers speak many different languages, and intended meanings in one tongue don't always translate seamlessly to another. It's unlikely that Bimbo, a popular Mexican bread brand, or Super Piss, a Scandinavian product to unfreeze car locks, would go over well in the United States.
Advertisers have (for the most part) learned the hard way over the years to avoid obvious language gaffes. They often conduct back-translation, where a different interpreter retranslates a translated ad back into its original language to catch errors.Shelly Reese, "Culture Shock," Marketing Tools (May 1998): 44–49; Steve Rivkin, "The Name Game Heats Up," Marketing News, April 22, 1996, 8; David A. Ricks, "Products That Crashed into the Language Barrier," Business and Society Review (Spring 1983): 46–50. Still, mistakes do creep in:
* The Scandinavian company that makes Electrolux vacuum cleaners introduced the products in United States with this slogan: "Nothing sucks like an Electrolux."
* When Parker marketed a ballpoint pen in Mexico, its claim "It won't leak in your pocket and embarrass you" came out as "It won't leak in your pocket and make you pregnant."
* Fresca (a soft drink) is Mexican slang for "lesbian."
* Ford also ran into problems in Latin markets. The company had to change the names for its Fiera truck and its Caliente and Pinto cars. In
Spanish, a fiera is an ugly old woman and a caliente is slang for a streetwalker; pinto is Brazilian slang for "small male appendage."
* Buick had to rename its LaCrosse sedan the Allure in Canada after the company discovered that the name comes awfully close to a Québécois word for masturbation.
* IKEA had to explain that the Gutvik children's bunk bed is named "for a tiny town in Sweden" after German shoppers noted that the name sounded a lot like a phrase that means "good f**." IKEA has yet to issue an explanation for a workbench it calls the Fartfull.Mark Lasswell, "Lost in Translation," Business (August 2004): 68–70.
Language aside, there are many instances where cultural sensitivities vary widely, and advertisers that try to export their own symbolism to another country do so at their own peril. In China, an ad for Nippon Paint (a Japanese brand) caused an uproar; it showed a sculptured dragon unable to keep its grip on a pillar coated in smooth wood-coating paint. Dragons are potent symbols in China, and seeing one easily defeated by a Japanese product proved too much."China Bans Offending Nike Advert," BBC News, December 6, 2004, http://news.bbc.co.uk/2/hi/asia-pacific/ 4072203.stm (accessed February 13, 2009).
How Local Do Ads Need to Be?
So what's the correct answer? Although it feels warm and fuzzy to state that people are people wherever you go, in practice the standardization perspective hasn't worked out too well. One reason for the failure of global marketing is that consumers in different countries have varying conventions and customs, so they simply do not use products the same way. Kellogg's, for example, discovered that in Brazil people don't typically eat a big breakfast—they're more likely to eat cereal as a dry snack.
True, some large corporations such as Coca-Cola have been pretty successful at crafting a single, international image. Still, even the soft drink giant must make minor modifications to the way it presents itself in each culture. Although Coke commercials are largely standardized, the company permits local agencies to edit them so they highlight close-ups of local faces.J. S. Hill and J. M. Winski, "Goodbye Global Ads: Global Village Is Fantasy Land for Big Marketers," Advertising Age 58, no. 49 (1987): 22, 36. In their product as well as their advertising, Coke modifies the flavors of its product based on the tastes of the locals. These flavors can be tastetested at Coke Headquarters in Atlanta or World of Coke at Disney's Epcot Center in Orlando.
79. The field of study that looks at the relationship between signs and symbols and their role in assignment of meaning.
For a standardized approach to work, it needs to appeal to consumers in each market that share a lot in common (other than perhaps language and allegiance to one soccer team or another). Two types of consumers are good candidates: (1) affluent people who are "global citizens" and who come into contact with ideas from around the world through their travels, business contacts, and media experiences; and (2) young people whose tastes in music and fashion are strongly influenced by MTV and other media that broadcast many of the same images to multiple countries.
Semiotics: What Does It All Mean?
Advertising is about communicating meaning—but how do we know what something means? This question is not as obvious (or perhaps as crazy) as it seems. Very often we make sense of a word, phrase, or image because we've learned to associate extremely subtle cultural distinctions with it. For example (speaking of standardizing advertising across cultures), some Chinese companies use ancient pictograms to create new corporate logos that make sense both to native consumers and to potential customers elsewhere. The Chinese alphabet uses symbols that stand for the words they signify. For example, China Telecom's logo features two interlocking letter Cs that together form the Chinese character for China but also represent the concept of "customer" and "competition," the firm's new focus. In addition, though, the symbol also resembles the horns of an ox, a hard-working animal. The software company Oracle redesigned its logo for the Chinese market by adding three Chinese characters that signify the literal translation of the word oracle, "writing on a tortoise shell." The expression dates back to ancient China when prophecies were scrawled on bones. The California firm was enthusiastic about the translation because it conveyed Oracle's core competency—data storage.Gabriel Kahn, "Chinese Characters Are Gaining New Meaning as Corporate Logos," Wall Street Journal Interactive Edition, July 18, 2002, n.a.
Semiotics 79 is the field of study that looks at the relationship between signs and symbols and their role in assignment of meaning. Advertisers turn to semiotics to help understand what meanings people assign to specific symbols. These may vary across taste cultures and geographies—a spokesperson in a dark business suit signifies one thing in New York City and another in Silicon Valley.
Why do they bother? Their goal is to create product names, brand names, logos, and visual images that people will naturally interpret as meaning something they hope to convey. For example, advertisers might use the image of a cowboy to signify rugged individualism. The challenge is to come up with continually fresh, new, distinctive images that still both carry the intended meaning and stand out in the clutter of ad images.
80. In semiotics, the product that is the focus of the message.
81. In semiotics, the sensory image that represents the intended meanings of the object.
82. In semiotics, the meaning derived about the object.
83. An icon in the marketing or advertising context refers to a well-known, enduring symbol of an underlying quality.
84. In semiotics, a sign that is connected to a product because they share some property.
85. In semiotics, a sign that relates to a product by either conventional or agreed-on associations.
86. The process of making real what is initially simulation or "hype."
This task gets interesting because on the surface many marketing images have virtually no literal connection to actual products. What does a green lizard have to do with an insurance company (GEICO)? How can a celebrity like Morgan Fairchild enhance the meaning of a store like Old Navy? Does supermodel Heidi Klum really eat at McDonald's? A computer created the name Exxon—just what does that mean anyway?
Components of Meaning
From a semiotic perspective, every marketing message has three basic components: an object, a sign (or symbol), and an interpretant. The object 80 is the product that is the focus of the message (e.g., Burger King's menu items). The sign 81 is the sensory image that represents the intended meanings of the object (e.g., a funky "King"). The interpretant 82 is the meaning derived (e.g., quirky, cool).
Signs relate to objects in one of three ways: They can resemble objects, be connected to them, or be conventionally tied to them.Arthur Asa Berger, Signs in Contemporary Culture: An Introduction to Semiotics (New York: Longman, 1984); Charles Sanders Peirce, in Collected Papers, ed. Charles Hartshorne, Paul Weiss, and Arthur W. Burks (Cambridge, MA: Harvard University Press, 1931–1958). An icon 83 is a sign that resembles the product in some way (e.g., the Apple logo is literally an apple). An index 84 is a sign that is connected to a product because they share some property (e.g., the Rock of Gibraltar that stands for Prudential Insurance conveys the property of endurable dependability, which is what the company hopes clients will associate with its policies). A symbol 85 is a sign that relates to a product by either conventional or agreed-on associations (e.g., the green Starbucks logo depicting an "earth mother" with long hair conveys environmental responsibility and alignment with nature). A lot of time, thought, and money go into creating brand names and logos that will clearly communicate a product's image. The Nissan Xterra combines the word terrain with the letter X, which many young people associate with extreme sports, to give the brand name a cutting-edge, off-road feel.
Hyperreality
One of the hallmarks of modern advertising is that it creates a condition of hyperreality 86 . This refers to the process of making real what is initially simulation or "hype." In other words, advertisers create new relationships between objects and interpretants as they invent new connections between products and benefits, such as when they equate Marlboro cigarettes with the American frontier spirit.
Over time, the true relationship between the symbol and reality is no longer possible to discern in a hyperreal environment. The "artificial" associations between product symbols and the real world may take on lives of their own. Fictional characters routinely cross over from make-believe to the real world—sometimes they even "endorse" other products, as when a talking Mrs. Butterworth's syrup bottle shows up in a TV commercial for GEICO insurance.
KEY TAKEAWAY
Advertising is an integral part of culture, and culture is an integral part of advertising. We need to understand the norms, beliefs, and practices of a culture in order to communicate with people who inhabit it. Many advertising messages relate to a culture's myths and rituals; in some cases they create new ones. Because a culture is so complex, a major strategic question is how much a campaign needs to be customized to each individual country if it is involved in several markets. While some standardized approaches can be effective, overall it is best to take into account local differences to ensure that the meanings the campaign intends to communicate are what the audience receives. Successful execution in these situations requires attention to the semiotics, or meanings, of images and words that represent underlying values and properties.
EXERCISES
a. Identify the arguments for and against standardization versus localization of global products and communications.
b. Define semiotics. Describe how advertisers can use the principles of semiotics to enhance their communications.
4.8 Exercises
TIE IT ALL TOGETHER
Now that you have read this chapter, you should be able to understand how advertisers study and analyze consumers and construct communication processes to reach them:
* You can compare and contrast the traditional linear communications model with the new interactive, nonlinear, multivocal communications model.
* You can identify the various components of communications that are necessary to establish effective communications.
* You can describe the diffusion of innovations process.
* You can list and explain five stages of the consumer decision-making process.
* You can recognize and recall several models for studying attitudes and information processing.
* You can characterize the external influences on consumers.
* You can explain culture's role in globalization and advertising.
USE WHAT YOU'VE LEARNED
1. Do you ever get much sleep when you're on an airplane? Most people don't, and that's a problem for airline commuters who travel the globe. With an eye toward serving the public better, Continental Airlines has decided to retrofit many of its planes with new lie-flat seats. The new seats will be in premium sections of aircraft and will allow passengers to lie completely flat. Another feature of the new seats is their size—they will give customers six and a half feet of sleeping space without appreciably impacting cabin space. Continental hasn't forgotten gadgetry for the new seats and their occupants. Each seat will be equipped with laptop power, headsets, and USB ports.
Considering that Continental wants to introduce its new seats this year, what message format would you suggest? What target customer is likely to receive the first messages about the new seat? Explain how your chosen message format will effectively reach the designated target customer.
2. "Fashions come and go," as they say; however, with Baby Boomers approaching their sixties, the 1960s seem to be coming back in fashion. AMC's Mad Men, a stylized adult drama about advertising and ad men (and women) from the 1960s, has grown rapidly in popularity with U.S. television audiences. Period costuming and retro taste cultures have brought back memories and stories to those who grew up in the time period. Smoking, heavy drinking, no seat belts in cars, fascination with early TV, sexism, racism, and sexual harassment in the office are themes that are as common in the program as the ad campaigns that are masterminded by the Mad Men. The uncanny attention to detail in this "period drama" has won the creators critical acclaim.
The viewer of Mad Men will notice rather quickly that 1960s-era Mad Men smoked and encouraged America to smoke. Review information about Mad Men and the 1960s approach to smoking. Review the chapter section on motivation. Assuming the role of a social critic, describe how 1960s-era ad campaigns encouraged smoking. Focus on motivations, involvement, and perceived risk used in these campaigns. Provide illustrations of the motivations if possible.
DIGITAL NATIVES
One of the keys to understanding a consumer's behavior is to understand how consumers perceive advertising messages. Advertisers often use size, color, position, and novelty to impact consumers' perception. Inverted Advertising, a Houston-based advertising company, has come up with a new twist on how to reach a mobile population. Consumers often walk, skate, or ride through the organization's advertising messages. The company uses projected 3-D holograms on sidewalks, ice sheets, walls, ceilings, kiosks, and other smooth surfaces to stimulate consumer perception and gain attention.
Go to the Inverted Advertising Web site at
http://www.invertedadvertising.com and review the features and the ad gallery provided. Your assignment is to construct a brief plan for introducing "Inverted Advertising" to a client of your own choosing. Comment on how you might be able to use inverted advertising to reach a designated target audience. Discuss your concept and plan with peers.
AD-VICE
1. Source credibility and source attractiveness are both extremely important in advertising and communication. Using advertisements as your focal point, list what you perceive to be five credible sources for purchasing products. Comment on the degree of source attractiveness among those sources. Provide examples if possible.
2. Marketers believe that early adopters can make or break a new product launch. Describe the early adopter and his or her function. Pick a new product that has recently been introduced and demonstrate how early adopters could have created, or did create, a "buzz" for the product. How should advertisers reach early adopters with messages? Explain your rationale.
3. How do you learn about brands? The question is not easy to answer. Think for a few minutes about all the information you process about brands during a single day; create a diary that lists that information as you receive it. Keep the diary for a few days. Compare your results with others. What common threads with your peers do you find? What unique ways did brands attempt to communicate with you? Comment on what you observed and your conclusions about your diary.
4. Describe a brand community and a consumer tribe. Discuss similarities and differences. Are you in one of these groups? Describe and comment. How could marketers and advertisers use brand communities and consumer tribes to stimulate acceptance and purchase of their products?
ETHICAL DILEMMA
As the chapter indicates, subliminal persuasion is "a topic that has captivated the public for more than fifty years." Basically, subliminal persuasion attempts to reach consumers below the conscious thought or awareness threshold. Validity of the technique is, however, open to serious question by scholars and critics. Review material on subliminal persuasion in the chapter section and use a search engine of your own choosing to find additional information. Be sure to review historical work by Wilson Brian Key during your investigation. Once you understand the concept of subliminal persuasion and its colorful history, take an ethical stance either for or against the technique. Support your position. Describe any examples that would help you defend your position. Participate in a class discussion and present your position and findings. | <urn:uuid:3dd45eb8-3a66-40b1-8e30-09541e6c1077> | CC-MAIN-2017-39 | http://jsmith.cis.byuh.edu/pdfs/advertising-campaigns-start-to-finish/s07-consumers-and-the-communicatio.pdf | 2017-09-23T05:53:00Z | crawl-data/CC-MAIN-2017-39/segments/1505818689490.64/warc/CC-MAIN-20170923052100-20170923072100-00431.warc.gz | 186,893,640 | 23,475 | eng_Latn | eng_Latn | 0.996385 | eng_Latn | 0.998192 | [
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United States 1877- Present Day
Maryland Standards:
1. Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens.
2. Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.
3. Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
4. Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
5. Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
6. Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
Literacy Framework:
| | Outcomes (linked to |
|---|---|
| Student Questions | |
| | Common Core Standards) |
| | Key Ideas and Details |
| Who wrote this? | |
| | Cite specific textual evidence to |
| | support analysis of primary and |
| What is the author’s | |
| | secondary sources, attending to |
| point of view? | |
| | such features as the date and |
| | origin of the information. (RH.9- |
| Why was it written? | |
| | 10.1) |
| When was it written | |
| (a long time or a short | Craft and Structure |
| time after the event)? | Compare the point of view of |
| | two or more authors for how |
1
United States 1877- Present Day
| Is this a primary or | they treat the same or similar |
|---|---|
| secondary source? | topics, including which details |
| How do you know? | they include and emphasize in |
| | their respective accounts. |
| Is the source | |
| | (RH.9-10.6) |
| believable? Why or | |
| why not? | |
| | Integration of Knowledge and |
| | Ideas |
| | Compare and contrast |
| | treatments of the same topic in |
| | several primary and secondary |
| | sources. (RH.9-10.9) |
| | Key Ideas and Details |
| “What events were | |
| | Determine the central ideas or |
| happening at the time | |
| | information of a primary or |
| the text was written?” | |
| | secondary source; provide an |
| | accurate summary of how key |
| In what ways might | |
| | events or ideas develop over the |
| this influence what | |
| | course of the text. (RH.9-10.2) |
| you are reading? | |
| | Craft and Structure |
| What was it like to be | |
| | Compare the point of view of |
| alive at this time? | |
| | two or more authors for how |
| What things were | they treat the same or similar |
| different during the | topics, including which details |
| time when the text | they include and emphasize in |
| was written? What | their respective accounts (RH.9- |
| things were the | 10.6) |
| same? | |
| | Integration of Knowledge and |
| What would it be like | Ideas |
| to see this event | Assess the extent to which the |
2
United States 1877- Present Day
| through the eyes of | reasoning and evidence in a text |
|---|---|
| someone who lived in | support the author’s claims. |
| this time? | (RH.9-10.8) |
| | Compare and contrast |
| How might these | |
| | treatments of the same topic in |
| perspectives and | |
| | several primary and secondary |
| attitudes influence | |
| | sources. (RH.9-10.9) |
| their actions? | |
| | Key Ideas and Details |
| What claims does the | |
| | Cite specific textual evidence to |
| author make? | |
| | support analysis of primary and |
| | secondary sources, attending to |
| What evidence does | |
| | such features as the date and |
| the author use to | |
| | origin of the information. (RH.9- |
| support those claims? | |
| | 101) |
| | Analyze in detail a series of |
| How is this document | |
| | events described in a text; |
| supposed to make | |
| | determine whether earlier events |
| me feel? | |
| | caused later ones or simply |
| What words does the | preceded them. (RH.9-10.3) |
| author use to paint a | |
| particular picture of | Craft and Structure |
| the event, or to | Determine the meaning of words |
| convince me that they | and phrases as they are used in |
| are right? | a text, including vocabulary |
| | describing political, social, or |
| What information | economic aspects of |
| does the author leave | history/social science. (RH.9- |
| out? | 10.4) |
| | Analyze how a text uses |
| | structure to emphasize key |
| | points or advance an |
3
United States 1877- Present Day
| | explanation or analysis (RH.9- |
|---|---|
| | 10.5) |
| | Compare the point of view of two |
| | or more authors for how they |
| | treat the same or similar topics, |
| | including which details they |
| | include and emphasize in their |
| | respective accounts. (RH.9-10.6) |
| | Integration of Knowledge and |
| | Ideas |
| | Assess the extent to which the |
| | reasoning and evidence in a text |
| | support the author’s claims. |
| | (RH.9-10.8) |
| | Key Ideas and Details |
| What do other pieces | |
| | Cite specific textual evidence to |
| of evidence (texts, | |
| | support analysis of primary and |
| images, data, maps, | |
| | secondary sources, attending to |
| etc.) say? | |
| | such features as the date and |
| | origin of the information. (RH.9- |
| Am I finding the same | |
| | 10.1) |
| information | |
| everywhere? | |
| | Integration of Knowledge and |
| | Ideas |
| Am I finding different | |
| | Integrate quantitative or |
| versions of the story? | |
| | technical analysis (e.g., charts, |
| (If yes, why might that | |
| | research data) with qualitative |
| be?) | |
| | analysis in print or digital text. |
| Where else might I | (RH.9-10.7) |
| | Compare and contrast |
4
United States 1877- Present Day
| locate additional | treatments of the same topic in |
|---|---|
| information about the | several primary and secondary |
| topic? | sources. (RH.9-10.9) |
| Which pieces of | |
| evidence are most | |
| believable and why? | |
5
United States 1877- Present Day
Universal Design for Learning
Universal Design for Learning is a set of principles for curriculum development and instruction that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Here are some basic tools to get started with UDL in your classroom:
More information
CAST Web-site
Get to know your learners.
Online multiple intelligence assessment
Explore classroom technology resources.
Discovery Education in the classroom
Show Me (Mac and iPad app)
Using Edmodo in the classroom
PBS Learning Media for Social Studies
UDL Self-Check
| Multiple Means of | |
|---|---|
| | Multiple Means of Expression |
| Representation | |
| | Planning and performing tasks. How we |
| How we gather facts and categorize what | |
| | organize and express our ideas. Writing an |
| we see, hear, and read. Identifying letters, | |
| | essay or solving a math problem are |
| words, or an author's style are recognition | |
| | strategic tasks. |
| tasks. | |
| Provide information through different | Provide alternatives for interacting |
| modalities | with instructional materials, physical |
| o Caption/Cartoon | manipulatives and technology (e.g., |
| o Spoken language | laminate map and mark with dry |
6
o Video and audio clips
o Alternate text size
o Graphs, charts tables
o Use color strategically
[x] Conduct simulations of key events
[x] Modulate the speed, repetition, or timing of video, slides, animation, sound
[x] Prime vocabulary to connect to prior knowledge or experiences
[x] Emphasize roots of words
[x] Clarify or point out patterns, symbols, sequencing, big ideas
[x] Present and support concepts with alternative forms of expression (i.e., illustration, dance/movement, diagram, model, comic strip, storyboard, photograph, animation, physical or virtual manipulative)
[x] Activate prior knowledge through preview
[x] Pre-teach critical prerequisites
[x] Bridge understanding by using analogies, metaphors to provide context
[x] Chunk information into smaller elements
[x] Teach and model mnemonic strategies
[x] Use checklists and graphic organizers
[x] Review and practice
HCPSS Curriculum Framework
United States 1877- Present Day
[x] Compose in multiple media such as text, speech, drawing, visual art, sculpture, or video
[x] Provide technology tools to facilitate demonstration of learning (e.g., spell check, speech to text software, graphing calculators, graph paper, outlining tools, sentence strips, sentence starters, concept mapping)
[x] Use web applications (e.g., wikis, animation)
[x] Provide scaffolds as needed that can be gradually released with increasing independence & skills
[x] Use prompts, models, process thinkalouds, and templates for sequencing
[x] Set learning goals, provide checklists, guides for note taking, & guided questions
goals
[x] Vary activities and sources that can be personalized & contextualized to learners lives, that are culturally relevant, responsive and appropriate
[x] Design purposeful activities that allow for active participation so that outcomes are authentic and resonates with audiences
[x] Invite personal response, evaluation, and self-reflection
[x] Use feedback to provide alternative aid
[x] Provide prompts to provide & restate goals—calendars, schedules
[x] Provide collaboration and peer support
[x] Emphasize process, effort, improvement in meeting standards
[x] Cooperative learning groups & roles
[x] Differentiate degrees of difficulty
[x] Provide rubrics
[x] Provide recording, charting & displaying of data and templates to support processing
7
United States 1877- Present Day
Unit I: Economic and Geographic Expansion and the Social and Political Response: 1877-1920 Overview:
From the era of Reconstruction into the beginning of the 20 th century, the United States underwent an economic transformation that involved the maturing of the industrial economy, the rapid expansion of big business, the development of large-scale agriculture, the rise of national labor unions, pronounced industrial conflict, the progressive movement ,and the expansion of America into new territories.
Students can begin to see a resemblance to possibilities and problems that our society faces today. The late 19th century marked a spectacular outburst of technological innovation, which fueled headlong economic growth and delivered material benefits to many Americans. Yet, the advances in productive and extractive enterprises that technology permitted also had ecological effects that Americans were just beginning to understand and confront. In the last third of the 19th century, the rise of the American corporation and the advent of big business brought about a concentration of the nation's productive capacities in many fewer hands. Mechanization brought farming into the realm of big business and turned the United States into the world's premier producer of food--a position it has never surrendered.
This period also witnessed unprecedented immigration and urbanization, both of which were indispensable to industrial expansion. American society, always polyglot, became even more diverse as immigrants thronged from southern and eastern Europe-and also from Asia, Mexico, and Central America. As newcomers created a new American mosaic, the old Protestant European Americans' sway over the diverse people of this nation began to loosen. Related to this continuing theme of immigration was the search for national unity amid growing cultural diversity. How a rising system of public education promoted the assimilation of newcomers is an important topic for students to study.
Students should appreciate the cross-currents and contradictions of this period. For example, what many at the time thought was progress, was regarded by others as retrogressive. Paradoxes abound. First, agricultural modernization, while innovative and productive, disrupted family farms and led American farmers to organize protest movements as never before. Second, the dizzying rate of expansion was accomplished at the cost of the wars against the Plains Indians, which produced the "second great removal" of indigenous peoples from their ancient homelands and ushered in a new federal Indian policy that would last until the New Deal. Third, muscular, wealth-producing industrial development that raised the standard of living for millions of Americans also fueled the rise of national labor unionism and unprecedented clashes in industrial and mining sites between capital and labor. Fourth, after the Civil War, women reformers, while reaching for a larger public presence, suffered an era of retrenchment on economic and political issues. Lastly, the wrenching economic dislocations of this period and the social problems that erupted in rural and urban settings captured the attention of reformers and politicians, giving rise to third-party movements and the beginning of the Progressive movement. Progressives were a diverse lot with various agendas that sometimes jostled uneasily, but all reformers focused on a set of corrosive problems arising from rapid industrialization, urbanization, waves of immigration, and business and political corruption. Students can be inspired by how fervently the Progressives applied themselves to the renewal of American democracy. They can also profit from understanding the distinctively female reform culture that contributed powerfully to the movement.
8
United States 1877- Present Day
All issues of American foreign policy in the 20th century have their origins in the emergence of the United States as a major world power in the Spanish-American War at the end of the 19th century and further involvement in imperialism. Students can learn much by studying America's motivation in acquiring the role of an economic giant with global interests and while fervently wishing to export democracy around the world.
Enduring Understandings:
* The Civil War and Reconstruction resulted in Southern resentment toward the North and Southern African Americans, and ultimately led to the political, economic, and social control of the South by whites
* In the late nineteenth and early twentieth centuries, economic opportunity, industrialization, technological change, and immigration fueled American growth and expansion.
* Expansion was accomplished through wars against the Plains Indians leading to new federal Indian policies
* Industrial development brought great fortunes to a few and raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor.
* Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement.
* Many 20th century American foreign policy issues have their origins in America's emergence as a world power at the end of the 19th century.
* The growing role of the United States in international trade displayed the American urge to build, innovate, and explore new markets.
Essential Questions:
- Did the movement of settlers Westward help or hurt the economic development of all Americans in the United States?
- To what extent was Reconstruction successful in reunifying the nation and creating an equal society?
- Were the new industrialists captains of industry or robber barons?
- Did life in the United States live up to the images offered to attract immigrants to the nation?
- Were labor unions successful in achieving solutions to the problems of industrialization?
- During the Populist Era, to what extent was the federal government successful in addressing the problems of farmers and industrial laborers?
- Assess the validity of this statement: The Progressive movement brought drastic and permanent changes to American politics and society.
- Was imperialism justified based on American principles?
9
United States 1877- Present Day
Curriculum Framework
| Topic | | Learning Outcomes | | Vocabulary |
|---|---|---|---|---|
| | 1. Interpret economic and social problems in the post-Civil War era that faced the South; African Americans in particular (H) Evaluate to what extent post-Civil War southern political, economic, and social policies attempted to create a permanent black underclass. 2. Describe major impacts of political and social changes stemming from Reconstruction (H) Analyze varying historical interpretations of the impact of political and social changes in the U.S. stemming from Reconstruction. | | • Sharecropping • Tenant farming • Jim Crow Laws • 13th, 14th, 15th amendments | |
| | 3. Describe the motives that influenced settlement in the West. 4. Summarize the military, economic, political and cultural interaction among the US government and the Plains tribes 5. Contrast the lives and contributions of women, blacks, Native Americas, immigrants, farmers, miners and ranchers in the settlement and development of the West. | | • Homestead Act • Dawes Act • Plains Wars • Manifest Destiny • Push/ pull factors | |
Industrialization, Immigration, Urbanization
HCPSS Curriculum Framework
6. Describe significant innovations in technology that changed the quality of life and transformed the way people worked.
(H) Analyze the issues surrounding the range wars of the late 1800's as they relate to the controversy surrounding urban sprawl and "Smart Growth" today.
7. Explain how government policies encouraged the rise of big business.
8. Explain the causes of industrialization and how it changed the standard of living
9. Analyze how industrial leaders conspired to control segments of the country's economy. (H) Justify the necessity for government regulation of private business enterprise at the turn of the 19th century.
10. Use maps and globes to identify the origin, motives and patterns of new immigrants.
11. Explain urbanization and the major features of cities and urban life.
(H) Trace the factors that lead to urban growth in the late 19th century, urban decline of the 1960's, 70's, and 80's to urban revitalization of the late
* Laissez-faire
* Capitalism
* Tariffs
* Sherman Anti-Trust Act
* Monopoly
* Trust
* Social Darwinism
* Gospel of Wealth
* Assimilation
* Push/ Pull factors
* Immigration restrictions and organizations
* Tenements
* Strikes
* Unions
7. Carnegie, Rockefeller, Morgan and other entrepreneurs helped contribute to the birth of large corporations
8. There were several new inventions and consumer products that changed the way people lived during this era
9. There were many pull factors that attracted immigrants to move to America and push factors that made them want to leave their home countries.
10. There was a new group of immigrants moving to American at the turn of the 20th century that was viewed very differently by the American public from the group that arrived in the mid 19th century.
11. Many Americans went to great lengths to try to limit the new immigrants that were coming to America
12. People living in urban settings tended to stay in ethnic neighborhoods where the standards of living were not always up to societal standards
13. There were public sanitation and health issues plaguing many cities that lead to an effort to fix infrastructure and public health problems.
14. Working conditions in many factories were very poor which lead to many strikes and riots.
15. Workers formed unions to advocate for their rights.
United States 1877- Present Day
| 20th century. 12. Evaluate background of immigrants and how they responded to assimilation. 13. Describe the working conditions in the late 19th century and how they led to the growth of labor unions | |
|---|---|
| 14. Explain the origins and impact of Populism. (H) Analyze the gold versus silver standard controversy of the Populist era through a literary context. 15. Relate the problems of the turn of the century to the proposed solutions of the Progressive Era. (H) Identify, analyze, and evaluate current political, social, ad economic issues that would ignite another era of progressive reform on the local, state, national levels. 16. Evaluate the political, social and economic impact of the Progressive Era. 17. Explain the resurgence of the women’s movement in the late 19th century and early 20th century. | • Grange and Farmers’ Alliance • Omaha Platform • Social Gospel • Suffrage • Muckrakers • Political machines • Temperance • 16th, 17th, 18th, 19th Amendments • Trust-busting • Conservation • Federal Reserve |
| 18. Describe the major motives for American imperialism. 19. Trace the changing economic and political roles that | • Manifest destiny • Open door policy • Roosevelt Corollary • Market |
United States 1877- Present Day
Text Resources:
United States 1877- Present Day
Suggested Media:
Suggested Resources
United States 1877- Present Day
Unit II: The Great War and a New Economic Order, 1912-1932 Overview:
The American intervention in World War I cast the die for the United States as a world power for the remainder of the century. Students can learn much about the complexities of foreign policy today by studying the difficulties of maintaining neutrality in World War I while acquiring the role of an economic giant with global interests and while fervently wishing to export democracy around the world.
In the postwar period the prosperity of the 1920s and the domination of big business and Republican politics are also important to study. The 1920s displayed dramatically the American urge to build, innovate, and explore--poignantly captured in Lindbergh's solo flight across the Atlantic in 1927, which excited more enthusiasm than any single event to that time. The cultural and social realms also contain lessons from history that have resonance today. First, students should study the women's struggle for equality, which had political, economic, and cultural dimensions. Second, students should understand how radical labor movements and radical ideologies provoked widespread fear and even hysteria. Third, they need to study the recurring racial tension that led to Black Nationalism, the Harlem Renaissance, and the first great northward migration of African Americans on the one hand and the resurgence of the Ku Klux Klan on the other hand. Fourth, they need to understand the powerful movement to Americanize a generation of immigrants and the momentous closing of the nation's gates through severe retrenchment of open-door immigration policies. Lastly, they should examine the continuing tension among Protestants, Catholics, and Jews, most dramatically exemplified in the resurgence of Protestant fundamentalism.
In its effects on the lives of Americans, the Great Depression was one of the great shaping experiences of American history, ranking with the American Revolution, the Civil War, and the second industrial revolution. More than Progressivism, the Great Depression brought about changes in the regulatory power of the federal government. It also enlarged government's role in superimposing relief measures on the capitalist system, bringing the United States into a mild form of welfare state capitalism, such as had appeared earlier in industrial European nations. This era provides students with ample opportunities to test their analytic skills as they assay Franklin Roosevelt's leadership, the many alternative formulas for ending the Great Depression, and the ways in which the New Deal affected women, racial minorities, labor, children, and other groups.
Enduring Understandings:
* America's intervention in World War I ensured her role as a world power for the remainder of the century.
* While American entry into World War I ensured Allied victory, the failure to conclude a lasting peace left a bitter legacy.
* The growing role of the United States in international trade displayed the American urge to build, innovate, and explore new markets.
* The stock market boom and optimism of the 1920s were generated by investments made with borrowed money.
* When businesses failed, the stocks lost their value, prices fell, production slowed, banks collapsed, and unemployment became widespread.
United States 1877- Present Day
Essential Questions:
- Is it appropriate to limit civil liberties during wartime?
- Was the United States justified in entering World War I? Why or why not?
- Was the Treaty of Versailles a fair, effective settlement for world peace?
- Assess the validity of this statement: "Laissez-faire" policies bring about economic prosperity.
- Was the 1920s a radical or reactionary time to live?
- Did the Great Depression affect all groups equally?
Curriculum Framework:
| Topic | | Learning Outcomes | | Vocabulary |
|---|---|---|---|---|
| | 1. Explain the reasons for and the effect of the European alliance system leading up to 1914. 2. Discuss what led to US entry into WWI. 3. Compare the debates for and against American involvement in WWI. 4. Analyze the impact WWI had on individuals, groups and institutions in the United States. 5. Describe how Wilson’s Fourteen Points impacted post- war relations. (H) Analyze and critique to what extent the Treaty of Versailles succeeded or failed to live up to the expectations mapped out in Wilson’s Fourteen Points. 6. Interpret the reaction to the Treaty of Versailles and the League of Nations within the | | • Isolationism • Militarism • Nationalism • Espionage • Armistice • Reparations • Neutrality • Zimmerman telegram • Advancements in warfare • Selective Service Act • Fourteen Points • League of Nations | |
United States 1877- Present Day
| US. | |
|---|---|
| 7. Describe the causes and characteristics of the cultural, political and economic changes during the 1920s. 8. Analyze the effects of the cultural, political and economic changes during the 1920s. | Xenophobia Communism Nativism Great Migration Harlem Renaissance Prohibition Fundamentalism Consumerism Credit Red Scare |
| 9. Discuss the increasing power of big business and the reemergence of laissez-faire as a economic and political force | • Laissez-faire • Market economy • Speculation • Buying on the |
United States 1877- Present Day
| in the 1920s. 10. Summarize the immediate and long-range causes for the stock market crash in 1929. 11. Analyze the social and economic impact of the stock market crash and the resulting economic collapse. | margin • Bull market • Bank run |
|---|---|
| 12. Describe the short term and long term causes of the Great Depression. 13. Appraise the steps taken by the President, Congress and the Federal Reserve to combat the economic crisis. 14. Describe the effects of the Great Depression on various groups in the United States. | • Over production • Buying on credit • Tariffs • Dust Bowl • Public works • Rugged individualism • Bonus Army |
Text Resources:
United States 1877- Present Day
World War I
- " Why the IWW is Not Patriotic to the United States "
- Industrial Workers of the World
- University of Houston, Digital History
- Zimmermann Telegram (as received by the German Ambassador to Mexico, 01/19/1917)
- Fourteen Points, Woodrow Wilson
- The Sedition Act of 1918
- Schenck v. United States, Majority Opinion by Oliver Wendall Holmes
- Propaganda Leaflets: Dropped behind enemy lines
The 1920's
- Seven Letters from the Great Migration (From AfricanAmericans to the Chicago Defender Newspaper)
- 18th Amendment
- "The Case Against the 'Reds,'" Forum (1920), 63:173- 185, A Mitchell Palmer
- The Scopes Trial Excerpts from the textbook John Scopes used in class
- "A Dream Deferred," (Harlem) Langston Hughes
- Gitlow v. New York, Majority Decision
- Immigration Restriction Act of 1924
Depression
- Letters from Children to the President and the First Lady for Help
- Writer Louis Adamic (describes two hungry children who came by his door in 1932.)
- "Brother, Can You Spare a Dime," lyrics by Yip Harburg,
- John Takman, Interview
- Fernando Liborio, Interview
Suggested Media:
Title
- National Archives and Records Administration
- University of Houston, Digital History
- AMCOCS- Documents for the Study of American History
- Brigham Young University: World War One Document Archive
- George Mason University: History Matters
- National Archives and Records Administration
- Center for History and New Media
- University of Houston: Digital History
- Poetry Foundation
- University of Houston: Digital History
- University of Houston: Digital History
- University of Houston: Digital History
- University of Houston: Digital History
- City University of New York
- PBS, Breadline Series
- PBS, Breadline Series
Source*
United States 1877- Present Day
Suggested Resources
Unit 3: The Expanding Power of the United States Government at Home and Abroad, 1932-53
Overview:
Participants of this era are still alive, and their common memories of cataclysmic events--from the Crash of 1929 through World War II-are still common points of reference today. Our closeness to this era should help students see how today's problems and choices are connected to the past. Knowledge of history is the precondition of political intelligence, setting the stage for current questions about government's role and rule, foreign policy, the continuing search for core values, and the ongoing imperative to extend the founding principles to all Americans.
The Great Depression and the New Deal deserve careful attention for four reasons. First, Americans in the 1930s endured--and conquered--the greatest economic crisis in American history. Second, the Depression wrought deep changes in people's attitudes
United States 1877- Present Day toward government's responsibilities. Third, organized labor acquired new rights. Fourth, the New Deal set in place legislation that reshaped modern American capitalism.
In its effects on the lives of Americans, the Great Depression was one of the great shaping experiences of American history, ranking with the American Revolution, the Civil War, and the second industrial revolution. More than Progressivism, the Great Depression brought about changes in the regulatory power of the federal government. It also enlarged government's role in superimposing relief measures on the capitalist system, bringing the United States into a mild form of welfare state capitalism, such as had appeared earlier in industrial European nations. This era provides students with ample opportunities to test their analytic skills as they assay Franklin Roosevelt's leadership, the many alternative formulas for ending the Great Depression, and the ways in which the New Deal affected women, racial minorities, labor, children, and other groups.
World War II also commands careful attention. Although it was not the bloodiest in American history, the war solidified the nation's role as a global power and ushered in social changes that established reform agendas that would preoccupy public discourse in the United States for the remainder of the 20th century. The role of the United States in World War II was epochal for its defense of democracy in the face of totalitarian aggression. More than ever before, Americans fought abroad, not only winning the war but bringing a new cosmopolitanism home with them. As before, the war was an engine of social and cultural change. In this war, Americans of diverse backgrounds lived and fought together, fostering American identity and building notions of a common future. Similarly, on the home front, public education and the mass media promoted nationalism and the blending of cultural backgrounds. Yet students should learn about the denial of the civil liberties of interned Japanese Americans and the irony of racial minorities fighting for democratic principles overseas that they were still denied at home as well as in military service itself.
The Cold War set the framework for global politics for 45 years after the end of World War II. The Cold War so strongly influenced our domestic politics, the conduct of foreign affairs, and the role of the government in the economy after 1945 that it is obligatory for students to examine its origins and the forces behind its continuation into the late 20th century. They should understand how American and European antipathy to Leninist-Stalinism predated 1945, seeded by the gradual awareness of the messianic nature of Soviet communism during the interwar years, Stalin's collectivization of agriculture, and the great purges of the 1930s. Students should also consider the Soviet Union's goals following World War II. Its catastrophic losses in the war and fear of rapid German recovery were factors in Soviet demands for a sphere of influence on its western borders, achieved through the establishment of governments under Soviet military and political control. Students should also know how the American policy of containment was successfully conducted in Europe: the Truman Doctrine, the Marshall Plan, the Berlin airlift, NATO, and the maintenance of U.S. military forces in Europe under what was called the nuclear "balance of terror."
Enduring Understandings:
* The Great Depression revealed a vulnerable national and global economic system with few safeguards.
HCPSS Secondary Social Studies Office, 2012
United States 1877- Present Day
* The New Deal expanded the role of the American government. This changed Americans' attitudes toward government's responsibilities.
* In times of crisis, decisions are often made in the name of the common good, even if that means limiting the civil liberties of a particular group.
* The causes, course, and consequences of U.S. involvement in WWII and its aftermath provide the framework for evaluating the difficult decisions of leaders, individuals, and groups during crisis.
* World War II solidified the nation's role as a global power and ushered in social changes and established reform agendas.
* In postwar America the struggle for power intensified among the political, business, and cultural sectors of society.
* America's foreign policy was shaped by the fear of communism.
Essential Questions:
* Was the New Deal a good deal for the United States?
* What were the democratic values that were defended during the World Wars, and thus preserved for all Americans?
* What motivations prompted America to use atomic weapons against Japan?
* Did the New Deal or the beginning of World War II mark the beginning of the end of the Great Depression?
Content Framework
| Topic | | Learning Outcomes | | Vocabulary |
|---|---|---|---|---|
| | 1. Identify the major legislative actions of the first “100 days” and contrast these actions with the traditional laissez-faire policies of the federal government. 2. Evaluate the successes and failures of the relief, recovery, and reform measures of the New Deal and the expanded role of the federal government in society and the economy. 3. Interpret the arguments for and criticisms of the New Deal. (H) Compare the major | | • New Deal • Deficit Spending • “court packing” • Keynesian economics • Command Economy • Social Security Act • Federal Deposit Insurance Company • Securities Exchange Commission • Subsidies | |
United States 1877- Present Day
| characteristics of the New Deal with the “contract for America” initiative of the early 1990’s in light of an interpretation of the concept of federalism. | |
|---|---|
| 4. Explain the tension between the conflicting ideologies of isolationism and world leadership between the wars. 5. Predict the major political, social and military events that caused increased animosity and the eventual outbreak of hostilities in Europe and Asia. 6. Explain the reasons the United States moved from a policy of isolationism to involvement, emphasizing the events that precipitated the attack on Pearl Harbor. | • Isolationism • Neutrality • Diplomacy • Embargoes • Lend-Lease Act • Totalitarianism • Fascism • Nazism • Appeasement • Dictator |
| 7. Describe the experiences of GI’s, Allied War aims, strategies and major turning points of the war. 8. Evaluate the decision to drop the atomic bomb. 9. Describe the economic and military mobilization on the home front. (H) Justify how military mobilization at the beginning of World War II sparked U.S. economic recovery from the | • Mobilization • Holocaust • Anti-Semitism • Genocide • Allied Powers • Axis Powers • D-Day • Internment Camps • Atomic Bomb • Manhattan Project • Nuremberg Trials • G.I. |
United States 1877- Present Day
| depression. 10. Describe the impact of the war on various groups on the home front. 11. Describe America’s response to the Holocaust. | |
|---|---|
| 12. Evaluate the impact of WWII on the United States’ foreign policy as it relates to the development of the Cold War. 13. Explain how the post-war goals of the United States and the Soviet Union caused conflicts between these two world powers. 14. Describe the factors and events that led to the continuation of the Cold War up to the Korean armistice. 15. Discuss how the New Deal and World War II influenced federal government policies from 1945- 1953. 16. Describe the influence of the Cold War on the politics and social climate of the U.S. (H) Evaluate the political, social, and cultural climate of the United States during the McCarthy era of early 1950’s. | • GI Bill • Post WWII conferences • United Nations • Cold War • Truman Doctrine • Marshall Plan • North Atlantic Treaty Organization • Containment • McCarthyism |
United States 1877- Present Day
Text Resources:
From Versailles to Pearl Harbor
- Neutrality Act of 1935
HCPSS Curriculum Framework
United States 1877- Present Day
- Mount Holyoke College
- "Quarantine" Speech, Franklin D. Roosevelt, 1937
- Miller Center: University of Virginia
- Neutrality and War, Charles Lindbergh and the America First Committee, 1939
- Desegregation of the Armed Forces, Statement by Franklin D. Roosevelt, 1940
- Four Freedoms Speech, Franklin D. Roosevelt, 1941
- Lend Lease Act, 1941
- A Warning on Isolationism, Wendell Wilkie, 1941
- United States Note to Japan, Sept. 26, 1941
- What Our Foreign Policy Should Be, Alfred Landon, 1941
- Message from the President to the Emperor of Japan, Dec. 6, 1941
- Japanese Note to the United States, Dec. 7, 1941
- Pearl Harbor Speech, Franklin Roosevelt, December 8, 1941
- Teaching American History
- Truman Library
- FDR Library
- Our Documents: National Archives and Records Administration
- Maryland Archives
- Modern History Sourcebook: Fordham University
- Smithsonian Education
- Modern History Sourcebook: Fordham University
- Modern History Sourcebook: Fordham University
- Maryland Archives
United States 1877- Present Day
World War II
- Executive Order 8802, Franklin Roosevelt, June 25, 1941
- Teaching American History
- Mobilizing for the war at home
- Smithsonian Education
- Servicemen's Readjustment Act (GI Bill) - 1944
- Executive Order 9066 - Resulting in the Relocation of Japanese Americans (1942)
- Korematsu v. United States, 1944
- General Dwight D. Eisenhower's Order of the Day 1944 (DDay)
- America on the Homefront: Selected World War II Records
- Benjamin Akzin, War Refugee Board, to Lawrence Lesser, June 29, 1944, urging the bombing of Auschwitz and Birkenau
- Albert Einstein to Franklin Roosevelt, March 25, 1945
- Leslie Groves to Henry Stimson, July 18, 1945
- Henry Stimson to Harry Truman, April 24, 1945
- Henry Stimson to Harry S. Truman, September 11, 1945
- Executive Order No. 9417 Establishing a War Refugee Board
- Our Documents: National Archives and Records Administration
- Our Documents: National Archives and Records Administration
- Cornell University Law School
- Our Documents: National Archives and Records Administration
- National Archives and Records Administration
- PBS
- The Truman Library
- The Truman Library
- The Truman Library
- PBS
- The Truman Library
United States 1877- Present Day
Post WWII Era
- George Kennan's Long Telegram, February 1946
- Truman Doctrine, 1947
- George Washington University
- Our Documents: National Archives and Records Administration
- Marshall Plan, 1947
- Charter of the United Nations, June 26, 1945
- Executive Order 9981 - Desegregation of the Armed Forces - 1948
- Armistice Agreement for the Restoration of the South Korean State (1953)
- Senate Resolution 301 - Censure of Senator Joseph McCarthy (1954)
- National Archives and Records Administration
- Our Documents: National Archives and Records Administration
- Our Documents: National Archives and Records Administration
- Our Documents: National Archives and Records Administration
- Our Documents: National Archives and Records Administration
Suggested Media:
Suggested Resources
immigrants
Overview:
United States 1877- Present Day
Although the study of the era following World War II can easily be dominated by a preoccupation with the Cold War, our understanding of present-day America will be deficient without grappling with the remarkable changes in American society, the American economy, and American culture in the 1950s and 1960s. It should be remembered that the closeness of the period makes it one of continuing reinterpretation, reminding us that historical judgments should be seen as provisional, never cut in stone.
Students will need to understand how the postwar economic boom, greatly affected by the transforming hand of science, produced epic changes in American education, consumer culture, suburbanization, the return to domesticity for many women, the character of corporate life, and sexual and cultural mores--all of which involved startling changes in dress, speech, music, film and television, family structure, uses of leisure time, and more.
All of this can take on deeper meaning when connected to politics. Politically, the era was marked by the reinvigoration of New Deal liberalism and its gradual exhaustion in the 1970s. In the period of liberal activism, leaders sought to expand the role of the state to extend civil liberties and promote economic opportunity. The advent of the civil rights and women's movements thus became part of the third great reform impulse in American history. Conservative reaction stressed restrictions on the growth of the state, emphasized free enterprise, and promoted individual rather than group rights.
They should also recognize that the U.S. government's anti-Communist strategy of containment in Asia confronted very different circumstances and would involve the United States in the bloody, costly wars of Korea and Vietnam. The Vietnam War is especially noteworthy. It demonstrated the power of American public opinion in reversing foreign policy, it tested the democratic system to its limits, it left scars on American society that have not yet been erased, and it made many Americans deeply skeptical about future military or even peacekeeping interventions.
Examining the history of our own time presents special difficulties. The historian ordinarily has the benefit of hindsight but never less so than in examining the last few decades. Furthermore, the closer we approach the present the less likely it is that historians will be able to transcend their own biases. Historians can never attain complete objectivity, but they tend to fall shortest of the goal when they deal with current or very recent events. For example, writers and teachers of history who voted for a particular candidate will likely view that candidate's action in office more sympathetically than a historian who voted the other way.
There can be little doubt, however, that in global politics the role of the United States has led to seismic changes that every student, as a person approaching voting age, should understand. The detente with the People's Republic of China under Nixon's presidency represents the beginning of a new era, though the outcome is still far from determined. Perhaps more epochal is the collapse of the Soviet Union, the overthrow of communist governments in Eastern Europe, and the consequent end of the Cold War and the nuclear arms race. Students can understand little about American attempts to adjust to a post-bipolar world without comprehending these momentous events.
United States 1877- Present Day
In politics, students ought to explore how the political balance has tilted away from liberalism since 1968. They should also study the ability of the political and constitutional system to check and balance itself against potential abuses as exemplified in the Watergate and Iran-Contra affairs. They can hone their ability to think about the American political system by exploring and evaluating debates over government's role in the economy, environmental protection, social welfare, international trade policies, and more.
No course in American history should reach a conclusion without considering some of the major social and cultural changes of the most recent decades. Among them, several may claim precedence: first, the reopening of the nation's gates to immigrants that for the first time come primarily from Asia and Central America; second, renewed reform movements that promote environmental, feminist, and civil rights agendas that lost steam in the 1970s; third, the resurgence of religious evangelicalism; fourth, the massive alteration in the character of work through technological innovation and corporate reorganization; and lastly, the continuing struggle for e pluribus unum amid contentious debates over national vs. group identity, group rights vs. individual rights, and the overarching goal of making social and political practice conform to the nation's founding principles.
Enduring Understandings:
- The Cold War set the framework for global politics for 45 years after the end of World War II. It also influenced American domestic politics, the conduct of foreign affairs, and the role of the government in the economy after 1945.
- The Cold War was essentially a competition between two very different ways of organizing government, society, and the economy: the American-led western nations' belief in democracy, individual freedom and a market economy, and the Soviet belief in a totalitarian state and socialism.
- The U. S. government's anti-Communist strategy of containment in Asia led to America's involvement in the Korean and Vietnamese Wars. The Vietnam War demonstrated the power of American public opinion in reversing foreign policy.
- African Americans, women, and other minority groups, worked through the court system and used mass protest to promote political, economic and social change.
- Involvement in conflicts in other areas of the world has been an integral part of United States foreign policy in the modern era.
- Dramatic advances in technology have affected society, culture, the arts, and business practices.
- Rising immigration has increased American diversity and redefined American identity.
- Ronald Reagan's policies had an impact on the relationship between the federal and state governments.
- The United States formulates domestic and international policy in an effort to confront terrorism.
Essential Questions:
- To what extent and in what ways did the "domino theory" accurately account for American foreign policy in the immediate post-
- How did American foreign policy change after WWII?
United States 1877- Present Day
World War II period?
- How did American foreign policy contribute to the end of the Cold War?
- Were the methods used by African-Americans, women, and Hispanics in the United States during the 1960s and 1970s successful in achieving equal rights?
- Was the 1950s a time period of conformity or rebellion?
- To what extent did the domestic programs of Kennedy and Johnson accomplish the fundamental goal of expanding the responsibilities of the federal government for the general social welfare of all Americans?
- How has the Immigration Act of 1965 and other immigration policies successfully created a diverse and inclusive American society?
- Analyze the relevant importance of economic and political factors in shaping America's foreign policy from the 1970s to present day.
- Do elections always reflect the will of the people?
- In what ways has the battle about having a robust versus a diminished role of the federal government continued into the 21 st Century?
- Is it appropriate to limit civil liberties in order to protect national security?
Curriculum Framework
Topic
Learning Outcomes
Vocabulary
Key Concepts
United States 1877- Present Day
| 1. Identify the various phases in the dynamic relationship between the United States and the Soviet Union from the end of the Korean War to the breakup of the U.S.S.R. (H) Explain how the S.A.L.T. talks brought about détente between the United States and Russia after the Korean War. | • Diplomacy • Sputnik • Détente |
|---|---|
| 2. Analyze the origins, events, and consequences of U.S. participation in the war in Vietnam. (H) Justify the policy of Vietnamization as a way of atatempting a “peace with honor.” | • Domino Theory • Vietnamization • Vietcong • War Powers Act • Draft Resistance |
| 3. List the strategic, political and economic factors in American’s policy towards the Middle East, including the Gulf War. | • Embargo • OPEC • Cartel • Camp David Accords |
| 4. Describe the origins, major developments, controversies, | • Civil Rights Organizations |
United States 1877- Present Day
| and consequences of the African-American civil rights movement. (H) Analyze the various philosophical differences among African American civil rights groups, and how this affected differing forms of protest. 5. Discuss the cultural, economic, and political changes in the United States from 1952 to 1968. 6. Discuss how the advancements in the African-American civil rights movement influenced the agendas and strategies in the quest of other groups of Americans for civil rights and equality of opportunities. 7. Describe the origins, major developments, controversies, and consequences of the post- war women’s movement. (H) Compare expectations of women’s roles in society during and after World War II with those of women participating in support of war efforts today. | • Civil Disobedience • Militancy • New Frontier • Great Society |
|---|---|
| 8. Explain how the federal, state, and local governments have responded to political, economic, social, and cultural | • School Busing • Affirmative Action • Equal Rights |
United States 1877- Present Day
patterns from the Great Society to the Reagan Revolution.
9. Analyze patterns, trends and projections of population growth with particular emphasis on how the Immigration Act of 1965 and successor acts have affected American society.
10. Justify the use of natural resources and the trade-offs between environmental quality and economic growth since the 1960s.
11. Examine the reasons behind the "Contract with America" during the 1990's and how they reshaped politics.
(H) Analyze the impact of religious conservatism on the transformation of public policy in the 21 st century.
12. Explain how the Clinton presidency attempted to reshape the goals of the U.S. government yet served as a lightning rod for neoconservative response.
13. Investigate the controversies surrounding the outcome of the 2000 presidential election.
14. Explain how the 9/11 attack on the World Trade Center reshaped the United States politically, socially, and
Amendment
* Service Economy
* Stagflation
16. The Watergate scandal undermined the American people's trust in their political system.
* Watergate
* Deficit Spending
* Conservatism
* Welfare
* NAFTA
* Impeachment
* Homeland Security
* Patriot Act
* Tea Party
17. President Reagan and conservative Republicans advocated for: tax cuts, transfer of responsibilities to state government, reduction in the number and scope of government programs and regulations, and strengthening of the American military.
18. The "Reagan Revolution" extended beyond his tenure in office with: the election of George H.W. Bush; the election of centrist Democrat, William Clinton; the Republican sweep of congressional elections and statehouses in the 1990s; and the election of George W. Bush
19. The 2000 election between George W. Bush and Al Gore was controversial and opened debate about the electoral college system.
20. In response to September 11, 2001, the United States Government heightened security in the country, with the Patriot Act.
21. The Bush administration enacted robust and aggressive foreign policy actions in respons to the 9/11 attacks.
22. Barrack Obama's election as president represented a milestone in American history and culture.
United States 1877- Present Day
Text Resources:
United States 1877- Present Day
Domestic trends 1969- present
- Nixon's Statement on Watergate
HCPSS Curriculum Framework
United States 1877- Present Day
- American Presidency Project, University of California Santa Barbara
- Justice Department Memo Considering Impeachment of Nixon
- Articles of Impeachment (Nixon)
- "Asians Outnumber Hispanics Among New Immigrants," Article
- "Reagan Proposes U.S. Seek New Ways to Block Missiles," Article
- Reagan's First Inaugural Address 1981
- Welfare Reform Act of 1996
- Contract with America
- "Clinton Impeached," Article
- "Clinton's economic legacy," Article
- "The Senate Acquits President Clinton," Article
- The Disputed Election of 2000
- "How we got here: A timeline of the Florida recount" by Jeb Bush
- Patriot Act
- Department of Homeland Security (History)
- National Archives and Records Administration
- University of Colorado, Boulder
- Washington Post
- New York Times
- Avalon Project, Yale University
- Digital History, University of Houston
- United States House of Representatives
- Washington Post
- BBC
- Washington Post
- Digital History, University of Houston
- CNN
- Library of Congress, Thomas
- Department of Homeland Security
Suggested Media:
United States 1877- Present Day
Suggested Resources
United States 1877- Present Day
APPENDIX 1
Suggested Activities for Honors Objectives
* Evaluate to what extent post-Civil War southern political, economic, and social policies attempted to create a permanent black underclass. (901.01H)
Suggested Strategy (PROCESS/PRODUCT): Have students brainstorm social, economic, and potical policies that were in effect in the South after the Civil War in an attempt to create a permanent black underclass. Students will describe the immediate impact those policies had upon African Americans. Divide students into groups. Assign each group a policy to research. Groups are to investigate any evidence of lingering effects of these policies today. Suggested policies are voting,sharecropping, Jim Crow laws, Plessy v. Ferguson (1896), miscegenation laws, andproperty ownership.
* Analyze varying historical interpretations of the impact of political and social
changes on the U.S. stemming from Reconstruction. (H 901.02) Suggested Strategy (PROCESS/PRODUCT): Have students read the historical interpretations of Kenneth Stampp and Eric Foner. Have students use a graphic organizer to compare and contrast the two viewpoints, and then construct an argumentative essay, may then be used as a bases for a class debate on the merits of each historian's arguments given the students' knowledge of the Reconstruction era. Suggested Resources: Taking Sides: Clashing Views on Controversial Issues in American History (Dushkin Publishing Group, Inc.) Issue 17: "Was Reconstruction a Success?"
* Analyze the issues surrounding the range wars of the late 1800's as they relate to the controversy surrounding urban sprawl and "Smart Growth" today. (902.04H)
Suggested Strategy (PRODUCT) Create a visual metaphor reflecting the similarities between the range wars and current day urban sprawl.
* Justify the necessity for government regulation of private business enterprise at the turn of the 19th century. (902.09H)
Suggested Strategy (PROCESS) Have students research the views of the following historical or contemporary figures regarding government regulation of big business: (historical)—J.D. Rockefeller and Senator John Sherman (Sherman Anti-trust Act); (contemporary)—Bill Gates and Ralph Nader. Students will conduct a mock debate defending or opposing laissez-faire economic policies. They should argue the question: Should there be governmental controls on big business? Why or why not? (Note: Other historical or contemporary figures may be added or substituted.)
* Trace the factors that lead to urban growth in the late 19th century, urban decline of the 1960's, 70's, and 80's to urban revitalization of the late 20 th century. (902.11H)
United States 1877- Present Day
Suggested Strategy (CONTENT/PROCESS/PRODUCT) Have students research the growth patterns of three northeast metropolitan cities such as Boston, Philadelphia, New York, or Baltimore. Students are to create charts or graphs showing changes in population, per capita income, housing, growth in business development, mass transportation, new jobs and employment figures, and the number of people receiving public assistance from the late 19th century, 1960's and 70's, to the late 1990's. Keeping in mind the historical events that occurred during the time span, have students analyze the trends in each of the charts or graphs and predict what factors led to the changes over time that reflected urban growth, decline, and/or revitalization.
* Analyze the gold versus silver standard controversy of the Populist era through a literary context. (903.01 H/GT)
Suggested Strategy (PROCESS): After studying the Populist movement and the gold and silver controversy, have students read excerpts of the text The Wizard of Oz by Frank Baum, which is purported to be an allegory of the currency problems and agrarian issues of the 1890s. Distribute a list of various elements from books and have students determine the historical references based on their knowledge of the time. Once students have developed their list of historical influences, conduct a class discussion comparing and justifying their ideas and interpretations. Examples include:
Scarecrow –- farmers
- Flying monkeys—Native Americans
- Tin Man—Factory workers
- Lion—William Jennings Bryan
- Dorothy's Silver Slippers—silver standard
- OZ—abbreviation of ounces
- Yellow Brick Road—gold standard
- Wicked v. Good Witches and their geographic relationship to regions of our nation
* Compare the principles of American foreign policy in an era of imperialism in the late 19th and early 20th century to American foreign policy in the 21st century. (903.07H)
Suggested Strategy (CONTENT/PROCESS): Research various U.S. foreign policy decisions in the 20th/21st centuries. Determine the purpose of these actions, and rate whether they represent acts of imperialism, or if they are justifications to protect economic interests, national security, or human rights.
* Identify, analyze, and evaluate current political, social, and economic issues that
could ignite another era of progressive reform on the local, state, and national levels. (903.02H)
Suggested Strategy (CONTENT/PROCESS): Have student groups brainstorm recent, social, political, or economic issues that are controversial and have divided public opinion on the local, state, or national levels. After forming cooperative learning groups, students will adopt one of the issues discussed and research public opinion polls and identify the differing opinions regarding the issue. Students will propose a reform
United States 1877- Present Day measure and devise a plan for implementation. Finally, students will predict how the reform would improve American life 50 to 100 years later. A "gallery walk" should be used as the presentation format.
* Analyze and critique to what extent the Treaty of Versailles succeeded or failed to live up to the expectations mapped out in Wilson's Fourteen Points. (904.05H)
Suggested Strategy (PRODUCT): After examining the articles of the Treaty of Versailles and President Wilson's Fourteen Points, write a critical analysis concerning how the Treaty failed to realize the spirit of the Fourteen Points. Assess how each Article of the Treaty worked against or ignored each Point. Support your position with specific citations. Suggested Resources: Copies of the Treaty of Versailles Copies of Wilson's Fourteen Points
* Justify how military mobilization at the beginning of World War II sparked U.S.
economic recovery from the depression. (907.05H)
Suggested Strategy (CONTBNT/PRODUCT): Have students construct a graph. Along the horizontal axis, place a chronology from 1932 to 1945. Along the vertical axis, list percentages of economic growth. In student groups, students will research the percentage of economic growth in the United States from 1932 to 1945. After connecting the points of economic growth, determine what segment of the business cycle (recession, depression, recovery, or prosperity) existed during that time period.. Students will then gather pictures or data that serve as evidence of war mobilization efforts and place them above the points graphed as examples of economic activity during that time period. As a follow-up activity, students are to respond to the following question in an extended constructed response:
- Explain how war impacts a nation's economy.
- justify whether or not they helped or hindered economic solvency.
- Citing examples of war mobilization efforts during World War II,
- Include details and examples to support your answer.
* Evaluate the political, social, and cultural climate of the United States during the
McCarthy era of the early 1950s. (908.05H)
Suggested Strategy (PRODUCT): Have students research the members of the House Committee of Un-American Activities between 1947 and 1954. Establish a panel of at least six members, including notables as young Richard Nixon and Senator Joseph McCarthy. Reenact a Committee hearing with suspected communists in the film industry such as Burt Lancaster, Marsha Hunt, Ronald Reagan, Gary Cooper, Robert Taylor, Zero Mostel. During the debriefing of the activity, have students discuss possible reasons why members of the entertainment industry fell victim to the political climate of the Cold War.
* Explain how the S.A.L.T. talks brought about détente between the United
United States 1877- Present Day
States
and Russia after the Korean War. (909.01H)
Suggested Strategy (PRODUCT): Have students create a visual metaphor (History Alive1 on the ways in which S.A.L.T., negotiated by Nixon and Brezhnev, eased tensions between the United States and the Soviet Union.
* Compare expectations of women's roles in society during and after World War II with those of women participating in support of war efforts today. (910.03H) Suggested Activity (PROCESS/(PRODUCT): Have students script an email exchange between a grandmother and her granddaughter, both of whom participated in war efforts. Grandmother worked in a munitions factory in the mid-west. The granddaughter was deployed with her National Guard unit to Baghdad during Operation Iraqi Freedom. They are to discuss the following questions:
- What jobs or responsibilities did women hold during the war mobilization efforts of World War II?
- What jobs or responsibilities did women hold during were held by women during such recent military endeavors such as Operation Desert Storm, Operation Enduring Freedom, and Operation Iraqi Freedom?
- In what ways did he jobs and responsibilities of women change after male soldiers returned home from the war front?
- The exchange will culminate in an act-it-out between the grandmother and granddaughter.
Questions to be considered for discussion are:
- What was life like as a woman in your position?
- Do you consider this a life-long career? Why or why not?
- How essential was your role?
- What are your goals and expectations after the war?
- What photo documents could you provide to document your experiences to share with the audience?
* Justify the policy of Vietnamization (the building up of South Vietnamese forces and making them do more of the fighting while gradually withdrawing American troops) as a way of attempting a "peace with honor." (909.02H) Suggested Strategy (PRODUCT): Have students implement a History Alive! experiential strategy, by simulating a "60's teach-in" like the ones sponsored by Students for a Democratic Society (SDS) on the Vietnam War. Students write and orally deliver speeches in support of or against the policy of Vietnamization.
* Analyze the impact of religious conservatism on the transformation of public policy in the 21st century. (910.09H) Suggested Strategy (PROCESS/PRODUCT): Divide students into research groups taking on the roles of the following historical and contemporary politicians, political analysts. and religious figures. Persons may include James Carville, Thomas Jefferson, Pat Robertson, Jerry Falwell, D. James Kennedy, Paul Begala, Bill O'Reilly, Rush Limbaugh, Al Franken, and Benjamin Franklin. Provide students time to investigate the
United States 1877- Present Day political leanings and beliefs on each individual. Taking on the persona of the individual assigned, students will hold an open discussion addressing the following questions in response groups:
- Is the United States in danger of turning into a theocracy?
- To what extent should religion play in molding government's public policy on such issues as crime and punishment, foreign policy, health care, taxation, energy, regulation, and social services?
- Should the President express personal religious values when establishing public policy or should there be strict adherence to separation of church and state?
- End the response group activity by having students complete a value line.
* Justify or critique how personal liberties changed in the United States in wake of the 9/11 attacks. (910.12H)
Suggested Strategy (PRODUCT) Have students create a visual representation /metaphor, based on the following question: "Is the price of protection worth the cost of liberty?"
United States 1877- Present Day
APPENDIX 2 Guidelines for Teaching Honors Level Classes
What is differentiation?
Differentiation is providing curriculum and instruction that meets the differing needs of all students. Differentiated instruction provides multiple approaches to three curricular elements: (1) content - input, what students learn; (2) process - how students go about making sense of ideas and information; and (3) product - output, how students demonstrate what they have learned.
Why differentiate?
Within our classrooms, there are many students of varying abilities, learning styles, interests, and needs; all of which must be met. Some of the students already know a significant amount of the content teachers have planned and some can learn new material in less time than others. Anxiety occurs when teachers expect too much from their students, and boredom occurs when teachers expect too little. When curriculum expectations are out of sync with students' abilities, not only does motivation decrease, but so does achievement. (Carol Tomlinson, University of Virginia.) To effectively execute a differentiated classroom, teachers must plan to realign the content, elevate the process through the use of various instructional strategies, offer varied product choices, and/or use performance and other alternative assessments in anticipation of students' differences.
How to use this handbook?
This handbook contains specific strategies and techniques teachers can use to differentiate curriculum and instruction in their Honors social studies classes without totally rewriting their content. The expectations for teachers are for them to use these ideas to meet the differing needs of their students. These strategies should be used to provide differentiated experiences for students who have elected to take an honors class. These suggestions can act as a springboard for the development of more ideas. When planning lessons for honors students, teachers need to ask themselves:
In what ways can I:
- provide appropriate rigor?
- extend the scope of the topic?
- accelerate the pace of instruction?
- add dimension to this unit?
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STRATEGIES/
IMMEDIATE
INTERMEDIATE
ACTIVITIES
O
UTCOMES
OUTCOMES
Students develop a
higher self-esteem,
and feel confident
to resist peer &
media influences to
use tobacco/
alcohol/drugs
Students
demonstrate an
improvement in
healthy
communication and
positive peer
relationships
Cognitive Behavioral Skills Training
Sessions use lecture, discussion, coaching, and practice
Elementary School Curriculum
24 (30-45 minutes) class sessions taught over 3 years
(8 sessions each year)
Middle/Junior High School Curriculum
30 (45 minute) class sessions taught over 3 years
(15sessions in the first year, 10 sessions in the second year,
and 5 sessions in the third year)
High School Curriculum
10 (45 minute) class sessions taught over 1 year
Sessions focus on:
General Social Skills
Overcoming shyness
Communicating effectively and avoiding
misunderstandings
Resolving conflicts
Assertiveness skills to make or refuse requests
Recognizing choices other than
aggression or passivity
when faced with difficult decisions
Personal Self-Management Skills
Examining self-image and its effects on behavior
Coping with anxiety & anger
Setting goals and tracking personal progress
Understanding how decisions are influenced by others
Analyzing problem situations and considering
consequences of actions
Drug Resistance Skills
Recognizing and challenging misconceptions about
substance use (current prevalence rates and social
acceptability)
Understanding short- and long-term consequences of
substance use
Education about the addiction process
Coping with peer & media pressure
Students
consistently attend
school and actively
participate in
program sessions
Students
demonstrate
increased knowledge
about and modified
normative
expectations
concerning
substance use
Students gain
knowledge about
the misconceptions
of substance use
and learn effective
coping skills to
resist negative social
pressures
Students practice
skills learned to
manage behavior
Students use
problem-solving
and decision-making
skills to make
healthy choices
LifeSkills Provider Training Workshops
National Health Promotion Associates (NHPA) teach
LifeSkills Providers (teachers, school counselors,
prevention specialists, etc.) the theory, research, and
rationale of the program
Providers learn teaching skills, how to adapt the
curriculum to meet local needs, and develop methods
to overcome instructional and institutional
implementation barriers
Students are
introduced to
concepts about
effective
communication and
how to build
positive peer
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Nathalia Secondary College Acceptable Use Agreement for Ultranet, internet and digital technologies
Nathalia Secondary College believes the teaching of cybersafe and responsible online behaviour is essential in the lives of students and is best taught in partnership between home and school.
21 st century students spend increasing amounts of time online, learning and collaborating. To be safe online and to gain the greatest benefit from the opportunities provided through an online environment, students need to do the right thing by themselves and others online, particularly when no one is watching.
Safe and responsible behaviour is explicitly taught at our school and parents/carers are requested to reinforce this behaviour at home.
Some online activities are illegal and as such will be reported to police.
Part A - School support for the safe and responsible use of digital technologies
Nathalia Secondary College uses the Ultranet, internet and digital technologies as teaching and learning tools. We see the internet and digital technologies as valuable resources, but acknowledge they must be used responsibly.
Your child has been asked to agree to use the Ultranet, internet and mobile technologies responsibly at school. Parents/carers should be aware that the nature of the internet is such that full protection from inappropriate content can never be guaranteed.
At Nathalia Secondary College we:
* have policies in place that outline the values of the school and expected behaviours when students use digital technology and the internet
* provide access to the Department of Education and Early Childhood Development's search engine Connect, www.education.vic.gov.au/secondary which can be used to direct students to websites that have been teacher recommended and reviewed
* provide a filtered internet service
* provide supervision and direction in online activities and when using digital technologies for learning
* have a cybersafety program at the school which is reinforced across the school
* support students in developing digital literacy skills
* use mobile technologies for educational purposes (e.g. podcasts or photos from excursions)
* provide support to parents/carers through information evenings and through the document attached to this agreement for parent to keep at home
* provide support to parents/carers to understand this agreement (e.g. language support)
* work with students to outline and reinforce the expected behaviours in the Ultranet*.
* The Ultranet is a password protected online learning space for all Victorian Government school students. In this space your child will be able to use tools to communicate and collaborate with other students and be able to access learning activities both at school and at home. The Ultranet will be active at Nathalia Secondary College from 23 rd August 2010.
Nathalia Secondary College Acceptable Use Agreement for Ultranet, internet and digital technologies
Part B - Student Agreement
When I use digital technology I agree to:
* support others by being respectful in how I communicate with them and never write or participate in online bullying (this includes forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviour)
* be a safe, responsible and ethical user whenever and wherever I use it
* talk to a teacher if I feel uncomfortable or unsafe online or see others participating in unsafe, inappropriate or hurtful online behaviour
* protect my privacy rights and those of other students by not giving out personal details including full names, telephone numbers, addresses and images
* seek to understand the terms and conditions of websites and online communities and be aware that content I upload or post is my digital footprint
* use the internet for educational purposes and use the equipment properly
* abide by copyright procedures when using content on websites (ask permission to use images, text, audio and video and cite references where necessary)
* use social networking sites for educational purposes and only as directed by teachers
* think critically about other users' intellectual property and how I use content posted on the internet.
* not reveal my password to anyone except the system administrator or the teacher
* not interfere with network security, the data of another user or attempt to log into the network with a user name or password of another student
* not bring or download unauthorised programs, including games, to the school or run them on school computers
When I use my mobile phone, iPod or other mobile device I agree to:
* protect the privacy of others and never post or forward private information about another person using Short Message Service (SMS)
* keep the device on silent during class times and only make or answer calls and messages outside of lesson times – except for approved learning purposes
* only take photos and record sound or video when it is part of an approved lesson
seek permission from individuals involved before taking photos, recording sound or videoing
* seek appropriate (written) permission from individuals involved before publishing or sending photos, recorded sound or video to anyone else or to any online space
* them (including teachers)
* be respectful in the photos I take or video I capture and never use these as a tool for bullying.
This Acceptable Use Agreement also applies during school excursions, camps and extracurricula activities. I acknowledge and agree to follow these rules. I understand that my access to the internet and mobile technology at school will be renegotiated if I do not act responsibly.
I have read the Acceptable Use Agreement carefully and understand the significance of the conditions and agree to abide by these conditions. I understand that any breach of these conditions will result in internet and mobile technology access privileges being suspended or revoked.
Student Name_______________________________________________________________
Year Level______
Student Signature___________________________________________________________
Parent/Carer Signature_______________________________________________________
Date____________________________
If you have any concerns about this agreement or ideas for making the agreement better contact Nathalia Secondary College on 03 5866 2331.
For further Support with online issues students can call Kids Helpline on 1800 55 1800. Parents/cares call Parentline 132289 or visit http://www.cybersmart.gov.au/report.aspx
© State of Victoria 2010
This work has been created by the teachers listed below as employees of the Department of Education and Early Childhood Development, Victoria and copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Early Childhood, 2 Treasury Place, Melbourne, VIC, 3002 | <urn:uuid:d163347b-e1e5-4193-b800-e215f2563b49> | CC-MAIN-2017-39 | http://nathaliasc.vic.edu.au/download.php?type=pdf&file=53 | 2017-09-23T05:41:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818689490.64/warc/CC-MAIN-20170923052100-20170923072100-00435.warc.gz | 244,102,710 | 1,330 | eng_Latn | eng_Latn | 0.996583 | eng_Latn | 0.998235 | [
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Where There's a Will There's a Why
By Yossy Goldman
Why do certain people find satisfaction in Judaism while others are bored stiff? Why is faith exciting for some and irrelevant for others, a joy for one guy and an absolute burden for the next? One fellow cannot imagine going to work without first putting on his tefillin and the other hasn't seen his tefillin since his bar mitzvah 40 years ago. This woman can't wait to get to shul and the other can't wait to get out. Why?
This week we read about the ultimate mitzvah of faith, the Red Heifer. It is a statutory commandment whose reason still remains a mystery. I must admit, to take the ashes of a red heifer and sprinkle them on a person so he may attain spiritual purification is, indeed, rather mind-boggling.
According to the Midrash, the Almighty promised Moses that to him He would reveal the secret meaning of this mitzvah, but only after Moses would initially accept it as a Divine decree. If he would first take it on faith, thereafter rational understanding would follow.
The truth is that there are answers to virtually every question people may have about Judaism. Intelligent sceptics I meet are often amazed that what they had long written off as empty ritual is actually philosophically profound, with rich symbolic meaning. But the sceptic has to be ready to listen. You can hear the most eloquent, intellectual explanation but if you are not mentally prepared to accept that listening may in fact be a worthwhile exercise, chances are you won't be impressed. Once we stop resisting and accept that there is inherent validity, suddenly Judaism makes all the sense in the world.
It is a psychological fact that we can grasp that which we sincerely desire to understand. But if there is a subject in which we have no interest, we will walk into mental blockades regularly. The sixth Lubavitcher Rebbe, Rabbi Yosef Yitzchak Schneerson, says this explains why some very astute businessman may sit at a Talmud class and find himself struggling to grasp basic principles of rabbinic reasoning. Why is it that the same person who can concoct brilliant schemes in the boardroom fails to follow straightforward logic in the Talmud class? The answer, says the Rebbe, is that this businessman is really not that interested in the subject. But if it was half as important to him as making money, he might well become a rosh yeshiva!
So, in the same way that G-d told Moses that he could come to comprehend the meaning of the Red Heifer but only after he accepted it, similarly today, those who genuinely wish to understand Judaism will succeed, but only if they buy into the product on some level first.
When I was studying in yeshiva, I would always try to attend the annual "Encounter with Chabad" weekends for university students. These were organized to expose Jewish students to Judaism over a Shabbat and there were lectures by leading Rabbis and religious academics. Once a young man shouted back at the lecturer, "How can you expect me to put on tefillin if I don't believe in G-d?!" The speaker calmly replied, "First put on tefillin, and I promise you will see that you really do believe in G-d."
We all have a G-dly faith inside us. It just needs to be revealed. As illogical as it may sound, if we start by observing a mitzvah, we find that our faith will follow through and begin to blossom. It has been shown to be true again and again. If we are not interested, no answer will be good enough. If we are genuinely searching for truth and we are objective, there are ample and meaningful answers.
"This is the law when a man dies in a tent," we read in this week's Torah portion, Chukas. "Everyone who comes into the tent...and every open [earthen] vessel on which there is not a closely fitting cover, is [spiritually] unclean." Moreover, whatever substance was within the open vessel is also rendered spiritually unclean.
However, as explained by Maimonides, if a person happened to be in the tent of the deceased "in a sealed barrel with a 'closely fitting cover,' " he remained spiritually pure and unaffected.
Every aspect of Torah provides us with a practical lesson to be applied in our daily lives. To the Jew, spiritual life and death are defined by his connection to G-d, as the Torah states, "And you who cleave unto G-d are all alive this day." Conversely, any weakening in our service of G-d or defect in that connection constitutes the Jew's spiritual death, G-d forbid.
Nonetheless, no matter how connected to G-d the individual Jew may be, he still exists within the context of the material world, defined as "a world in which the wicked are ascendant."
Therefore, no matter how "alive" the Jew is in absolute terms, the world around him is unclean; the Jew is always "in the tent of the deceased."
This is especially true during the exile, when darkness covers the face of the earth, in contradistinction to the times of the Holy Temple, when G-d's Presence in the world was openly perceived, thus enabling Jews to perform mitzvot with vitality and enthusiasm.
What can a Jew do to protect himself from negative influences during these last few minutes of exile? How can we guard ourselves against the spiritual uncleanliness that surrounds us "in the tent of the deceased"?
The answer lies in the above-mentioned ruling, on the principle that properly sealing an earthen vessel protects its contents from spiritual impurity.
In terms of our service of G-d, the Jew must strive for the humility and self-nullification symbolized by the earthen vessel, which is composed of the dust of the earth.
Our Patriarch Abraham epitomized this quality when he declared, "I am but dust and ashes"; similarly, we recite during the High Holidays, "Man, whose basic element is dust ...is likened to a shard of clay."
Every Jew is obligated, therefore, to fit himself with "a closely fitting cover" - to guard every opening and channel that connects him with the outside world in order to filter out the bad influences from the good. Doing so will protect him from spiritual uncleanliness and ensure that his connection to G-d remains healthy and intact.
Adapted from Likutei Sichot of the Rebbe, Vol. 23
Michele 'Weiss' (Weiss is a fictitious name) was Jewish, but it meant nothing to him; it was no more important than having red hair or blue eyes. He was a Frenchman through and through. In fact he was a community man, a politician- so involved in making connections and rising in politics that he didn't even have time to get married.
His work took him all over the world meeting people and making important agreements, but one encounter that he had in New York changed his life.
One Friday he was walking down some tremendously busy Manhattan avenue when strains of Jewish clarinet music faintly wafted over the honking car horns from a distance.
As he walked, the music became closer and louder until he saw a large van parked half on the sidewalk with a loudspeaker on it and a few bearded people milling around in front of it.
"They must have some sort of special permit to park there" he thought to himself, "I wonder who they are".
He approached and saw young Chassidim busy in various activities. Some were talking to passers-by while others were wrapping some sort of straps on people's arms. He became even more curious.
Before he could say anything one of the Chassidim turned to him and called, "Excuse me sir, are you Jewish?"
"Jewish?" he replied "Juif?" Why, yes I suppose I am. That is, I am from France but….."
"Your mother is Jewish?" The Chassid asked. Michel came closer and shook his head yes. "Well then, you're Jewish! Mazal Tov! Here, you can put on Tefillin!!"
The young man held out a small black box with a black leather strap dangling from it.
Michel had never seen 'Tefillin' in his life and had no idea what this fellow was talking about but it seemed to be something religious. He was an assimilated Frenchman; liberty, fraternity and equality were in his bones and not religion! Indeed, it was somewhat abhorrent to him.
"What is this? Religion?" he looked at the Chassid as though he was being offered a dead cat.
"No," the Chassid answered, "It's Judaism."
Michel waved his finger and shook his head 'no' and turned to go when the young man
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made some clever remark and skilfully called him back to talk.
Michel relaxed and responded; he loved people and in no time he was conversing and joking with the Chassid as though they were best friends. But when he mentioned that the reason for his visit was politics the young man lit up.
"Aha! Politics!? Why didn't you say so?! Why, if you want to meet politicians you have to go to the Lubavitcher Rebbe! ALL the politicians are by the Lubavitcher Rebbe on Sunday?" (In fact this was a trick. True, there were many politicians that visited the Rebbe but usually they were in no mood for socializing.)
"Lubavitch ….. Rebbe?" Michel repeated. "All the politicians? Why have I never heard of this? Are you sure?"
He was interested. The young man convinced him to give his hotel address and telephone number, they shook hands and parted and, on the surface of things, it looked like that both of them would forget the whole thing.
But early Sunday morning Michel's phone rang; his Chassidic friend was waiting downstairs to take him to the Rebbe. "Rebbe?" asked Michel groggily still half asleep.
"Yes," The Chassid replied, "Remember? The politicians at the Lubavitcher Rebbe?" "Ahh, yes, yes!"
"Well, I'm waiting here with a taxi." An hour later Michel was standing with his Chassidic friend in the middle of a long, moving line of people winding down the street before a large, stately, red-bricked building in the Crown Heights district of Brooklyn; 770 Eastern Parkway, the Rebbe's headquarters. People were arriving constantly behind them and about an hour later they were standing before the Rebbe at the head of a huge line.
The young Chassid introduced him; "This is Michel, he is a politician in France."
Michel was surprised and impressed. He came to meet politicians but he was beginning to realize that something very big was happening.
"What is your Jewish name?" The Rebbe asked him.
"Jewish name? Why, Michel." He replied simply.
"No, the name given you at your Bris" (circumcision).
"Ahh, yes" Michel replied "My family name is Weiss" .
"No" replied the Rebbe. "You must call France and ask your mother what is your Jewish first name. Then please come back here and tell me."
He handed Michel a dollar, told him to give it to charity and moments later Michel and friend were outside trying to digest what happened.
He was a bit confused. He had never met anyone like this Rebbe before. He turned to the young Chassid and asked "That was very impressive. But where are the politicians you promised?"
The young man thought fast, "Here everything goes according to your Hebrew name. Without that we can't begin."
"Ahhh yes!" Said Michel. He returned to the hotel and called home.
"Jewish name?" His mother answered "Where are you, Michel? Is everything all right? Are you in trouble? Are you sick?"
He assured his mother there was nothing wrong and she told him to call his aunt Paulette who is religious (the only one in the family that occasionally fasted on Yom Kippur) who might know.
With this new information, Michel called his Aunt, got the name and early the next morning rushed back to the Rebbe's headquarters. He found his Chassid friend, told him the good news and they stood outside the Rebbe's door waiting for him to come out for the Afternoon prayer to give him the report.
After a short wait the Rebbe's door opened and he immediately noticed Michel who stepped forward and said in a halfwhisper, "Rebbe, my Jewish name is .... Menachem Mendel."
The Rebbe smiled and said. "Menachem Mendel, you should be a good Jew and live according to the Shulchan Aruch (Jewish book of law)" and continued walking.
Michel later said that at that moment he suddenly transformed into a different person.
"Up to that moment I was only concerned with myself and my career. That was what drove me and what I lived for. But after the Rebbe said those few words I began to think … 'How can I help Jews? How can I improve the world?"
(Incidentally, the young Chassid who brought him made a getaway before Michel could ask him where were the politicians he promised.)
Michel truly became a new man. When he returned to France he contacted the Chabad house and began learning Judaism. Shortly thereafter he married a Jewish girl and even took on a few of the commandments… miracle after miracle.
And from then on he became the address for helping Jews in need and distress. Often at the cost of much time, energy and money a few times even at the risk of his precious career.
He became alive.
When the pre-marriage contract was written for Rabbi Levi Yitzchak of Berditchev's niece, he told them to write: "The wedding will take place, G-d willing, with good mazal, in the holy city of Jerusalem. And if, G-d forbid, Moshiach has not arrived by then, the wedding will take place in Berditchev."
14th of Sivan, 5724 [1964]
Blessing and Greeting:
I am in receipt of your letter of May 21st, in which you write about your background and some highlights of your life.
In reply, I will address myself at once to the essential point in your letter, namely your attitude towards religious observance, as you describe in your letter, and especially to the particular Mitzvah [commandment] which is most essential for a happy married life, namely Taharas Hamishpocho [the Laws of Family Purity]. You write that you do not understand the importance of this Mitzvah, etc. This is not surprising, as is clear from the analogy of a small child being unable to understand a professor who is advanced in knowledge. Bear in mind that the condition between the small child and the advanced professor is only a difference in degree and not in kind, inasmuch as the child may, in due course, not only attain the same level of the professor, but even surpass him.
It is quite otherwise in the difference between a created being, be he the wisest person on earth, and the Creator Himself. How can we, humans, expect to understand the infinite wisdom of the Creator? It is only because of G-d's great kindness that He has revealed certain reasons with regard to certain Mitzvoth, that we can get some sort of a glimpse or insight into them. It is quite clear that G-d has given us the various commandments for our own sake and not in order to benefit Him. It is therefore clear what the sensible attitude towards the Mitzvoth should be. If this is so with regard to any Mitzvah, how much more so with regard to the said Mitzvah of Taharas Hamishpocho, which has a direct bearing not only on the mutual happiness of the husband and wife, but also on the well-being and happiness of their offspring, their children and children's children.
It is equally clear that parents are always anxious to do everything possible for their children, even if there is only a very small chance that their efforts would materialize, and even if these efforts entail considerable difficulties. How much more so in this case where the benefit to be derived is very great and lasting, while the sacrifice is negligible by comparison. Even where the difficulties are not entirely imaginary, it is certain that they become less and less with actual observance of the Mitzvah, so that they eventually disappear altogether.
Needless to say I am aware of the "argument" that there are many non-observant married couples, yet seemingly happy, etc. The answer is simple. First of all, it is well known that G-d is very merciful and patient, and waits for the erring sinner to return to Him in sincere repentance. Secondly, appearances are deceptive, and one can never know what the true facts are about somebody else's life, especially as certain things relating to children and other personal matters are, for obvious reasons, kept in strict confidence.....
Continued in the next issue
CUSTOMS CORNER
Are there special blessings that we will recite when Moshiach comes?
According to many opinions there are five blessings that will be applicable when Moshiach comes. They all begin: "Baruch Ata Ado-nai Elo-heinu Melech Ha'olam - Blessed are You, L-rd our G-d, King of the World..." They continue, "Ga'al Yisrael - Who redeems Israel," "Shehecheyanu v'kiyimanu v'higiyanu lizman hazeh - Who has kept us alive and sustained us and brought us to this time," "Shechalak m'chachmato l'rei'av - Who has given wisdom to those who fear Him," "Shechalak m'kivodo l'rei'av - Who has given honour to those who fear Him," "Chacham Harazim - the Wise One of secrets."
The 12th day of Tammuz (29 July) marks both the birthday of the Previous Rebbe, Rabbi Yosef Yitzchak Schneersohn, and his liberation from Soviet prison and exile.
When the Bolshevik revolution succeeded in overthrowing the Czarist regime in 1917, it set about destroying religion. Judaism, and particularly Chabad, was a prime target. The Previous Rebbe devoted himself to keeping the flame of Judaism alive in the early days of Communist Russia.
So powerful was the Previous Rebbe's impact that at one point he was even offered a deal by the Communist government! He would be allowed to continue to support rabbis, ritual slaughterers, etc., and even continue to encourage Jews to attend prayer services on one condition: He had to stop educating the children in the ways of the Torah.
To the Previous Rebbe this was unacceptable, and he refused, saying, "If there are no kid goats, there will be no adult goats..." Without the proper Jewish education for our children, we as a nation cannot survive. And even when the Previous Rebbe reached the shores of America, he continued to strengthen Jewish life by establishing schools here as well.
The Previous Rebbe showed great courage and determination when it came to preserving the Jewish way of life through Jewish education. He stood up to both Communist oppression and to those in America who told him that it couldn't be done, that yeshivot couldn't thrive in this modern new world. His legacy, and schools worldwide, has outlived Soviet Communism and at the same time continues to prove that those who doubted him were wrong.
The Previous Rebbe was a living example of his teachings. His strength and courage were not for his own personal needs, but for the spiritual needs of the entire Jewish people.
It was a typical autumn day in 1906 when Rabbi Yedidya Horodner walked into the "Tiferet Yisrael" synagogue in the Old City of Jerusalem with a big smile on his face. With a grand flourish he placed a bottle of whiskey and some cake on the table, and invited everyone to make a "L'Chaim."
The congregants wondered what the cause for celebration might be. A rumour had been circulating that the day before; Rabbi Horodner had gone to all the local yeshivas and distributed candy to the children. Something good had obviously occurred, and they waited expectantly to hear what it was.
Indeed, after everyone had made a blessing on the cake and lifted a few glasses, the Rabbi filled them in:
The whole story revolved around the Rabbi's nephew, a 15-year-old boy named Shmuel Rosen who was originally from Riga. His father, Rabbi Ozer Rosen, had sent the lad to his uncle when he was only eight years old, in the belief that there was no better place in the world to develop the boy's intellectual talents than the holy city of Jerusalem.
Rabbi Horodner raised little Shmuel as if he was his own son, and the boy flourished. He was a delightful child, and exceptionally devoted to his studies.
A few weeks earlier, however, disaster had struck. After experiencing deteriorating vision for several months, Shmuel was now completely blind. The total darkness had set in as he was sitting and poring over a volume of the Talmud.
The boy's spirit was completely broken. For days and nights he wept over his fate, most bitterly over his inability to study Torah by himself. Suffering from a profound sadness, he withdrew and rarely ventured from his room.
His uncle felt helpless, until it occurred to him that a change of place might do the boy good. He contacted his friend, Reb Shimon Hoizman of Hebron, who agreed to let the boy stay in his house. Shmuel felt a little better in Hebron, but remained very depressed.
At that time the Jewish community of Hebron was headed by two Torah giants: the Sefardic Rabbi Chizkiyahu Medini (author of Sdei Chemed), and the Chasidic Rabbi Shimon Menashe Chaikin, the chief Ashkenazic authority in the city. Every evening at midnight, the two Rabbis would go to the Cave of Machpeila, the resting place of the Jewish Patriarchs and Matriarchs, to recite Tikun Chatzot (a special prayer lamenting the destruction of the Holy Temple).
Reb Shimon Hoizman was very affected by the boy's suffering. But what could he do to help? Then one evening, he came up with a plan...
About a half hour before midnight Reb Shimon went into Shmuel's room. "Wake up, son," he whispered to him softly. "Get dressed and follow me." The two went off into the night, in the direction of Rabbi Chaikin's courtyard.
A few minutes later the two rabbis could be seen approaching, on their way to the Cave of Machpeila. As soon as they reached the spot where Reb Shimon and Shmuel were standing, Reb Shimon disappeared and left Shmuel by himself. The two rabbis quickly realized that Shmuel was blind. With gentleness they asked him how he had become sightless.
When the young man got up to the part about how he had become totally blind while studying, Rabbi Medini asked if he remembered the last words he had been able to see. "Of course I remember!" Shmuel responded. "They were
CANDLE LIGHTING: 26 JUNE 2015
in the Talmud, Tractate Chulin, on the first side of page 36: 'On whom can we count? Come, let us rely on the words of Rabbi Shimon [Bar Yochai]'"
The two rabbis became very excited. "If that is the case," they said almost simultaneously, "then you can certainly rely on the holy Rabbi Shimon Bar
Yochai to help you. Go to his grave in Meron, ask for his blessing, and G-d will surely heal you."
The next morning Shmuel returned to Jerusalem, and the very same day he and his uncle set off for Meron. It was a difficult journey, but after several days they arrived safely. Even before they approached the holy gravesite they were filled with a feeling of confidence. For days they remained at the grave of Rabbi Shimon Bar Yochai, praying steadily to G-d for a miraculous recovery.
The miracle occurred exactly one week later. Rabbi Horodner was reading aloud from the Talmud when all of sudden Shmuel let out a shadow. "Uncle! I can see your shadow!"
Over the course of the next few days, Shmuel's vision improved steadily, until 13 days later it was restored completely. Still camped out at the holy gravesite, uncle and nephew broke out into a spontaneous dance, as they sang the verses that are traditionally sung on the anniversary of Rabbi Shimon Bar Yochai's passing:
"His teachings are our protection; they are the light of our eyes. He is our advocate for good, Rabban Shimon Bar Yochai."
This is the statute of the Torah... and they shall take to you a red heifer (Num. 19:2)
In speaking of the laws of the red heifer, the Torah states, "This is the statute of the Torah," not just the statute of the red heifer. The red heifer has the power to purify one who was defiled, yet those who partake in the preparation of the red heifer become defiled. The verse is teaching us one of the basic lessons of the Torah, that we are obligated to help our fellow Jew, even if it requires sacrifice. (The Rebbe)
And Miriam died there and she was buried there (Num. 20:1)
It is significant to mention both facts, that Miriam died and she was buried. During the forty years that the Jews wandered in the desert as a punishment for speaking ill of the Land of Israel, every year those people who were between the ages of twenty and sixty at the time of the exodus would dig graves for themselves and went to sleep in them. Those who were meant to die did, and those who did not die returned to their tents. Therefore, Miriam was the only person at that time that died before she was buried. (Sh'nei Ham'orot)
G-d said to Moses and Aaron, "Because you did not believe in Me to sanctify Me in the eyes of the Children of Israel, therefore you will not bring this congregation into the land I have given them." (Num. 20:12)
Aaron was punished, as well. For, Moses hit the rock twice and Aaron should have stopped him after the first time, telling him that the commandment was to speak to the rock and not to strike it. (Shaar Bat Rabim)
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The Locked Locker
Writing a Nonfiction Narrative
About the Lesson
Targeted Learner Outcomes
This lesson presents students with directions for writing a nonfiction narrative and with an example of one. The sample narrative is a true story of an emotional situation in the life of a middle schooler. The lesson ends with students writing a nonfiction narrative.
The student will:
* learn the elements and steps for writing a nonfiction narrative, and
* write a nonfiction narrative.
Start the lesson with a definition of a nonfiction narrative along with instructions for writing one. Go over the steps in class to be certain students understand each.
The tale of the woes of a boy (and his mother) in trying to solve an embarrassing problem with his locker is presented in chronological order. You might mention that some works in this genre incorporate flashbacks and are not strictly chronological.
After getting so much instruction about writing a nonfiction narrative, students can begin writing the first drafts without referring too much to the directions for writing the narrative. Then, when they have finished their first drafts, they can go back and look at the directions and the example.
You might also review the elements of a narrative at that time:
Purpose: The primary purpose of a narrative is to recreate an experience so vividly that the reader shares it. You may also want to make a point about people, institutions, or an abstract idea such as fate or luck.
Theme or Story: What is the overall theme of the narrative?
Audience: Who will be reading your narrative? What are they like?
Events: What are the events or actions and who are the characters that make up your narrative?
Point of View: Choose a voice to convey point of view. The first person and the third person (limited or all-knowing) are commonly used.
Plan: In most cases the plan will be organized chronologically.
Revision: Examine your first draft with a critical eye. Look to see if you've presented the events with continuity. It helps a great deal to have someone read your second draft in an objective way. Consider the trial reader's comments and criticisms in writing a final draft. Ask yourself if you are satisfied with the final draft.
The Locked Locker
Name _________________________________________ Date __________________
A nonfiction narrative describes a series of events. Some events can be omitted, and some events may get a fuller treatment than others. The essential purpose of the narrative is to allow the reader to follow the events and get a sense of having gone along on the journey or of having had the experience. Because the narrative is usually written in chronological order, it is easy to plan.
Directions
1. Determine your purpose in writing in narrative. Get a clear notion of why you are doing the narrative and express the idea in one sentence.
2. Determine which voice you will use—I or we, you, or he/she/they. Generally the first or third person is used. Once you begin to use one of the voices, stay with it until the end of your narrative.
3. Determine the length of the narrative by making a list of scenes and events.
4. Write a rough draft.
5. Read what you have written. Is it too long? Is it detailed enough to convey what you want to convey? Does it move at a good pace? Is it clear? Is your writing understandable?
6. Correct obvious errors.
7. Rewrite the narrative.
8. Look critically at your second draft. Look for mechanics, consistency, clarity, development, and total effect.
9. Have someone read the second draft.
10. Discuss the trial reader's suggestions and criticisms with him or her.
11. Write your final draft in light of those suggestions and criticisms.
The Locked Locker
(continued)
Name _________________________________________ Date __________________
Following is an example of a narrative, the story of a boy's first days in a new school.
The Locked Locker
Introductory statement/ foreshadowing
First Episode
Second Episode
Third Episode
Fourth Episode
Fifth Episode
Sixth Episode
This is what happened to a friend of mine—I won't tell his name— when he came to our school last year. My friend almost quit school because of a locker.
Before his first day of school, my friend and his mother visited the school. His mother thought it would be a good idea to see what the school was like because they had just moved into town. My friend learned that all students have their own lockers, and he was given the number of his locker and its combination. His mother suggested that they examine the locker because on the first day of the following week he would have to be able to open it. Because he had never opened a locker with a combination lock, my friend was nervous about it. Sure enough, he wasn't able to open the lock. His mother helped him, and they finally were able to open the lock. My friend's weekend thoughts of school were poisoned by fears that he wouldn't be able to open his locker on Monday.
When the dreaded day arrived, he reached his locker a half-hour before the bell was to ring for the first class and struggled with the combination lock for several minutes. When the other students started to crowd around him, opening their lockers, he gave up and went to class. In the first three periods he was given three textbooks and three assignments. During the noon recess he tried unsuccessfully to open his locker again. Red-faced, he went to the office to make sure he had the correct combination. The assistant principal went with my friend to make certain the lock was operating all right. It was. He put his books into the locker and went to lunch. After the noon hour ended, however, he couldn't open the locker. He went home feeling awful.
After telling his mother that he couldn't open the locker, my friend went to his room, but he couldn't do his homework because his books were in the locker at school. When his teachers asked for the completed assignments on Tuesday, my friend wasn't able to hand anything in to them. He went home terribly depressed. "Why don't you have another student help you?" asked his mother when she learned of her son's predicament. My friend said he would ask someone. But because he hadn't made any friends at school yet, he knew that he wouldn't.
The Locked Locker
(continued)
Name _________________________________________ Date __________________
Seventh Episode
On Wednesday he was embarrassed when two of his teachers asked their students to read sections from their textbooks and his were still in his locker. He thought about going to the assistant principal again, but he couldn't bring himself to ask for help. The assistant principal hadn't been unfriendly the day before, but he hadn't been particularly kind either. My friend's only thoughts that evening were of never going to school again.
Eighth Episode
Ninth Episode
Final Episode
Meaning
When his mother came home from work, she knew immediately that her son hadn't been able to open his locker. The door to his room was closed, and there were no books on the kitchen table. Being an understanding woman, she didn't press him about the problem. After giving it a lot of thought that evening, she came up with a plan. She'd rehearse opening the locker with him at home until the whole operation was second nature to him. She cut out two pieces of cardboard, wrote numbers on the larger piece, and put them together with a pin, making something that would work like a combination lock. After a good deal of her coaxing, my friend consented to practice moving the small piece of cardboard to the numbers on the larger piece, following the sequence of numbers on a now-crumpled piece of paper. She discovered his problem—he was turning it clockwise when he should be turning it counterclockwise, and vice versa.
Now there was only one more thing she could do to help my friend, but it was risky. Nevertheless, at 6:30 a.m. she drove him to school. Except for a back door leading from the main building to the playground, all the doors were locked. The custodian was in the boiler room having a cup of coffee, so he didn't see a lady and a boy sneak into the building from the rear and head for the lockers in the hall. With his mother watching anxiously, my friend opened his lock the first time. Relieved, she went back home to have a second cup of coffee. He took his books and went to the restroom.
That guy's lucky to have such a great mom.
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CARLETON COMMUNITY HIGH SCHOOL
A Specialist Science with Mathematics School
Behaviour, Discipline & Respect Policy
Date of Issue: May 2013
Reviewed: Autumn 2015
Reviewed by: S Robson, R Pool
To be reviewed: Academic Year 2017/18
Reviewing Committee: Governors' Review Committee
CARLETON COMMUNITY HIGH SCHOOL Behaviour, Discipline and Respect Policy
The Governors' Statement of Behaviour Principles
A central pillar of the policy will be the development of Restorative Practices, Behaviour For Learning Techniques and Positive Behaviour Management. The Restorative Practices approach will provide an alternative to the belief that punishment will change behaviour and achieve compliance.
As a school we will develop the use of Restorative Practices as an educative approach, to help those involved to learn how to change. Restorative Approaches will underpin our Behaviour, Discipline and Respect Policy and offer an alternative to the traditional responses to challenging behaviours.
Through the whole school policy we aim to maintain and further develop a positive learning environment to promote;
- good behaviour and self discipline,
- dignity and mutual respect,
- positive attitudes to learning and achievement through the completion of class work, home learning tasks and assessment tasks to a high standard
and to prevent bullying of any member of the school learning community, neighbour or visitor.
This will enable all members of our learning community to achieve to the best of their ability.
The Philosophy and Ethos for our School
- We believe that good behaviour and attendance is integral to the learning process and so achievement
- Individual Students have the right to work and develop in an atmosphere of respect, trust, security, honesty and openness – where positive relationships are valued within the school and the wider community
Good behaviour and discipline are key foundations of successful education at Carleton Community High School. Without an orderly atmosphere, effective teaching and learning cannot take place. We believe that this can be achieved by reinforcing positive behaviour rather than highlighting negative behaviour. In a positive school environment, everyone is valued as an individual and hard work, effort and initiative are rewarded. We are committed to the celebration of all success, be it academic, sporting, personal or social achievement.
Carleton Community High School operates a whole school approach to behaviour and discipline. This aims to:
- Promote consistent, positive classroom behaviour
- Minimise disruption in the classroom
- Reduce and manage bullying
- Establish and maintain a bright, clean, attractive environment
- Promote and improve academic achievement
The key elements in this philosophy are;
1. Clear, shared learning goals;
2. Creation of a safe and caring environment;
3. Enabling, recognising and celebrating individual achievement;
4. Tolerance and understanding of others.
5. Positive relationships (between Students, their peers and adults) are integral to the effective implementation of this policy
6. An effective partnership between adults at home and at school is key to the success of this policy.
7. The Policy will be applicable in school, on school trips, and also where appropriate when Students are representative of the school in their journey to and from school
The Code of Conduct including: The Principles of Restorative Practices
Restorative Practices are a means of supplementing the school behaviour and discipline policy in a non-punitive way. It relies on the learning community to sit at "the table" and to listen in order to rebuild the relationship when harm has been done.
The Policy will rely on developing the principles of Restorative Practices, which are:
- They focus on harm caused by the wrongdoer and actively seek ways of repairing that harm.
- They help create dialogue and communication.
- They are fair, open, and honest; treating all participants with respect
- Within a safe environment they will allow all participants to engage, learn and gain a shared understanding.
- This should lead to accepting responsibility, reparation, reintegration, restoration, and behavioural (and cultural) change.
- Participants are given the opportunity to openly state their views, listen to others and acknowledge their views.
The Restorative Practice Questions:
- What happened?
- What were you feeling / thinking at the time?
- What do you think / feel about it now?
- Who has been affected by what has happened?
- In what way?
- What impact has this incident had on you and on others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
The RP questions are neutral and non-judgemental, they are about the wrongdoer's behaviour and its effect upon others, and they are open questions which require an answer. They take everyone from the past (what happened) to the future (repairing harm) and require people to reflect on who has been affected. They are likely to help the wrongdoer develop some empathy for those affected.
How to use the Restorative Justice Questions:
The Restorative Approach model can be applied in a number of ways, ranging from informal work in corridors and classes to formal conferences with the wrong doer and the harmed including working with whole classes.
The Continuum of Restorative Approaches
(these go from informal to formal as you go down the list)
- Restorative Language: The Language of choice - Affective Statements
TYPICAL RESPONSE
AFFECTIVE STATEMENT
Stop teasing Peter
Talking during class is wrong
You shouldn't do that
Sit down and be quiet
I don't want to see you fighting with Alice
I feel uncomfortable when I hear you teasing Peter
I feel frustrated that you aren't listening to me
I feel sad when you do that……
I feel cross when you won't sit down with everyone else
- Affective Questions – the use of the RP I was disappointed and shocked when you hurt Alice
questions in normal classroom situations as you are
- Check-in and Check-out – this will often take place in tutor time or with a key worker identified for a vulnerable student to gather a picture of the emotional state of a student and the need and nature of an early intervention.
Intervention strategies
- Restorative Chat or Corridor Conference– informal chat using restorative questions, this does not include formal referral, preparation, contract or debrief but should/may include a follow-up. Individual member of staff takes initiative and leads process.
- Impromptu Conference – informal conference that might not include formal preparation, but should/may include a contract and a follow up. Individual member of staff takes initiative and leads process.
- Circle or Classroom Conference – formal conference that requires a formal referral, preconference preparation, a contract, debrief and a follow up session. Referral for support can be made to the SLT, Progress Leaders or Behaviour Officers for the Students concerned.
- Formal Conference or Parenting Conference – Requires formal pre conference preparation, possibly a home visit, formal referral, a contract and a formal setting a debrief after the conference and a follow up session. Referral for support can be made to the Behaviour Officers, Progress Leaders or SLT as appropriate.
All Restorative Justice Interventions should be recorded as appropriate on SIMs.
Developing The Restorative Classroom
At Carleton Community High School, we aim to develop Restorative Classrooms foster effective learning through;
- Giving each student a voice and the ability to find solutions to their own problems by working together
- helping our students to see situations from another person's perspective
- managing the troughs and dips in student's' relationships with their peers, teachers themselves
- developing the skills to handle conflict and challenging situations
- motivating our students by developing a good relationship with them.
It is really important to always reflect upon this key statement;
If you are not modelling what you teach, then you are teaching something different!
Restorative Practices should NOT be viewed as an isolated incident or a tool that is used only when required, but should be instead linked to ALL interactions that occur throughout the school day.
What can students expect when things go wrong? (INFORMATION FOR STUDENTS)
It is normal or for things to occasionally to go wrong. Your responsibility when things go wrong is to;
- face up to what's happened
- be honest
- try to fix things so that relationships are repaired
- Reflect on the choices you have made and learn from them for future success
What you can expect in the classroom? (INFORMATION FOR STUDENTS)
- Your name on the behaviour board as a warning
- To be asked to move seats
- To spend a couple of minutes in / out of the classroom to calm down
-
Have an open and honest conversation with the teacher about what went wrong
- To complete a restorative thinking plan (Reflecting on the RP Questions)
-
To spend time reflecting on what has happened and the choices made
-
For your parents/carers to be informed and involved
- Any items you shouldn't have to be put away safe until it is appropriate to have them returned, unless they are NOT appropriate to return to you
- For you to have a restorative conference with a member of staff
- To be placed on an appropriate report
- To have an intervention strategy applied so that you are able to succeed
Reconnection (Reparation) Meetings
This takes place either before school, after school, at break time or at lunchtime, but at any time deemed suitable. It may take place immediately after the incident or more likely a little later.
This allows a restorative conversation to take place and encourages the use of emotional intelligence. A reconnection meeting ensures that the harm has been healed and allows the student to move on in their learning.
- If during a lesson a teacher has followed the Negative Consequences Ladder (appropriate restorative and Behaviour For Learning approaches), but a student still chooses to make negative choices, the teacher may call for support from the Behaviour Officer or senior staff as appropriate.
- The Behaviour Officer will attempt to get to the classroom as quickly as possible.
- If you cannot contact a Behaviour Officer, then a member of the SLT should be contacted via phone or a message to the office staff
- The Behaviour Officer or SLT member may decide to remove the student or attempt to reintegrate the student back in the lesson (if appropriate)
- If the student is removed, work MUST be provided by the teacher
- The student will complete a Restorative Thinking Plan (reflect on the RP Questions)
- The Teacher should liaise with the Behaviour Officer and student to arrange a Reconnection Meeting
- The teacher will contact parents/carers if this Reconnection meeting is after school (like a detention)
- Failure to attend the Reconnection meeting will result in a detention
Behaviour Officers are used to support staff in such cases as;
- Extreme rudeness
- Refusal to leave the classroom or other area in the school
- Fighting
- Suspected substance abuse
- Behaviour which puts others' health and safety at risk
- If Restorative or Behaviour For Learning approaches or the cool spot intervention have failed
The Importance of Behaviour, Attendance and Achievement Benchmarks:
As a school we will use behaviour, attendance and achievement benchmarks to monitor these key indicators and set improvement targets for individuals and groups of students.
- The benchmarks will be used early in the school year in tutor time to establish baselines for each key indicator through a process of self reflection and self assessment.
- The self assessment will be recorded by each student, along with targets for improvement and an action plan for these improvements
- Form tutors will then reviews progress against these targets and action plans on a regular basis as part of the Student Review Process
An Overview of the Benchmarks;
1. SAFETY
a. Use of equipment, resources and facilities safely
b. Movement to, from, in and around school and within classrooms safely
c. Keeps hands, feet, teeth and unkind thoughts to self
d. Follow instructions from staff first time of asking
e. Resolve conflict without violence
f. Wear school uniform , PE kit or safety clothing or equipment appropriately without reminders
g. Remain in classrooms, in the school and within identified group if on a school trip
2. EFFORT
a. Stay on task in lesson, during trips, home learning and when representing the school
b. Attempt to complete all tasks to the best of your ability
c. Participate in all activities in class
d. Seek help from staff, other learners and family members if appropriate
e. Be prepared and show an active interest in all aspects of school life and work
3. RESPECT
a. Treat your own and the property of the school and others with care
b. Listen appropriately and be willing to accept; the feelings, opinions and rights of others
c. Speak politely and appropriately to staff, other learners, visitors and neighbours to the school
d. Follow class and school expectations to, from in and around school
e. Demonstrate to yourself and others that you care for your work and
4. (SELF) RESPONSIBILITY
a. Seek or accept help from staff or other learners if appropriate and when needed
b. All demonstrate positive behaviour in all aspects of school life without prompting
c. Accept responsibility for your behaviour choices and the consequences of those choices
d. Develop the skills needed to demonstrate that you can work independently
e. Demonstrate organisational skills so that you are fully equipped and prepared for learning
f. Be punctual for school and each and every lesson
g. Be willing to catch up on missed work within an agreed short timescale
h. Conform to all routines and procedures in and around school and lessons across the curriculum
5. ATTENDANCE
a. To arrive to school on time each and every day – school attendance
b. To arrive at every lesson on time – in lesson attendance
c. To bring to school all notes appointment cards from health professionals to explain absence or lateness or the need to leave school early
Through these behaviours you will be able to show:
6. ACHIEVEMENT
a. Set challenging improvement targets for behaviour, presentation and academic progress
b. Be prepared to work with staff and others if appropriate to meet challenging targets
c. Respond appropriately to verbal or written feedback from staff and other learners to help you improve your behaviour, presentation or academic progress
d. Respond appropriately to rewards and incentives to show attainment and achievement
e. Always be proud of your achievements and respect the achievement of others
The Governors of CCHS expect;
- that all experiences at school for all members of our learning community will be through a process of fair and consistent application of the school discipline policy by demonstrating support, nurture and caring
- all members of our learning community (students, staff, parents, carers and visitors) to show respect and courtesy towards each other at all times through cooperative and collaborative approaches to maintaining or restoring relationships with individuals or groups of our learning community
- parents and carers to encourage their children to show respect and support the school's authority to discipline students
- The Head teacher to help create that culture of respect by supporting their staff's authority to discipline Students and ensuring that this happens consistently and fairly across the school
- Head teacher to deal with allegations against teachers and other school staff quickly, fairly and consistently in a way that protects the Student and at the same time supports the person who is the subject of the allegation
- that every teacher will be good at managing and improving children's behaviour through fair and consistent application of the school behaviour policy
This policy will be reviewed on a regular basis through consultation with representatives of;
- Governors
- School Staff
- Parents and Carers
- Students
This was last undertaken in Autumn 2015 through review of all aspects of the policy.
Promoting Student Responsibility
An important part of promoting good behaviour and discipline is by involving students in the decision making of the school and developing their sense of responsibility. Our school has a range of strategies for this;
- Head Girl & Head Boy
- Senior Ambassadors
- Ambassadors
- Buddies
- Peer Mediators
- School Council Representatives
- Form Tutor Representatives
-
Assemblies
1. Statement of General Principles of Behaviour Policy (consider for the Pontefract Education Trust)
a.
The 6 Rs framework establishes the importance of a common agreement and understanding of;
- Relationships, Rights, Responsibilities, Rules, Routines and Rewards
b. positive choices that will lead to positive consequences and feelings – Rewards
c. Whilst conversely negative choices will lead to negative consequences and feelings – Sanctions
2. Learning & Teaching Relationships
1. Strong school leadership will be demonstrated through positive staff working relationships
2. Positive classroom relationships will be demonstrated through a "can do" classroom culture
3. Positive relationships in and around the school will be demonstrated through a positive school ethos
4. Positive relationships with our neighbours and visitors will be demonstrated through feedback
3. The Rights, Responsibilities and Rules of our Learning Community;
a. The School
b. Staff
| To be safe | To follow all procedures and guidance to work safely in all areas in and around school |
|---|---|
| To be supported by colleagues | To ensure that I support the work of the school as appropriate to meet the needs of the students |
| To be respected | To show respect to all members of the learning community in all aspects of school work |
c. Students
d. Parents / Carers
4. School Rules
Our Code of Conduct promotes positive behaviour, and sets explicit standards of behaviour for all stakeholders. It was drawn up in consultation with students, parents/carers, and staff. It covers expectations of attendance, punctuality and behaviour around the school and in the community, both before, during and after school:
OUR PUNCTUALITY, UNIFORM AND EQUIPMENT RULE
We arrive at school on time, wearing correct uniform, fully equipped and ready to learn
OUR TREATMENT RULE
We are courteous, follow instructions first time and show respect towards others and their property
OUR LEARNING AND COMMUNICATION RULE
We have a positive, supportive attitude to learning, use positive language and listen to others views respectfully
OUR PROBLEM SOLVING RULE
We resolve disputes peacefully and discuss problems with others to de-escalate difficult situations
OUR MOVEMENT RULE
We always walk inside school, enter rooms quietly and routinely queue safely when required to do so
Banned and Prohibited Items on the School Premises or on School Trips and Visits
- We must NOT bring the following banned items to school;
Cigarettes (including E-cigarettes), lighters, matches, laser pens, replica weapons, energy drinks or legal highs
- We must NOT bring the following prohibited items to school;
Knives or weapons, alcohol, illegal drugs, items alleged to be stolen, pornographic material, fireworks.
5. Home – School Agreement -
Parents must read, sign, return and abide by the Home-School agreement on their child's admission to Carleton Community High School.
6. General Conduct Expectations
i. Arrive to school and lessons on time, correctly dressed, fully equipped (including PE kit and DT apron when appropriate) and with your planner
ii. Follow instructions from staff first time. Defiance is NOT acceptable.
iii. Listen to the person who is speaking and do not interrupt.
iv. Put your hand up and wait your turn if you wish to speak.
v. Everyone in school deserves your respect. Do not be physically or verbally offensive to others; keep your hands, feet and unkind words to yourself.
vi. Attempt all work to the best of your ability.
Students should not:
- Use areas which are out of bounds
- the Hall (unless supervised or as part of a permissible activity)
- car park,
- path round the Technology Block,
- teaching block and area behind the cycle store (at lunchtimes and break)
- Wear coats when in classrooms or assembly
- Bring cigarettes, matches, or any other smoking paraphernalia.
- Ride cycles down Green Lane
- Absent themselves from lessons without obtaining the permission of a member of staff.
Students who have permission to be out of class should carry a 'staff card' or signed absence slip bearing the signature of the member of staff who has given the permission.
7. The Use of Restorative Approaches to Behaviour Management and Modification
Applying sanction when restorative and positive behaviour management strategies do not bring about positive choices from students.
Share out your praise and consider keeping a record to enable appropriate rewards and targeting
8. The use of Sanctions to act as a deterrent to poor or disruptive behaviour
- The Consequences of negative behaviour choices are sanctions .
- Teachers can impose a sanction with a Student whose conduct falls below the standard which could reasonably be expected of them.
- This means that if a Student misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a sanction.
- The sanction must satisfy the following conditions;
1. The decision to impose a sanction on a student must be made by a paid member of school staff or a member of staff authorised by the head teacher;
2. The decision to impose a sanction on a student and the punishment itself must be made on the school premises or while the Student is under the charge of the member of staff; and
3. It must not breach any other legislation (eg: in respect of disability, Special Educational Needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.
- For a sanction to be reasonable it must be proportionate in the circumstances and that account must be taken of the Student's age, any special educational needs or disability they may have, and any religious requirements affecting them.
- Senior staff should be consulted to consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm.
- Where this may be the case, school staff should follow the schools' safeguarding policy.
- They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs.
- At this point, staff must consult with Senior Staff to consider whether a multi-agency assessment is necessary.
Actions taken due to the behaviour of a specific student or groups of students outside of the school premise
- A restorative approach will be considered to resolve issues relating to low level disruption, poor behaviour or bullying, harassment and intimidation
- Any incident of this nature should be discussed with a member of the SLT to consider the applicability of a restorative approach to the incident or whether an initial sanction should be considered
- If a criminal offence has been committed then the school will liaise with the Police, this may be via our Police Community Liaison officer or the appropriate other route.
- Subject to the school's behaviour policy, the teacher may discipline a student for any misbehaviour when the child is:
o taking part in any school-organised or school-related activity or
o travelling to or from school or
o wearing school uniform or
o in some other way identifiable as a Student at the school.
- or misbehaviour at any time, whether or not the conditions above apply, that:
o could have repercussions for the orderly running of the school or
o poses a threat to another Student or member of the public or
o could adversely affect the reputation of the school.
Reconnection Meetings and Detentions
- A reconnection meeting is a meeting between a student and a member of staff to review a behaviour incident and attempt to come to an agreement about the consequences of poor behaviour choices
- This meeting is to attempt to resolve issues before the next lesson
- A detention is a sanction that is put in place following a poor behaviour choice
- Teachers may issues detentions if a restorative approach (or reconnection meeting) has been unsuccessful or for an immediate response to poor behaviour
- Reconnection meetings or detentions in school hours (at break time, in lesson or at lunchtime) do NOT need parental consent
- However a reconnection meeting or detention outside of school hours (before or after school) must be communicated in writing (in planner or letter) to parents and carers at least 24 hours before the Behaviour Review Meeting or Detention
- The times outside normal school hours when detention can be given (the 'permitted day of detention') include:
o any school day where the Student does not have permission to be absent;
o weekends - except the weekend preceding or following the half term break;
o non-teaching days – usually referred to as 'training days', 'INSET days' or 'non-contact days'
Use of the ISR Intervention - (Isolation)
* The ISR is used as an alternative to a Fixed Term Exclusion. Students spend their day working in Isolation. They complete work from the appropriate lessons, along with restorative work lead by the ISR manager. The purpose of the ISR is to reduce Fixed Term Exclusions, deter poor behaviour, allow time for students to reflect on poor behaviour choices and as a result reduce the likelihood that students will continue to make poor behaviour choices.
* Students referred to the ISR remain in isolation for the full school day. They do have breaks from work at the normal times. They do not integrate with other students at social times. Students have access to toilet facilities, fresh drinking water and food is delivered at lunch time.
* Reasons for referral:
- internal truancy
- refusing 'cool spot'
- student assault/Fighting
- smoking
- persistent disruption to lessons
- repeated failure to attend detentions
- Inappropriate uniform
- Any other behaviour not listed above that is deemed sufficient by the Headteacher to warrant a referral to the ISR.
* Referrals will be approved by the relevant Progress Leader or SLT link.
* Subject staff must ensure that all work is provided to ISR staff in advance. If any special arrangements or equipment are required it is the responsibility of the subject teacher to organise this. Students do have access to a laptop in the ISR.
* The school will notify parents in advance when a referral for their child has been made. In some cases students may be placed in the ISR without notifying parents. When time in the ISR has been completed, parents will be notified.
* On arrival in the ISR students must hand in their mobile phone and sign the behavioural expectations contract. If students fail to meet with the expectations they may be re-referred to the ISR or Excluded. Students who are excluded will be required to complete time in isolation on their return to school.
Students who refuses to be isolated may receive a Fixed Term Exclusion and will complete time in Isolation on their return to school.
Exclusions Policy
- In extreme cases, when all other sanctions have failed, a child may be excluded from school for a period of time.
- If the decision is taken to permanently exclude a student it is seen as the final step in the process of dealing with disciplinary offences.
- The school will have used a wide range of strategies and these will have ultimately failed, this may include the use of a Pastoral Support Programme (PSP) and Restorative Approaches, including a wide range of conferences and exclusions that are pending (an exclusion that will be put in place at a later date if there is a repeat incident as described on a Behaviour Contract)
- When dealing with all exclusions, either fixed term or permanent, the Governing Body adheres to the DFE advice and guidance on exclusions
- In the most exceptional circumstances the Headteacher may decide to permanently exclude a student without recourse to these strategies.
9. Conducting an Investigation into an Incident
10. Staff powers to search
DfE Guidance gives the Headteacher the right to search students without consent for the following items;
- Knives and weapons
- Alcohol
- Illegal drugs
- Stolen items
- Tobacco and cigarette papers
- Fireworks
- Pornographic images
- Any article that has been, or is likely to be used to commit an offence, cause personal injury or damage to property.
11. Staff powers to use Reasonable Force or other Physical Contact
Restraint – in accordance to DfE guidelines
When
Staff may need to use reasonable physical force to control a child. The test on making this decision must be whether that child, if not restrained, is acting in such a way that they represent a danger to themselves or others. The types of situations where restraint might be necessary include:
a) where action is necessary in self-defence or because there is an imminent risk of injury;
b) where there is a developing risk of injury, or significant damage to property;
Examples of situations that fall into these categories are:
* a student attacks a member of staff, or another student;
* students are fighting;
* a student is engaged in, or is on the verge of committing, deliberate damage or vandalism to property;
* a student is causing, or at risk of causing, injury or damage by accident, by rough play, or by misuse of dangerous materials or objects;
* a student is running in a corridor or on a stairway in a way in which he or she might have or cause an accident likely to injure him or herself or others;
* a student absconds from a class or tries to leave school (N.B. this will only apply if a student could be at risk if not kept in the classroom or at school).
Staff are advised that restraint should not routinely be used to stop a child leaving a classroom. In many cases where a child has lost their temper, the act of walking out of the classroom can provide the cooling off period necessary. The behaviour issues can be addressed later. Again, restraint should only be used if the student is presenting a threat of danger to themselves or others.
Restraint – how
If the decision to restrain is taken, there are two relevant considerations:
a) the use of force can be regarded as reasonable only if the circumstances of the particular incident warrant it. The use of any degree of force is unlawful if the particular circumstances do not warrant the use of physical force. Therefore physical force could not be justified to prevent a student from committing a trivial misdemeanour, or in a situation that clearly could be resolved without force.
b) the degree of force employed must be in proportion to the circumstances of the incident and the seriousness of the behaviour or the consequences it is intended to prevent. Any force used should always be the minimum needed to achieve the desired result.
Restraint – who
The Senior Leadership Team, Progress Leaders and Behaviour Officers are all 'Team Teach' trained. Team Teach is recognised as an appropriate method of restraint.
Recording restraint
All incidents involving restraint must be recorded by the teacher concerned in the 'Serious Incidents Log" held in the SLT Office and details of the incident will be transferred onto the SIMS behaviour log. Where restraint has been used parents will be notified at the earliest possible opportunity.
Risk Assessments
When students are identified as exhibiting dangerous behaviours, the school will complete a Risk Assessment. This document aims to identify behaviours which may result in harm being caused to self or others and includes 'control measures' which can be implemented to significantly reduce the risk and severity of incidents.
Where Risk Assessments suggest that a student may cause physical harm to themselves or others a Positive Handling Plan will be used. Positive Handling Plans outline situations where restraint would be appropriate for individual students and who will be involved. Parents will be notified when a Positive Handling Plan has been implemented.
12. Teachers powers to discipline students misbehaviour outside of school
The school has the authority to sanction students for instances of poor/unacceptable behaviour when they are not on the school site. Examples of when this may occur are;
a. Inappropriate use of social media that impacts on the daily running of the school.
b. Journey to and from school.
c. Whilst attending school trips/visits.
d. Abuse and intimidation of staff, other students, neighbours and visitors to our school.
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WORKING TOGETHER FOR A BETTER WORLD
FREE OF HUNGER
Brought to you by Islamic Relief USA and the Alliance to End Hunger
Many individuals, organizations such as IRUSA, and coalitions like the Alliance to End Hunger are working together to build the public and political will to end hunger by supporting programs that encourage and assist with food and nutrition. There are many ways you can do your own part to help with food and security, as you will notice through this guide.
WHY HUNGER?
During Ramadan, fasting from dawn to dusk is an obligation for Muslims, but it's also a way to learn what so many people around the world feel when they don't have enough food to eat. That tired feeling, those sharp pains of hunger and thirst, that time of the day when food is all you can think about—so many people around the world feel this way all the time.
Join IRUSA to vote to end hunger—become an advocate!
Visit irusa.org/vote-to-end-hunger
Hunger hurts productivity …
Hunger kills people …
1 in 9 people on Earth do not have enough food to lead a healthy, active life.
More people die from hunger-related causes every year than from AIDS, malaria and tuberculosis combined. And, believe it or not, obesity can be a form of malnutrition. In some countries, including the United States, people who are living in poverty often can't afford healthy, nutritious foods. Lower quality foods that are processed contain more sugar and fillers, often are cheaper, and may be the only option for food when they can't afford anything else.
Focus: Hunger in the United States
The United States continues to see waning effects of the 'Great Recession'— with unemployment numbers continuing to drop and economic forecasts generally trending upwards. Despite these causes for hope, millions of individuals continue to struggle with poverty and hunger.
Men, women, and especially children face a continuing struggle in every community across the country. One out of every 7 U.S. households—more than 48 million Americans-—struggle to put food on the table. These numbers include 5.4 million seniors and 15 million children.
Hunger affects women and children the most...
Poor nutrition causes nearly half of deaths in children under 5.
8,500 children die every day because they don't have enough to eat.
60 percent of the world's hungry are women.
Nutrition is an essential building block of childhood development. Poor nutrition can lead children to become sick more often and recover slower. Under-nutrition can also play a factor in a child's poor performance at school.
2016 FIGHTING HUNGER IN
Fortunately, 2016 offers a unique opportunity to specifically tackle childhood hunger.
PROMOTE THE CHILD NUTRITION REAUTHORIZATION OF 2016 (CNR2016) IN THE UNITED STATES:
Child Nutrition Reauthorization (CNR2016) is the legislative vehicle that drives funding for free and reduced lunch and breakfast programs at schools, summer meals programs for kids, and the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC).
Together, these programs help kids to live healthier lives, do better in school, and contribute to a more vibrant future in this country.
END HUNGER AROUND THE WORLD:
Ending hunger for good means implementing projects that tackle poverty by meeting the immediate needs of hungry families and creating longterm, sustainable solutions at the same time, including:
SENDING EMERGENCY FOOD AND SUPPLIES:
In dire circumstances, families need food and supplies right away so that they can make it through another day.
EMPOWERING WOMEN:
By empowering women with tools support and education, you ensure mothers can provide for their children and themselves because they'll be able to earn a reliable and livable income.
ACT NOW AND END HUNGER FOR GOOD
ADVOCATE:
Spread the word about issues relating to hunger and ways to solve them.
EDUCATE:
* Write to your local representatives to help change policies that contribute to hunger and poverty.
Raise public awareness about hunger and poverty during the month of Ramadan and afterward. Oxfam America and the Food Research and Action Center provide valuable resources for planning a Hunger Banquet or organizing a Food Stamp Challenge.
* Letters from constituents have an impact, especially when they're received in numbers.
* For resources on letter writing and visiting members of Congress, visit Results.org/ skills_center. RESULTS trains and supports grassroots citizen activists committed to ending poverty and hunger through advocacy.
* Tell Congress to make poverty reduction and hunger eradication priorities in 2016 and beyond.
ADVOCACY RESOURCES:
HUNGER BANQUET:
* Guests at an Oxfam America Hunger Banquet draw a ticket at random that assigns them to an income group based on the statistics about the number of people living in poverty. Depending on their income level, guests receive a corresponding meal – some filling, some simple, and some just sparse portions of rice and water. All guests are invited to share their thoughts after the meal and to take action, volunteer and advocate. Download a free Oxfam America Hunger Banquet toolkit at actfast.oxfamamerica.org.
FOOD STAMP CHALLENGE:
* Bread for the World is a collective Christian voice urging our nation's decision makers to end hunger at home and abroad. They offer resources for faith-based advocacy on U.S. and global hunger materials to help individuals call and write elected officials. Website: Bread.org
* Live for one week on the average food stamp allotment. Host a Food Stamp Challenge to better understand how the program works and to raise awareness of hunger in your community. Learn more about hosting a challenge at frac.org/leg-act-center/advocacy-tools.
SERVE:
Coordinate food pantry or shelter efforts in your community. Partnering with local anti-hunger organizations can help guide your Islamic center's efforts to serve hungry and poor people. By partnering, you can learn a great deal about your surrounding community and find that you can have a significant and lasting impact. To find volunteer opportunities, contact your local food bank or visit feedingamerica.org.
SUPPORTING AGRICULTURE:
By helping farmers and improving local agricultural practices with training, supplies, infrastructure and more, you help farming families earn a living, and grow food to eat, in addition to developing the local economy.
IMPROVING LIVELIHOODS:
Similarly, education, financial support and tools can help families start small businesses, improve existing ones and train individuals in employable skills so they can get better job opportunities.
MAKING EDUCATION POSSIBLE:
Children need an education—it's a way out of poverty for many and it's vital for their development. With a proper education, children have a chance at a better life, and they might not have to worry about not being able to afford food.
1
Watch IRUSA's video at launchgood.com/feed and support a food box for a family in the U.S.
ADVOCACY A TWEET A DAY #
President Obama and the candidates for our next president need to hear from you that ending hunger in America must be a priority. Use the following tweets to advocate ending hunger.
Sample Tweets to the President
Congressional leadership needs to hear from you that ending hunger in America must be a priority. Use the following tweets to advocate for ending hunger to leading Republicans and Democrats in the US Senate and US House of Representatives.
1
1 in 7 Americans face #hunger! @HillaryClinton and @RealDonaldTrump make it a priority to #EndHunger in US & worldwide #SNAPworks @IslamicRelief
2
1 in 4 American children are food insecure! @HillaryClinton and @RealDonaldTrump make it a priority to #EndHunger #CNR2016 @IslamicRelief
3 17M US households struggle to put food on the table! @HillaryClinton @RealDonaldTrump make it a priority to #EndHunger #SNAPworks @IslamicRelief
4 15M American children are food insecure! @HillaryClinton @RealDonaldTrump make it a priority to #EndHunger in the US #CNR2016 @IslamicRelief
5
#Hunger in America isnt acceptable!
@POTUS work w/ #Republicans &
#Democrats in #Congress to #EndHunger #CNR2016 #SNAPworks @IslamicRelief
Sample Tweets to House and Senate Leadership
1
15M American children r food insecure! @McConnellPress make it #Senate #Republican priority 2 #EndHunger #CNR2016 #SNAPworks @IslamicRelief
2
15M American children r food insecure! @SenatorReid make it #Senate #Democratic priority 2 #EndHunger #CNR2016 #SNAPworks @IslamicRelief
3
1 in 7 Americans experience #hunger! @SpeakerRyan make it House #Republican priority to #EndHunger #SNAPworks #CNR2016 @IslamicRelief
4
1 in 6 Americans experience #hunger! @NancyPelosi make it House #Democratic priority 2 #EndHunger #SNAPworks #CNR2016 @IslamicRelief
5
#Hunger in America isnt acceptable!
@SpeakerRyan @NancyPelosi
@McConnellPress @SenatorReid work together to #EndHunger @IslamicRelief
IRUSA.ORG
ALLIANCETOENDHUNGER.ORG
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LAKE CHARM 3581
Phone : 03 5457 9244
Fax : 03 5457 9450
Email : firstname.lastname@example.org
A.B.N. 615 824 513 73
Principal : Morgen Alexander
Acting Principal : Jeff Millard
Educating today's Minds for Tomorrow's Challenges www.lakecharmps.vic.edu.au
SPELLING
POLICY
Lake Charm Primary School Spelling Statement
The Teaching and Learning of Spelling at Lake Charm Primary will be based on the identified learning needs of the students individually and collectively.
Spelling instruction will be in response to both formal periodic testing and everyday observation of student writing.
The whole program should be based on teaching only what is relevant and required at each student's particular level of mastery. Students should only be working on those words/word groups that are appropriate to their needs as identified through their writing and formal tests.
The ability to confidently spell high frequency words is considered as a high priority throughout all levels of the school.
Beginners – Initially students will begin with learning to read and spell the Magic Words. A series of high frequency words. On completion of the Magic Words students will work through the Oxford Wordlist, which are the 307 most frequently used words collected from over 4000 writing samples of students in their first three years of school. Students and teachers will maintain records of individual student's progress.
After completing the Magic Words all students are to be tested using the SWST test (Single word spelling test). Each spelling test is composed of a set of words that are graded in difficulty. SWST testing will take place at least each term.
Errors should be identified and analysed. Errors are to be mapped on word list charts for students and teachers. The chart will indicate the particular visual and phonological patterns that the student is having difficulties with eg. …..ible words, gh words.
Students will in consultation with the teacher work out activities to help them master the problem word groups eg. Look, Say, Cover, Write, Check. Word searches. Testing with a partner. Making charts etc.
At all levels of the Primary School spelling should also be emanating from the needs of the student as expressed through their daily writing. All students will have regular opportunity to write using a broad range of texts. This writing will be analysed to determine the individual learning needs of each child, including their spelling learning needs.
Appropriate learning will take place to extend each student's vocabulary/store of words that they use in their writing. Accordingly the Spelling Program aims to build this store of words that the students can confidently spell in their writing, and to develop in the students enough strategies to enable them to be self-improving spellers.
An important component of the Spelling Program is to develop each student's editing skills. Students will be given instruction as to how to self-edit their work, and will be assisted to use spelling aids such as computer spell checks and dictionaries. Students in the senior grades will be expected to be proficient in the use of a range of spelling aids.
This policy was ratified by School Council on 9 th June 2015
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The Role of Symbolic Anthropology in a Model to Raise Achievement and Reduce the Achievement Gap in Education
Melissa Bentley and Donna Milligan
Achievement gaps in Virginia public education continue to be the primary focus in school improvement initiatives. The Virginia Board of Education and the No Child Left Behind Act (No Child Left Behind [NCLB], 2002) outline specific accountability targets that schools must meet in an effort to decrease the achievement gap in groups of students that have historically underperformed. These groups represent culturally diverse populations taught primarily by White females (Feistritzer, 2011) who may not understand their students' culture and its effect on their achievement.
The disciplinary perspective of anthropology can help school divisions address the issue of cultural competency of their faculty and staff. Specifically, within anthropology, symbolic anthropology focuses on the symbols and rituals that help give meaning to life experiences. Because culture is a ritual action, it creates the ideology and behavior in schools (McLaren, 1986). Framing research about the nation's achievement gap with symbolic anthropology focuses on understanding social dramas to reduce suspensions among minority students and the creation of rituals that promote a positive, supportive, academicallyorientated culture among the faculty, staff, and students.
Accreditation and Accountability
The Virginia Board of Education provides standards to better inform the public about the progress of schools through annual accreditation ratings. To be fully accredited, public schools in Virginia must achieve these pass rates on Standards of Learning tests and other approved assessments: English, 75 percent or higher; and mathematics, science, and history-70 percent or higher (Virginia Department of Education, 2015a). In addition to state accreditation, NCLB (2002) also requires states to set annual measurable objectives to increase student achievement in reading and mathematics and to close achievement gaps among various subgroups that have historically underperformed. These proficiency gap groups include: students with disabilities, limited-English proficient students, and economically disadvantaged students, regardless of race and ethnicity; AfricanAmerican students, not of Hispanic origin; and Hispanic students, of one or more races (Virginia Department of Education, 2015b). While many school divisions meet and exceed accreditation standards, meeting the additional requirements of federal annual measurable objectives for students that fall within the gap groups remains a challenging and ongoing initiative and is the basis of most public school improvement plans.
Anthropology
Anthropology is the study of the various aspects of human experience and is one disciplinary perspective that lends itself to research on raising achievement in schools and closing the gap. Franz Boas is the founder of relativistic, culture-centered anthropology (Tax, n.d.) who discredited the common early notion that western civilization was superior to other societies. Through his research and publications, he attempted to change the way the educated community viewed race and culture. Boas believed that the differences among races did not result from physiological factors but from historical events and circumstances (Tax, n.d.), and that, ultimately, race is a cultural construct.
Sociocultural anthropologists study people and cultures across the globe to understand their varying viewpoints on social structure, norms, rules, and interactions. Similarities and differences of
cultures are collected and analyzed to determine social and personal perspectives, practices, and social organization in order to increase human understanding. Ericksen (2004) indicated that the idea of person varies across cultures, and that while the term society is commonly used, it is not easy to identify in anthropological research. Society not only denotes a state or area, but it also includes the systems and partial systems that exist within society. The word culture is used routinely in anthropology and can be the single most difficult concept to define. Eriksen (2004) stated,
It is beyond doubt that there are relevant, systematic, and sometimes striking differences between persons and groups, and that some of these differences- possibly some of the most important ones-are caused by the fact that they have grown up in systematically different social environments. (p. 31)
Symbolic Anthropology
Origins and Theory
Symbolic anthropology (SA), sometimes also known as interpretive anthropology, studies symbols and the processes by which humans assign meaning, such as myth or ritual, in the context of culture (Spencer, 1996). Crotty (1998) stated that without culture, society could not function because it depends on culture to direct behavior and organize experiences. When people first see their world in a meaningful fashion, they are viewing it through the lenses given to them by their culture (Crotty, 1998). Spencer (1996) argued that SA views culture as an independent system of meaning deciphered by interpreting key symbols and rituals in social action. Two main premises exist in SA. The first is that beliefs can only be understood when viewed in context of the overall culture (Des Chene, 1996). The second major premise is that actions are guided by interpretation, allowing symbolism to aid in interpreting activities.
SA was developed in the 1960s and 1970s. It was originally used to understand religion, ritual activity, and expressive customs such as mythology and performing arts particularly in less developed societies (Des Chene, 1996). Two major approaches to SA were developed by anthropologists Clifford Geertz (1926-2006) and Victor Turner (1920-1983). While similar, they do have distinct differences.
Clifford Geertz. Clifford Geertz built on Max Weber's (1864-1920) work in interpretive social science. Like Weber, Geertz (1973) believed that "man is an animal suspended in webs of significance he himself has spun" (p. 5) and that culture is those webs. Geertz (1973) felt that anthropologists cannot develop theoretical laws to compare cultures but that they should interpret cultures to understand their meaning. His argument was that culture is not a model inside people's heads but rather is embodied in public symbols of actions (Geertz, 1973). Geertz prescribed interpreting a culture's web of symbols by isolating elements and specifying the internal relationships among those elements and characterizing the whole system in some general way. These web of symbols must be studied from the participant's, or actors, point of view.
In order to study the cultural symbols of art, religion, ideology, science, law, and morality, Geertz utilized Gilbert Ryle's thick description. A thick description tries to paint a clear picture of an event, situation, environment, or culture. Ponterotto (2005) summarized thick description as having five components. The first involves accurately describing and interpreting social actions within the appropriate context in which it took place. Second, thick descriptions capture the thoughts, emotions, and web of social interaction among observed participants. The third component assigns motivations and intentions. Fourth, the context for the social action are so well described that the reader will believe them, and finally, that thick descriptions of social actions promote thick interpretations which lead to thick meanings that resonate with the reader. However, the thick description is neither predictive nor verifiable since it is primarily a descriptive approach.
An example of a thick description is the blink vs. wink. Both the blink and wink involve the same physical motion, but the wink is a form of communication intended to impart a message to someone in particular, and according to a sociallyestablished code (Geertz, 1973). In order to determine if the motion is a wink or a blink, the researcher must carefully analyze the actions in terms of social understanding of the wink as a gesture as well as the real intention of winker and how the meaning of the winking action itself is interpreted by the recipient and society.
Victor Turner. Victor Turner was another prominent figure in SA. He was not interested in symbols as mediums of culture, but instead was interested in them as promoters of the social process (Ortner, 1984). Turner was influenced by Marxist theory which implies that the usual state of society is not one of unity and harmonious integration of parts, but rather one of conflict (Ortner, 1984). Turner felt that symbols of society, by their arrangement and context, produce social transformations that tie the people in a society to the society's norms, resolve conflicts, and aid in changing the status of the people in the society (also called actors) (Ortner, 1983). Turner (1975) believed that ritual symbols "give a visible form to unknown things, they express in concrete and familiar terms what is hidden and unpredictable" (p. 213). Rituals are collective experiences that can range from the Olympics, to the commemoration of 9/11, to the annual pumpkin carving at Halloween. Turner believed rituals are an essential mechanism for transmission of cultural identity. They frame a culture's experience and are important to the transition of individuals within the society.
Turner devised the concept of a social drama to study social transformation. He believed that these dramas provided windows into social organization and values within the society since they occur within groups that share values and have a history. The drama can be broken into four acts. The first act is the rupture in social relations or breach. The second act is a crisis that cannot be handled by normal strategies. The third act is redressive action, which seeks to remedy the initial problem and redress and re-establish social relations. The fourth and final act can happen in one of two ways. There can be reintegration, which is the return to the status quo, or the recognition of a schism which is an alteration in social arrangements (Turner, 1980).
Methodological Paradigms
Ontology
According to Ponterotto (2005), symbolic anthropologists follow a constructivists– interpretivists ontology. They believe in multiple, constructed realities instead of one single known reality. Reality is subjective and influenced by the context of the situation including a person's experience and perceptions, the social environment, and the interaction between the individual and the researcher (Ponterotto, 2005). All of these multiple realities are apprehendable and equally valid (Schwandt, 1994). Geertz (1973) believed that symbols already exist in a community when a person is born, and they remain in circulation, with some changes, after the person dies. During their life, they construct their culture from those symbols and rituals.
Epistemology
Epistemology is a way of understanding and explaining how we know what we know. For SA, the goal is to understand the lived experiences from the point of view of those who live it day to day (Schwandt, 1994). Since reality is socially constructed, the interaction between researcher and participant is central to capturing and describing the lived experience of the participant (Ponterotto, 2005) particularly through thick descriptions. Only by becoming a part of the culture can deeper meaning be uncovered (Ponterotto, 2005). Geertz (1973) related a story about how he was able to become a part of the Balinese culture by sharing in a symbolic rituals – illegal cockfighting and running from the police. By participating in the culture, he
was able to become a part of it since he developed a bond with the people.
Methodology
Since there is a need for intense researcher– participant interaction and to be immersed over longer periods of time in the participants' world, Ponterotto (2005) suggested research designs in which the researcher becomes a part of the community and the day-to-day life of her or his research participants. In particular, qualitative research methods such as in-depth face-to-face interviewing and participant observation should be used (Ponterotto, 2005). Geertz believed that in order to study a culture, the researcher had to be immersed in it. He developed a metaphor in which culture and cultural functions are related to be a series of texts. The fieldwork is the reading done by the researcher of those texts. "Doing ethnography is like learning to read a manuscript – foreign, faded, full of ellipses, incoherencies, suspicious emendations, and tendentious commentaries, but not written in the conventionalized graphs of sound but in transient examples of shaped behavior" (Geertz, 1973, p. 10).
Axiology
In terms of axiology, constructivists– interpretivists, and therefore symbolic anthropologist, maintain that the researcher's values and lived experience cannot be separated from the research process. The necessity of becoming a part of the society in order to develop a thick description means that the "researcher should acknowledge, describe, and "bracket" his or her values, but not eliminate them" (Ponterotto, 2005, p. 131).
Symbolic Anthropology in Education
Since a large majority of teachers are White females over the age of 50 (Feistritzer, 2011), a gulf may exist between students' cultural expressions and the teachers' understanding of them. Teachers who do not understand the culture may interpret certain cultural expressions, particularly movement and speech, as threats (Day-Vines & Day-Hairston, 2005). To facilitate understanding, thick descriptions of students' social actions can be used to place actions in context, capture the students' thoughts and emotions, and assign motivations and intentions. This will assist in acceptance of cultural differences and promote a more positive, understanding culture within the school.
Social Drama in the Classroom
Turner (1980) believed that dramatic episodes are not chaotic but rather are interaction rituals that are defined by how the actors respond to the evolving social situation. McFarland (2004) applied this knowledge to students' resistance to learning and found that when students resist learning they participate in social dramas and "symbolically invert cultural forms in subtle and dramatic ways such that the norms and preestablished codes of conduct in the school and classroom are distorted or undermined" (p. 1252).
In a social drama set within a classroom, the first act, or the breach, occurs when a student resists learning by talking out of turn, socializing privately, joking, complaining, challenging authority, etc. The second act moves into the crisis stage where other classmates get drawn into the drama and side with either the student or the teacher. At this stage, if the teacher is able to control the situation, the drama will be short. However, if peers reinforce the breach, it can extend to other issues and snowball to the teacher being undermined. The third act is redressive action where both parties present their solutions to the crisis and try to gain support that will ultimately define how the classroom situation should proceed. The fourth act is either reintegration or schism. Reintegration takes place when students and teachers gesture their acceptance of the situation and class moves on as before (status quo). Schism occurs when the situation gets out of control, and there is a forced exit of the resistant student (McFarland, 2004).
The social dramas described by SA can be important in understanding, explaining and potentially mitigating a small part of the
achievement gap. How these social dramas play out in classrooms for minority male students partially can explain the high rate of suspensions among Black students. Black high school students are suspended and expelled at a rate three times greater than White students (Civil Rights Data Collection, 2014). By excluding the student from class, the student falls further and further behind academically. Arcia (2006) found in her study of suspended ninth graders from a large, urban school district that this schism exacerbates the cycle of academic failure, disengagement, and escalating rule breaking. Within that school district, as many as 38% of students were suspended at least once, and 26% accumulated ten or more days in suspension (Arcia, 2006). A clear association between pre-suspension reading achievement and suspension rates was documented such that students with lower achievement were suspended more than students with higher achievement, and the more days that students were in suspension, the less gains they had in reading (Arcia, 2006). Toldson, McGee, and Lemmons (2013) found that some Black male students became disengaged from school because of non-inclusive curricula, racial biases, and poor relationships with teachers or because they have difficulty understanding the material. These issues can cause the student to create the initiate breach in a social drama that may end in suspension if teachers react to the situation rather than express an awareness of the progression of a social drama.
A lack of cultural awareness may preclude successful interventions such that the social drama concludes with a schism. However, teachers that understand the implications of a social drama breach and are trained in how to redress it can create learning environments that are inclusive and compassionate for Black males (Toldson et al., 2013). These teachers will be able to reintegrate the student into the class thereby reducing suspensions and breaking the cycle that can lead to lower achievement.
Culture, Ritual, and Achievement Gaps
As the study of how the symbols and rituals influence humans, SA sets the stage to analyze how minority cultures affect the achievement gap. Rituals and ritual symbols transmit the values and beliefs of a society. Schools can be thought of as a society that can develop their own rituals and culture. McLaren (1986) identified several types of rituals that exist within schools: the ritual of instruction consisted of the lessons that took place on a daily basis; the ritual of revitalization was described as an event that renewed the commitment to the motivations and values of the ritual participants and not only included staff meetings and professional development for faculty and staff, but also occurred in the classroom when teachers and students discussed the importance of mastering course work and school objectives; and lastly, the rituals of intensification recharged teachers and students emotionally and unified the group. These rituals can sustain the achievement gap, or faculty, staff, and students can work to develop a culture and rituals that reduce the achievement gap.
Ladson-Billings (1995) recognized that minority students can possess social power. She suggested that rather than allow minority students to influence their peers in a negative way, teachers should challenge minority students to demonstrate academic power by drawing on issues and ideas they find meaningful. These suggestions can be developed into rituals of instruction and revitalization.
In her study of six diverse public schools that showed unusually large academic growth among minority children, Durham (2009) identified the cultural factors that contribute to the underachievement of Black and Latino students: low expectations both inside and outside of school, positive identity suppression to reduce negative peer consequences, opportunity gaps, and race-based challenges. Race-based challenges are obstacles that are overtly and clearly rooted in negative attitudes and behavior toward minority students. Collectively, Durham (2009) called this the Cycle of
Risk. Low expectations and positive identity suppression can be self-imposed by the student, or they could be imposed by faculty. Examples might be that minority children are not recommended for the gifted program because of worries about parental support or it may be suggested to minority students that Advanced Placement courses would be too difficult. Opportunity gaps can include a lack of enrichment activities and a lack of access to technology. These cultural elements help maintain the achievement gap.
Durham's (2009) study is notable in that it used grounded theory to create observation protocols and perform qualitative case studies on schools that have widely eliminated or reduced achievement gaps. Its strength is that it focuses less on the obstacles of gap students and more on the interface between student support services and social development. The Cycle of Protection put forth by Durham (2009) includes creating positive peer groups; immersion in positive, growth-oriented environment; interaction with caring adults; enrichment; and racial socialization.
Utilizing the rituals of instruction, revitalization, and intensification, cultural components can be developed within schools to reduce the achievement gap. For instance, a ritual of intensification could be the cultivation of adult models that coach students individually on growth and motivation (Durham, 2009). A principal creating a positive peer culture by reminding students that they need to be supportive of one another and challenging each student to do his or her best is an example of a ritual of revitalization. A positive, growth-oriented environment can be created through the ritual of instruction where students are continually challenged to set, obtain, and reset goals (Durham, 2009). Barr and Parrett (2007) also identified key factors that have raised achievement and closed gaps: engaged parents and community; understanding and holding high expectations for culturally diverse students; targeting low performers; aligning, managing, and monitoring curriculum; creating a culture of assessment and data literacy; and building instructional capacity. Creating rituals within schools that enhance these features will create a culture of achievement and over time reduce the achievement gap.
Conclusion
The symbolic anthropological lens can be utilized to elucidate how the achievement gap can be affected by practices within the school. When schools understand and accept their obstacles and develop an unwavering belief that the students can thrive academically, they can develop new understandings of culture and develop symbols and rituals that can work toward ending the achievement gap. Specifically, understanding the social drama and being trained to reduce schisms can help reduce the number of suspensions among minority students. By reducing time away from class, students can have more educational growth. Creating rituals that transmit the belief that minority students can disrupt the cycles of risk and close the achievement gap, allows schools to create a culture that will lead to the success of students.
References
Arcia, E. (2006). Achievement and enrollment status of suspended students, outcomes in a large, multicultural school district. Education and Urban Society, 38, 359-369. doi: 10.1177/0013124506286947
Barr, R. & Parrett, W. (2007). The kids left behind Bloomington, IL: Solution Tree.
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Civil Rights Data Collection. (2014). Civil rights data collection data snapshot: School discipline. U.S. Department of Education Office for Civil Rights, Issue Brief No. 1. Retrieved from http://ocrdata.ed.gov/Downloads/CRDCSchool-Discipline-Snapshot.pdf.
Crotty, M. (1998). The foundations of social research: Meaning and perspectives in the research process. Los Angeles, CA: Sage.
Day-Vines, N. L., & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the behavioral needs of urban, African American male adolescents. Professional School Counseling, 8(3), 236243.
Des Chene, M. (1996). Symbolic anthropology. In D. Levinson & M. Ember, (Eds.), Encyclopedia of cultural anthropology (pp. 1274-1278). New York, NY: Henry Holt.
Durham, J. (2009). Raising achievement and closing the gap. Newark, NJ. Retrieved from http://www.communitiesinschools.org/medi a/uploads/attachments/Jennifer_Durham_Fel lows_Report_1.pdf
Geertz, C. (1973). The interpretation of cultures: selected essays. New York, NY: Basic Books.
Eriksen, T.H. (2004). What is anthropology? Anthropology, culture, and society. Ann Arbor, MI: Pluto.
Feistritzer, C. E. (2011). Profile of teachers in the U.S. 2011. Washington, D.C.: National Center for Education Information.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159165.
McFarland, D.A. (2004). Resistance as a social drama: A study of change-oriented encounters. American Journal of Sociology, 109, 1249-1318.
McLaren, P. (1986). Making Catholics: The ritual production of conformity in a Catholic
junior high school. The Journal of Education, 168, 55-77.
No Child Left Behind Act of 2001, Pub. L. No. 107110, § 115, Stat. 1425 (2002)
Ortner, S. B. (1984). Theory in anthropology since the sixties. 26(1), 126-166.
Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52, 126-136. doi: 10.1037/00220184.108.40.206
Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 118137). Thousand Oaks, CA: Sage.
Spencer, J. (1996). Symbolic anthropology. In A. Barnard & J. Spencer (Eds.), Encyclopedia of social and cultural anthropology (pp. 535-539). New York, NY: Routledge.
Tax, S. (n.d.). Franz Boas. In Encyclopaedia Britannica's online encyclopedia. Retrieved from http://www.britannica.com/biography/FranzBoas
Toldson, I.A., McGee, T. & Lemmons, B.P., (2013). Reducing suspension among academically disengaged black males. Prepared for the Center for Civil Rights Remedies and the Research-to-Practice Collaborative, National Conference on Race and Gender Disparities in Discipline. Retrieved from http://civilrightsproject.ucla.edu/resources/pr ojects/center-for-civil-rightsremedies/school-to-prison-folder/statereports/copy3_of_dignity-disparity-anddesistance-effective-restorative-justicestrategies-to-plug-the-201cschool-to-prisonpipeline.
Turner, V. (1975). Revelation and divination in Ndembu ritual. Ithaca, NY: Cornell University.
Turner, V. (1980). Social dramas and stories about them. Critical Inquiry, 7(1), 141-168. Retrieved from http://www.jstor.org/stable/1343180
Virginia Department of Education (2015a). Accountability in Virginia public schools. Retrieved from http://www.doe.virginia.gov/statistics_report s/school_report_card/accountability_guide.p df
Virginia Department of Education (2015b).
Elementary & Secondary Educational Act
Flexibility. Retrieved from http://www.doe.virginia.gov/federal_progra
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1
1
Objective
Domain: Cells and Heredity
Students differentiate how organisms from different kingdoms obtain, transform, and transport, energy and/or material.
Students understand the relationships between single-celled and multi-celled organisms, on a broad, conceptual level.
| Time | Activity/Task |
|---|---|
| 15 min | Warm-up Activity Review the basic requirements that all living things share and explain that most of them will be directly or indirectly related to an organism’s need for energy. Divide students into groups of four. Give each group a sheet of chart paper and a marker. Ask the group to discuss what they know about the properties of water and write these on their chart paper. Reassemble as a whole group and share each group’s understandings. Teacher Note: The purpose of this activity is to pre-assess student knowledge and to identify misconceptions. |
| 15 min | Water and Life Watch the video segments Why Is Water Essential to Life on Earth? and Water and Plants: A Unique Relationship from Unitedstreaming. Ask the students to complete the Water and Life video reflection handout. (See Water and Life video reflection handout in Friday’s materials section) Use the video segments Cell Membrane: Homeostasis, Cell Membrane: Diffusion and Cell Membrane: Active Transport to illustrate the importance of water in cellular processes. Review questions for these three videos are also in the Water and Life video reflection handout. |
| 20 min | Photosynthesis and Respiration Photosynthesis and Respiration flashcards (See Photosynthesis and Respiration flashcards in Friday’s materials section). Pair students and have them create the equation for photosynthesis. Teacher note: It will be important to monitor this process. Explain to the students that they will be studying the process of photosynthesis and respiration at a cellular level. Then have each pair reorganize the cards for cellular respiration and summarize the process in their notes. Have students complete a Venn diagram for photosynthesis and respiration. (See Photosynthesis and Respiration Venn diagram in Friday’s materials section). |
Friday, June 12
Objective
Domain: Cells and Heredity
Students differentiate how organisms from different kingdoms obtain, transform, and transport, energy and/or material.
Students understand the relationships between single-celled and multi-celled organisms, on a broad, conceptual level.
| Time | Activity/Task |
|---|---|
| 20 min | Photosynthesis Activity Use the manipulatives and the poster to have students move kinesthetically through photosynthesis. Divide the students in groups of three and provide them with the organizational charts for light dependent and light independent photosynthesis and one bag with the chart pieces (see Photosynthesis chart and pieces in Friday’s materials section). Ask the students to put the pieces in the order that they think they should go. Watch the video Photosynthesis from Unitedstreaming and complete the Photosynthesis video information handout (see Photosynthesis video information handout in Friday’s materials section). |
| 20 min | Photosynthesis –self evaluation Based in the information from the video ask the students to review their organizational charts and make any changes that they may consider necessary. On the board or in a sheet of chart paper draw the same organizational charts that the students have and working together fill out the information. Ask the students to copy the information on their notebooks and to write a paragraph or two about what they have learned. (See Reflection Guiding questions in Friday’s materials section). |
Friday, June 12 (continuation)
Friday's Materials Section
4
Water and Life Video
Why is water so important for life?
Why is water important for plants?
How is water important for photosynthesis?
How does water moves up from the soil to the leaf of the plants?
What is homeostasis?
Why is the cell membrane important for the cell?
What are the two ways in which materials can pass through the cell membrane?
Explain diffusion
What is osmosis?
Explain Active Transport
Photosynthesis and Respiration Flash Cards
| Oxygen | yields | Plus |
|---|---|---|
| CARBON DIOXIDE | plus | Water |
| Solar energy | Glucose | C H O 6 12 6 |
| O 2 | H o 2 | Co 2 |
Photosynthesis and Respiration Flash Cards
8
Photosynthesis and Respiration Venn Diagram
Photosynthesis
Respiration
Similarities
Optional Phrases for Venn Diagram
Involves chemical reactions
Involves energy
Occurs in chloroplasts
Occurs in mitochondria
Produces glucoseC6H12O6
Requires enzymes
Produces H2O
Used by all organisms
Used by animals
Used by plants
Uses CO2
Uses O2
Converts energy from one form to another
Involves an electron transport chain
Light independent reactions (Calvin Cycle)
Light dependent reactions
Requires chlorophyll
Traps light energy
Produces CO2
Aerobic or anaerobic
Produces O2
Glycolysis
Photosynthesis Pieces
| Light is absorbed by chlorophyll in plant leaves. | Energy from light is transferred to electrons in chlorophyll and other plant pigments. | Water molecules are split. |
|---|---|---|
| Oxygen molecules are formed (O ). 2 | Oxygen is released from plant leaves. | Hydrogen ions accumulate inside thylakoids setting up a concentration gradient that provides energy to make ATP & NADPH. |
| ATP & NADPH provide the energy for the light independent reactions. | A carbon from a molecule of CO is added to a 5- 2 Carbon compound. | The resulting 6-carbon compound splits into two 3-carbon compounds. |
| One of the 3-carbon compounds is used to make carbohydrates such as starch, cellulose, & glucose for plant growth. | The other 3-carbon compounds are used to regenerate the initial 5- carbon compound. | These reactions may occur without light. |
| Light is absorbed by chlorophyll in plant leaves. | Energy from light is transferred to electrons in chlorophyll and other plant pigments. | Water molecules are split. |
| Oxygen molecules are formed (O2). | Oxygen is released from plant leaves. | Hydrogen ions accumulate inside thylakoids setting up a concentration gradient that provides energy to make ATP & NADPH. |
| ATP & NADPH provide the energy for the light independent reactions. | A carbon from a molecule of CO2 is added to a 5- Carbon compound. | The resulting 6-carbon compound splits into two 3-carbon compounds. |
| One of the 3-carbon compounds is used to make carbohydrates such as starch, cellulose, & glucose sucrose for plant growth. | The other 3-carbon compounds are used to regenerate the initial 5- carbon compound. | These reactions may occur without light. |
| Photosynthesis is now complete with the release of oxygen in the light dependent reaction and the creation of glucose in the light independent reaction. | Photosynthesis is now complete with the release of oxygen in the light dependent reaction and the creation of glucose in the light independent reaction. | |
11
PHOTOSYNTHESIS LIGHT DEPENDENT REACTIONS
12
PHOTOSYNTHESIS LIGHT INDEPENDENT REACTIONS
Photosynthesis Video Review
Which organisms have the ability to carry out photosynthesis?
How are the organisms that are capable of using light energy to produce their own food called?
How are the organisms that are not capable of using light energy to produce their own food called?
Write the chemical reaction for photosynthesis and identify its products
How is glucose used?
In which organelle does photosynthesis occurs?
What is the role of enzymes in the process of photosynthesis?
How is the ATP molecule used?
How is the ATP used?
Reflection Guide Questions
What I already knew
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CHAPTER SEVEN – AFTERWORD
Father Latour judged that, just as it was the white man's way to assert himself in any landscape, to change it, make it over a little (at least to leave some mark of memorial of his sojourn), it was the Indian's way to pass through a country without disturbing anything; to pass and leave no trace, like fish through the water, or birds through the air. It was the Indian manner to vanish into the landscape, not to stand out against it. – Willa Cather, Death Comes for the Archbishop
IN THE CHAMBER
It feels like an inquisition, sitting on hard leather-bound seats, lined up along the edge of the chambers of the Eacham Shire Council. The council building in the heart of Malanda appears to warp space and time – inside the walls are lined with the rainforest timbers of Ngadjon-Jii country. Outside we are greeted by a fibreglass diorama of pioneering achievements and agricultural implements. These icons of European settlement of the district, felled trees and sown pastures, memorialise the present as much as they do the past. For nothing much has really changed, even though everywhere there is a veneer of modern life.
This perceptual discordance is also apparent in the chamber. From the throat clearing and seat scraping, it appears that everyone is uncomfortable. Ngadjon-Jii people sit in this administrative gallery as though spectators to the history of their own dispossession. On this stage, they are about to perform in the latest epoch in the history of Indigenous-AngloAustralian relations – the era of Native Title. The audience for this spectacle is the body of seven male councillors, many of who are the descendants of the original European settlers. Ngadjon-Jii people and councillors alike awkwardly acknowledge their mutual familiarity and shared histories. Though this doesn't amount to greeting each other by name. They face each other as two cultural categories, divided along racial lines, rather than as individuals.
Instead of tree-climbing and 'painting up' to perform corroboree dances, Ngadjon-Jii people are required to execute a much more difficult task. Somehow, they have to communicate to this body of seven men something of what, for the Ngadjon-Jii people present, amounts to an unreflexive everyday practice – culture. They are required to present to this elected body of respectable citizens a twenty-minute snapshot of who they are and how and why it is they should be acknowledged as the Traditional Owners of the country enclosed by the boundaries of the local government area.
We start with a photograph of Mt Bartle Frere taken from the vantage point of Lamins Hill (Figure 29). Warren Canendo calls the mountain Djura Djilam and talks about how it is a "sacred site, this is where the spirits of our old people live and where we go when we die". One of the councillors points out that we are not only looking at Mt Bartle Frere, but in the foreground of the photograph lies his farm. He seems at ease upon recognising a familiar place in the unfolding Indigenous space narrated by Warren and the other Ngadjon-Jii people.
The talk of Ngadjon-Jii people is replete with stories about landed productivity, though not anything immediately recognisable by the farmers present in the chamber. They speak about "living off bush foods", such as mungara (bush turkey) and bumbu (turkey eggs), the fruits of brown apple, murrurr (bumpy satin ash), gungi (yellow walnut), guwa (black walut), guyu (an edible berry from an unidentified vine species), and yabalam (edible lawyer cane species).
What is often reduced to a mode of subsistence or spoken of purely in economic terms is a key framing activity for Ngadjon-Jii cultural identity and interests in country. As Elizabeth Povinelli observes, the sweat and speech associated with hunting and gathering in an environment imbued with all form of sentient beings are "seen to make the country 'sweet' and productive and willing to give its produce" (Povinelli1993: 32). Moreover, these foraging activities provide Ngadjon-Jii people with a way of:
[A]ttending to, reenacting, and ensuring the physical, mythical, and emotional production of the environment, the human body, and the social group in the midst of sometimes horrendous historical upheavals and dislocations (Povinelli 1993: 30).
As Ngadjon-Jii people talk about bush foods and the entities that inhabit their country, Yamani and Gubi, and name in language places within the rural landscape of Eacham Shire, one wonders how this Ngadjon-Jii performance of knowledge and identity will be assessed by the councillors. The councillors appear mildly curious about the other uses of rainforest species revealed to them in the unfolding Indigenous hunting-gathering discourse. Though it seems that all this talk of foraging in the scrub is an aside to the main game of Native Title.
As Elizabeth Povinelli suggests in her analysis of the legal hearing for the Kenbi land claim in the Northern Territory, assessments of Aboriginal people and culture are often "tied to their varying degrees of association with Anglo culture and economy" (Povinelli 1993: 55). Embedded in these evaluations is a taxonomy of racial typologies, "is the Aboriginal narrator of 'full blood' or 'mixed' parentage" (loc. cit.), and a history of race relations. This became apparent in the chamber when, towards the end of the presentation, one of the councillors turns to Yvonne Canendo, her mother, Emma Johnston, and the other members of their immediate family, and states that, "when I was a kid growing up in the Malanda area, we were always scared to go near the Aborigines out at Glen Allyn".
It is here, on the sharp edge of fear, that Ngadjon-Jii people's aboriginality and cultural difference is given local form and meaning. There is no suggestion here that the Ngadjon-Jii people who now live on the edge of the built environment of the township have lifestyles or histories that look anything like those of the Anglo-Australian residents of this district. Indeed, there is no suggestion that there are any similarities at all. This one comment succinctly gathers up the history of the past one hundred years. This is the fear that the pioneers wrote about in the recollections of the 'early days' in Malanda. It is as much a cultural memory for the European population of the district as it is a reality for Ngadjon-Jii people. On a rainy morning in the main street of Malanda in 2005, this one statement appears to establish without further discussion the very basis of white society's fear – a prior and on-going Aboriginal presence in the remaining rainforests of the Atherton Tableland.
A LANDSCAPE OF HISTORICAL LEFT-OVERS
Throughout the Atherton Tableland, a new landscape is emerging. On maps it appears as a series of irregular polygons strewn haphazardly across the plateau. Often coloured red, as if to warn of some impending danger, these disparate pockets of unallocated state land (USL), national park, state forest, and reserve land are the tenure remains of a century or more of European exploration, settlement, and industry on the Tableland. For a range of reasons, these areas were not alienated as 'agricultural farms' and other forms of freehold land when the region was originally surveyed and cut up into selections, or in later waves of 'land opening' (see Frawley 2000). Some of this land was set aside for 'camping' and 'scenic purposes', other parcels were identified as water reserves, while the vast majority of the remaining area was crown-owned forestry land (Gould 2000; Holzworth 2000). Today, these patches of variously designated state land provide the contours for, and geographical content of, Aboriginal Native Title claims on the Tableland.
In the Malanda district, the leftovers from the colonial project of settlement and development amount to a handful of residual rainforest pockets – the Malanda Falls National Park, a disused and overgrown 'quarry' reserve near Peeramon, and the Topaz Road National Park 29 . Further away from Malanda, a portion of Wooroonooran National Park and an ephemeral island in the middle of the Russell River are also part of the Native Title claim lodged by Ngadjon-Jii people 30 . As the encounter in the council chamber highlights, these colonial discards form the physical, as well as symbolic, sites for on-going legal negotiations and political contestations about the nature and culture of Malanda's spatial history. These contestations alert us to the fact that landscapes are also disputed and, at times, denied. In this sense, the idea of landscape can be regarded as a 'concept of high tension' (Inglis 1977), often enacted at the interstices of history, society and culture. Emerging from this crucible, the era of Native Title challenges the pervasive culture of forgetting and the environmental amnesia associated with the historical production of the landscapes of the Atherton Tableland. Yet somehow, in this unfolding view of fields and farmhouses, rainforest pockets, and rural townships, the contours and coils of Yamani Country can still be glimpsed.
29 Barely 400 metres at its widest point, and measuring only 1,200 metres in length, this park largely consists of a section of a steep-sided, rain-forested creek. In other words, a gully. This parcel of land, abutting the Lamins Hill to Topaz Road, was declared a reserve for 'scenic purposes' in 1935 and a national park in 1977.
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Tip Sheet
Color Matters
Color choice and combination are important factors to keep in mind when developing an educational material. Thoughtfully selected color schemes engage your audience and make them more receptive to the message you are conveying. 1 Color selection may vary based on target demographics, regions, and cultures. Remember, different colors may have different meanings to your audience.
Here are some color selection DOs and DONTs for printed materials.
DOs
DON'Ts
* Use relevant images and diagrams as your primary sources of color.
* Research any demographic or cultural preferences and use culturally appropriate colors.
* Consider the goals of your material. For informative materials, start with neutral colors and add simple colors to accentuate or highlight special information. 2
* Make a strong distinction between the background and the text through contrast. Contrast increases readability, especially for audience members with limited color perception. 3 Black text on a white background is best.
* Don't use colored text on a colored background because it limits readability. 4
* Don't be afraid to use color. Without color, the material might appear boring and lose audience interest.
* Don't use too many colors in a single document, as it appears chaotic and distracting. Stick to no more than three main colors consistently throughout a document. Try starting with a dominant color and develop a palette from there, shifting to warm or cool colors for variation. 2
* Consider how you will produce the material. If it will be photocopied, then the colors used should be compatible with grayscale printing.
color
gray scale
Online Materials
The use of color is especially important online in order to capture the reader's interest. Limit your color scheme to 2 or 3 colors, and use shades of those colors to complement your design. Generally, you should use colors sparingly to guide the reader's eyes.
If you are distributing the material via a website, then you will need to design the material with this in mind. 4 Consider producing two versions of the material--one in color and one in black and white for printing.
Resources
The following online resources can help you choose colors for your materials.
Color Scheme Designer (colorschemedesigner.com)
A user-friendly online tool that generates color schemes.
Color Blender (www.colorblender.com)
This site lets you choose a starting color and then it suggests a 6 color scheme based on your selection.
Contact Us
Whether you have general questions about layout and design, or more specific concerns about making your materials attractive and readable, TEAM Lab is here to help. Visit teamlab.usc.edu or email us at firstname.lastname@example.org.
References
1. http://www.1stwebdesigner.com/design/colors-web-design-right-combination
2. http://chrome47.com/color
3. http://veerle-v2.duoh.com/blog/comments/choosing_color_combinations
4. http://www.cms.gov/Outreach-and-Education/Outreach/WrittenMaterialsToolkit/Downloads/ToolkitPart05Chapter05.pdf
E-mail: email@example.com
Phone: (323) 442-8214
Fax: (323) 442-8201t | <urn:uuid:fa9daa70-0ee8-4071-a8d2-ad71299e15bd> | CC-MAIN-2017-39 | http://teamlab.usc.edu/learn/resources/TEAMLab-ColorMatters.pdf | 2017-09-23T05:56:44Z | crawl-data/CC-MAIN-2017-39/segments/1505818689490.64/warc/CC-MAIN-20170923052100-20170923072100-00438.warc.gz | 336,908,154 | 651 | eng_Latn | eng_Latn | 0.990522 | eng_Latn | 0.992104 | [
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Create — Applications from Ideas Written Response Submission Template
Submission Requirements
2. Written Responses
Submit one PDF document in which you respond directly to each prompt. Clearly label your responses 2a – 2d in order. Your response to all prompts combined must not exceed 750 words, exclusive of the Program Code.
Program Purpose and Development
2a. Identify the programming language and identify the purpose of your program. Explain your video using one of the following:
* A written summary
* of what the video illustrates OR
* An audio narration in your video. If you choose this option, your response to the written summary should read, "The explanation is located in the video."
(Approximately 150 words)
Insert response for 2a in the text box below.
I used snap to create my code with putting together different blocks to make it work properly. The purpose of my program was an easy way for people to learn their colors in French. It first goes through and tells you all the colors in English to French and how to pronounce them in French. Then the program allows you to click on the colors presented on the screen and it will say the colors in French. It is a very helpful and simple way to learn how to pronounce all the different colors in French.
2b. Describe the incremental and iterative development process of your program, focusing on two distinct points in that process. Describe the difficulties and/or opportunities you encountered and how they were resolved or incorporated. In your description clearly indicate whether the development described was collaborative or independent. At least one of these points must refer to independent program development; the second could refer to either collaborative or independent program development. (Approximately 200 words)
Insert response for 2b in the text box below.
All of my project was independent. I worked on my own to get my project perfect. I had a little bit of difficulties when I tried videoing the project. When I used CamStudio I had a hard time with it speeding up my video since it my project has sound, I had a hard time saving it, and it was too long at one point so I had to lessen the video. But other than that my project ran smoothly. I had to get the time perfectly because my project was a little bit over a minute so I had to decrease the time that it said something.
2c.
Capture and paste an image or images of your program code segment that
implements the most complex algorithm you wrote. (marked with a color border
below)
Your algorithm should integrate several mathematical and logical concepts. Describe the mathematical and logical concepts used to develop the algorithm.
Explain the complexity of the algorithm and how it functions in the program. (Approximately 200 words)
Insert text response for 2c in the plain box below.
I had to time my sprites for it to be the exact seconds that things need to be said. If I did not do this then my time would be off for the videoing. Plus I had to let it say what it needed to say in the right amount of time so the viewers can read everything properly. I also had to record myself saying the colors in a right amount of time so it would work with my video and it would not be too long.
2d. Capture and paste an image or images of the program code segment that contains an abstraction you developed (marked with a matching blue color border below)
Your abstraction should integrate mathematical and logical concepts.
Explain how your abstraction helped manage the complexity of your program.
(Approximately 200 words)
Insert text response for 2d in the plain box below.
This allowed the users to interact with the program. This set of programming allowed the users to click on the colors and then it would say the color in French. This I thought would be a great lerning source if the user forgets how to say the color then it can just click on the color that is presented on the blackboard. I had to think through on how it would work in the best way and where I can get the sounds. I ended up having to record all the sounds using my voice. Then I dound out that by clicking the sprite and it saying the color that it would be the best learning source for the users. | <urn:uuid:24d0bb56-c277-4557-8545-cf8f03c1090a> | CC-MAIN-2023-23 | https://secure-media.collegeboard.org/ap/pdf/computer-science-principles/ap17-csp-create-sample-i.pdf | 2023-06-08T18:30:25+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00342.warc.gz | 558,313,629 | 861 | eng_Latn | eng_Latn | 0.998258 | eng_Latn | 0.999041 | [
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Osteoporosis in Women
What is osteoporosis?
Osteoporosis is a disease that thins and weakens bones to the point where they may break easily. This disease most often causes fractures of the bones of the hip, spine, and wrist.
How does it occur?
In young healthy adults, bones continue to grow, reaching their greatest strength around ages 20 to 35. After that, bones slowly become weaker as you get older.
The risk of osteoporosis increases with age. Osteoporosis usually develops in women after menopause, between the ages of 45 and 55. Women have less bone mass than men and lose bone mass sooner and faster than men. After menopause women produce much less of the hormone estrogen. Estrogen helps women's bones stay strong. For example, it helps deposit calcium in the bones. Low levels of estrogen cause a weakening of the bones.
Osteoporosis is most common in white and Asian women, especially slender women, but it can occur in women of any race. You are also at higher risk if you have a family history of osteoporosis.
In addition to aging, other causes of osteoporosis are:
* lifestyle habits such as:
ο having more than 1 drink of alcohol a day
ο smoking
ο too little calcium in the diet
ο not enough weight-bearing exercise such as walking, dancing, or lifting weights
* surgical removal of the ovaries, which reduces estrogen levels
*long-term use of certain medicines, such as steroids used to treat asthma or arthritis, thyroid medicines,
* chronic diseases that affect the kidneys, lungs, stomach, or intestines or change hormone levels (examples of such diseases are diabetes, hyperthyroidism, and heart failure)
anticonvulsants, certain cancer treatments, and aluminum-containing antacids
* intense exercise (such as marathon running), which reduces estrogen levels
* eating disorders or too much dieting, which reduce estrogen levels.
* long periods of bed rest during serious illness, which speeds up the loss of calcium from bones
What are the symptoms?
You may have no symptoms until a bone breaks. Broken bones are the most common problem for people with osteoporosis. Often it's the hip, arm, or wrist that breaks.
The bones of the spine are also a common area of thinning. Often, over time, the bones of the spine (vertebrae) collapse on themselves, one at a time, causing loss of height, back pain, and a stooping posture (dowager's hump).
How is it diagnosed?
Your health care provider may discover you have osteoporosis from an x-ray taken for some other problem. Otherwise, the diagnosis might be made from a review of your medical history and symptoms, a physical exam, xrays, and olood tests. You may have a test to measure your bone mineral density, such as a DEXA scan.
How is it treated?
Treatment does not cure osteoporosis, it but can slow down the loss of bone and rebuild some bone.
Treatment may include increasing the calcium your body gets, usually through diet and supplements. Most adult women should have 1000 mg of calcium a day. Women who are over 50 need at least 1200 mg a day. Vitamin D is needed to help the body absorb the calcium. Up to age 50 200 IU of vitamin D is needed, after that 400 to 800 IU is needed.
Weight-bearing exercise, such as walking or stair climbing, also helps keep your bones strong. Doing this kind of physical activity every day may help stop further weakening of your bones.
There are several medicines that slow bone loss and help reduce fractures. These include:
* bisphosphonates such as risedronate (Actonel) and alendronate (Fosamax)
* calcitonin-salmon hormone (Miacalcin nasal spray)
* selective estrogen receptor modulators (SERMs) such as raloxifene (Evista) and tamoxifen (Nolvadex).
These medicines are prescribed if your bone mineral density tests reveal osteoporosis despite adequate exercise, calcium intake, and no smoking. They may also be prescribed if you have already had a fracture due to osteoporosis.
The female hormones estrogen and progestin may be prescribed to replace some of the hormones that decrease at menopause. Estrogen has previously been prescribed to help prevent bone loss (osteoporosis). This is no longer advised because it may be harmful. Treatment with estrogen and progestin may increase the risk for heart disease, stroke, breast cancer, blood clots, some gallbladder problems, and possibly dementia. Also, estrogen taken without progestin increases the risk of uterine cancer if you still have your uterus. Discuss the risks and benefits of hormone therapy with your health care provider.
How long will the effects last?
The risk of a broken bone resulting from osteoporosis increases with age. Once menopause begins, most women, especially caucasian and Asian women, need to take precautions for the rest of their lives to prevent osteoporosis.
How can I take care of myself and help prevent osteoporosis?
* Follow the treatment prescribed by your health care provider.
* Eat healthy foods, especially low-fat milk and dairy products, green leafy vegetables, citrus fruits, sardines, and shellfish.
* If you are taking medicine to treat your osteoporosis, be sure to take it as directed. For example, medicines such as alendronate must usually be taken with a full glass of water in the morning on an empty stomach. You must remain upright for at least a half hour after taking it.
* Take a daily calcium supplement and vitamin D supplement if your health care provider recommends it. You can get vitamin D by drinking milk, taking supplements, or spending time in sunlight.
* Stop smoking. Smokers may absorb less calcium from their diet.
* Do weight-bearing physical activity, such as walking, regularly. Be sure to exercise your upper body also. Weight-bearing exercise helps prevent bone loss and strengthens muscles, which can help prevent falls.
* Do not have more than 1 drink of alcohol a day. One drink is 1 ounce of hard liquor, one 12-oz serving of beer, or one 4-oz glass of wine.
* Talk with your health care provider about hormone therapy or other medicines when you reach menopause.
What can I do to reduce my risk of injury?
If you have osteoporosis, you can reduce the risk of injury and broken bones if you:
* Avoid lifting heavy objects.
* Avoid unusually vigorous physical activity. Build your activity level gradually.
* Use support for walking, such as a cane, if you need it.
* Wear shoes that provide good support (such as running or walking shoes).
* Keep areas where you will be walking well lit and uncluttered. If you walk outside, avoid graveled areas or other uneven surfaces that could cause a fall.
* Avoid putting throw rugs on your floors at home.
* Be cautious about going outdoors when roads and sidewalks are icy.
* If you have had problems with falling, ask your health care provider if you should wear hip protectors.
For more information, call or write:
National Osteoporosis Foundation 1232 22nd Street NW Washington, DC 20037-1292 800-223-9994
202-223-2226
Web site: http://www.nof,org Educational materials, information specialists
Reserved. Developed by McKesson Provider Technologies. This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional.
ο ο
Osteoporosis
Areas most commonly ffecled by osteoporosis
Bone becorrles thinner and weaker with osteoporosls | <urn:uuid:e51a43cb-226e-46f5-a4f5-abfc0e88af03> | CC-MAIN-2023-23 | https://www.ppcswfl.com/family-practice/wp-content/uploads/sites/3/2017/10/osteoporosis.pdf | 2023-06-08T18:18:31+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00341.warc.gz | 1,020,051,598 | 1,628 | eng_Latn | eng_Latn | 0.996812 | eng_Latn | 0.997483 | [
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Time / Place
BEERWAH STATE HIGH SCHOOL
Positive Behaviour for Learning
RESPECT
RESPONSIBILITY
- Follow all staff instructions immediately
- Speak politely and respectfully to others at all times
- Respect the personal space and privacy of others
- Hands off others, including their equipment and their belongings
- Treat all property with respect
- Respect your school environment,
- Respect the right of others to learn
- Hats off in class (unless otherwise directed by a teacher)
- Raise hand when asking a question
- Obtain teacher's permission to leave the classroom and return promptly
- Keep hands, feet and other objects to yourself
- Do not disturb other classes when moving throughout the school
- Use mobile phones courteously and appropriately.
- Be aware of your digital footprint.
- Protect your personal identity
- View and send only appropriate messages and information.
- Sit quietly and listen attentively
- Follow teacher directions
- Applaud appropriately
- Pay for all items you select
- Use good manners and treat all canteen workers with courtesy
-Respect the privacy of others
- Treat facilities with respect
- Eat food in designated areas and place all waste in bins
- Act responsibly and maturely when not under direct supervision
- Use appropriate language
- Use good manners and appropriate language
- Interact politely/respectfully with members of community
- Always wear correct school uniform unless otherwise stated
- Show respect for property
- Behave in a manner that upholds and promotes the good reputation of the school
- Wear your uniform correctly and with pride
-
- Be honest and take responsibility for your words and actions
Help keep the school clean and tidy
- Lock bikes, scooters & skateboards in the appropriate place
- Take responsibility for your learning - actively participate and engage in all activities
- Allow others to participate without interruption
- Aim for your Personal Best
- Be on time for all classes
- Be prepared for all classes - bring necessary equipment
- Food or drink (water excepted ) is left outside the classroom
- Follow set classroom procedures
- All mobile phones & personal electronic devices are turned off and out of sight (unless directed otherwise by your teacher)
When the bell rings move quickly
-
and quietly to get to class on time
- Follow teacher directions immediately
- Use devices in specified areas.
- Ensure devices are brought to school fully charged each day.
- Recording/photographing a student, event or situation and uploading to social media is not allowed.
- Turn off and put away all electronic devices (mobiles/ iPods/ MP3's)
- Sit in monitoring groups in stated area and in alphabetical order
- Follow rules, signs and directions
- Only be in area if you are buying food
- Report smoking and vandalism immediately to the office
- Share equipment /space and allow others to participate in activities
- Wear enclosed/correct shoes at all times
- Report accidents or safety concerns to staff immediately
- Follow school procedures for signing in and out
- Be a good role model for BSHS
- Return permission forms and make payments (if relevant) by due date
SAFETY
- Maintain a safe and nonthreatening environment
- Keep dangerous/ banned items out of school
- Follow sign in & out process
- Resolve conflicts without physical or verbal aggression using problem solving strategies.
- Report accidents or safety concerns to staff immediately.
- Follow the Sun Safety Strategy
- Wait quietly for teacher and then enter classrooms in a sensible way
- Junior secondary school students are to line up
- Use all equipment correctly
- Use technology safely and responsibly
- Comply with Workplace Health and Safety regulations for each designated area
- Store bags in appropriate port racks and not in doorways or classrooms
- Stay out of the gardens and other out of bounds areas
- Move safely (in an orderly manner) throughout the school
- Follow school procedures regarding safe and appropriate use of mobile phones, computers and electronic devices
- Report inappropriate activity
- Keep your passwords secret
- Proceed in and out of Student Centre or assembly area in a sensible manner
- Line up in a sensible manner and wait your turn
- Leave bags outside canteen in designated area
- Use toilets and wash basins appropriately
- Practise good hygiene
- Interact safely with others and in appropriate areas
- Use all equipment/facilities appropriately and safely
- Ball games played only on ovals
- Only play non-contact sport unless supervised by a teacher
- Follow all staff instructions
- Follow Bus Code of Conduct
- Use all equipment appropriately
- Follow all traffic laws and make safe choices using designated pathways and crossings
- Follow the Sun Safety Strategy
ALL SETTINGS
CLASSROOM
TRANSITIONS (movement to & from classes)
CYBERSPACE
NON CLASSROOM Assembly
Canteen
Amenities
Grounds
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EAST PRESTON ISLAMIC COLLEGE
YEARS 7 – 9
CURRICULUM INFORMATION
Year 7 English
Curriculum Description:
In Year 7 English, students are encouraged to use language to cultivate insight into human experiences and express this in a compelling way. This is done through the various texts that are studied throughout the year. A range of activities are used to engage the students in discussing their thinking. Some include: five whys, fishbone diagram and affinity diagram. Some of the issues studied throughout Year 7 are child exploitation, globalization and war. Furthermore, current issues/affairs that arise will also be central and will be linked to the unit of work.
Assessment:
In Year 7 English, assessment tasks given to students are aligned with their learning experiences. The program includes a range of assessments that offer students opportunities to demonstrate their learning across the Australian Curriculum content description and Year 7 level achievement standards. Assessments include presenting imaginative, informative and persuasive text types in written and spoken form.
Standardized Progressive Achievement Test for Writing, Language Conventions and Reading & Comprehension is conducted at the beginning of the year. Major Assessment Tasks, referred as MATs will be used to assess students' abilities to create a variety of text heighten engagement and impact by describing, explaining, addressing significant issues, conveying an argument or persuading. Each task will be carried out and presented to the class upon completion. In creating the texts, students are encouraged to plan, draft and their work before submitting the final copy. Students are also encouraged to maintain a high standard workbook with classroom assigned exercise complete. Students are to consolidate a personal handwriting style that is legible, fluent and automatic.
Resources:
Holes - Louis Sachar
Cambridge Language Toolkit 1
Cambridge English for the Australian Curriculum Book 1
The Dons - Archimedes Fusillo
WALL-E (Film)
Howl's Moving Castle (Film)
Language Toolkit book 1
Year 7 Maths
Curriculum Description:
By the end of the year, students will be able to describe patterns in uses of indices with whole numbers, recognise equivalences between fractions, decimals, percentages and ratios, plotting points on the cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions.
Students will also be confident in calculating accurately with integers, representing fractions and decimals in various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms. They will also be able to formulate and solve authentic problems using numbers and measurements, work with transformations and identify symmetry, calculate angles and interpret sets of data collected through chance experiments
Assessments:
Ongoing Formative Assessments
Progressive Achievement Test (PAT)
Maths Mate
End of Chapter Tests
Semester Exams
Projects and Major Assessment Tasks
Presentations
Resources:
Maths Quest 7
Assesson
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 7 Science
Curriculum Description:
Throughout the year, students will focus on Science areas including Chemical Sciences, Physical Sciences, Earth and Space Sciences and Biological Sciences. In Chemical Sciences, students will be engaged in learning about different mixtures including solutions that contain a combination of pure substances. Students will focus on various separating techniques. In Physical Sciences, students will focus on several types of forces that affect the behavior of objects. In Earth and Space Science, students will discover that Earth is part of the Solar System, the position of the sun. They understand that Earth and moon predict seasons and eclipses. They will discover Earth's renewable and nonrenewable resources and the importance of water as a resource to the environment. In Biology, students will learn about classification of different organisms. They will also learn about the interaction between organisms.
Assessments:
Ongoing Formative Assessments
Homework Tasks
Practical Reports
Research Projects for Class Presentation
Topic Test
End of Semester Examination
Resources:
Science Quest 7 Jacaranda
Science Quest Student Workbook
Assesson
Year 7 Humanities and Social Sciences
Curriculum Description:
In the Australian Curriculum, the Humanities and Social Sciences learning area includes a study of History, Geography, Civics and Citizenship and Economics and Business.
Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.
The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.
'Water in the world' focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. 'Place and liveability' focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students' ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.
The Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success. Setting goals and planning to achieve these goals are vital for individual and business success, and students consider approaches to planning in different contexts, while also considering different ways to derive an income. The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for concepts to also be considered in the global context where appropriate.
The Year 7 curriculum provides a study of the key features of Australia's system of government and explores how this system aims to protect all Australians. Students examine the Australian Constitution and how its features, principles and values shape Australia's democracy. They look at how the rights of individuals are protected through the justice system. Students also explore how Australia's secular system of government supports a diverse society with shared values.
Assessment:
A range of hands-on assessment tasks will be set for students throughout each unit/term. Students are encouraged and are assessed on creating posters, models, articles, letters, open ended research tasks.
Their workbook is an integral part of assessing their understanding of each unit as weekly assignments will be set for students to complete in their books. An end of term/unit exam will also be set.
Major Assessment Tasks (MAT):
Research, Source Analysis, Personal Reflection, Data Collection
Projects & Presentations
Resources:
Oxford Bog Ideas 7
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 7 LOTE (Language Other Than English) - Arabic
Curriculum Information:
Arabic is a compulsory subject in Year 7. Most of the students know Arabic as they have been learning it from Foundation/ Prep. Students are encouraged to make best use of the opportunities provided to know the language, understand the connection between Arabic and English and gain intercultural understanding. The course is designed to enable students to:
- experience Arabic in a range of contexts through the integration of listening, reading, speaking and writing skills
- experience, enjoy and respond to features of the culture of Arabic-speaking communities
- gain knowledge of, and develop skills in the application of grammatical structures
Assessment:
Ongoing Formative Assessments
Set Homework Tasks
End of unit tests
Major Assessment Task (Written and Oral)
Semester Exams
Assigned books:
Iqra' Arabic Reader 2 Textbook
Iqra' Arabic Reader 2 Workbook
7
Year 7 Religious Education
Curriculum Description
The Islamic Studies curriculum provides opportunities for students to explore their faith and discover both the practical and profound application of Islam in their young lives. Islamic Studies also include the character education program, which weaves universal moral values of compassion, honesty, truthfulness, courage, tolerance and forgiveness into daily activities. Throughout the year, there is focus on the understanding and establishment of prayer/salat, the world of the unseen, al-Quran the last holy book, along with learning significant lessons from the story of Prophet Musa. Students will also be introduced to and analyse Surah Al-jinn and Aurah Al-muzzammil.
Assessment
Ongoing Formative Assessments
Set Homework Tasks
Projects& Presentations (Major Assessment Tasks)
End of Term Tests
Exams
Resources
Textbook: Learning Islam Level 1
Worksheet Book: Learning Islam Level 1
Weekend Learning Level 7
DVD's and You Tube Clips on Related Topics
Quran Subject Description
At EPIC, during Quran teaching, the focus is given to Tajweed. Tajweed is a set of rules for proper pronunciation and recital of the Quran. It is meant to replicate the way the prophet Mohammad (saws) recited the Quran. Learning Tajweed means learning how to pronounce the letters in the words correctly. Our aim is to help all students work towards achieving excellent Quran reading skills and independently read any Ayah or Surah in the Quran. Once the student is able to read the Quran independently, he or she will then be required to start memorising designated Surahs.
Grade 6 Juz Amma
Yr 7 Juz Tabarak
Yr 8 Qad Sami'ah
Yr 9 Az Zaariyaat
Yr 10 Al Ahqaf
Year 7 Health
Curriculum Description:
The Year 7 Health course consists of theoretical sessions. The topics include:
- You, me, I and us!
- Food, glorious food
This course enables students to:
- Identify people who are important to them
- Strategies for relating to and interacting with others
- Assertive behaviour and standing up for themselves
- Establishing and managing changing relationships (offline & online)
- Changing identities and the factors that influence them
- Celebrating and respecting difference and diversity in individuals and communities
- Mental health and wellbeing, and mental health promotion
- The impact of physical, social, spiritual and emotional health on wellbeing
- Body image and self-worth and their impact on mental health and wellbeing
- Resilience, and skills that support resilient behaviour
- Coping skills, help-seeking strategies and community support resources
- Networks of support for promoting mental health and wellbeing.
Assessment:
Assessment is based on class participation, effort, attitude, workbook completion, assignments, tests and exams.
Resources:
Cambridge Jump Start 7 & 8 Health and Physical Education Workbook
Year 7 Physical Education
Curriculum Description:
Health and Physical Education is an essential component of education at EPIC. The major focus is to create an environment that favours the development of a life-long physically active life style. The students experience various types of games and sports throughout the year including basketball, soccer, volleyball, athletics and cricket. Interschool competitions are also an integral part of the physical education program. An intensive week long swimming program is offered to students.
The physical education program:
- provides students with the opportunity to continue developing their motor skills through a range of enjoyable movement experiences
- helps develop a knowledge and understanding of a variety of sports skills and rules
- establishes a desire to pursue physical activities both now and in the future
- encourages team work, develops social skills and positive attitudes through participation in physical activity
- Develops an understanding of team strategies and set plays
Assessment:
Assessment is based on skill competence, attitude and effort.
Resources:
Sports equipment as required for games and skill development will be used.
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 7 Arts - Visual Arts
Curriculum Description:
In Year 7 students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making.
They evaluate how they and others are influenced by artworks from different cultures, times and places.
The topics covered are:
- Conventions of art
. Aboriginal, Egyptian and Greek art.
- From Caves to Street Art. Why do we make art?
- Visual literacy and comic book art
Students will:
- develop good Art Room practices and gain awareness of health and safety issues relevant to their environment, equipment and material
- develop an awareness of art conventions, such as composition, colour, space, line, tone and texture
- learn how to use various tools and materials correctly.
- develop an aesthetic judgement.
- investigate how Islam transformed geometry into a major art form using the circle as a basis for a generation of patterns
- apply the principles of repetition, symmetry and change of scale to create a bewildering variety of effects
- learn that representation of human or animal forms is prohibited in Islam and geometric forms are an acceptable substitute for art forms
Assessment:
Students are assessed on the successful completion of set tasks.
Their ability to follow practical instructions, work independently within the classroom and complete given tasks.
* display and discuss their folios of work
Resources:
- Art resources as required for the activity
- visual Diary
- Sample Artwork
- Israel Glenis ARTWISE VISUAL ARTS 7-10, For the Australian Curriculum.
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 7-8 Drama
Curriculum Description:
Students in the Arts are working towards two standards in Year 7 and 8, Creating and Making and Exploring and Responding. In Creating and Making students will, independently and collaboratively; plan, design, improvise, interpret, evaluate, refine, make and present art works that represent and communicate ideas and purpose. They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles. While Exploring and Responding, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others' use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies.
In Drama, students work as an ensemble to explore cultural diversity by sharing experiences and observations through improvisation, scripts and role-play as well as maintaining a diary of personal reflections throughout their performance making.
Assessments:
Performance using Mime and Masks
Exploring genres of Comedy
World War 1 Tableau
Creation of Stop Motion/IMovie film in conjunction with the Art Department
Drama Journals
Resources:
Class IPads
IT Laboratory
Costumes/Props (various masks)
Scripts
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 8 English
Curriculum Description:
In Year 8 English, students are encouraged to use language to cultivate insight into human experiences and express this in a compelling way. This is done through the various texts that are studied throughout the year. Students understand text structure and organization, effective language devices used by the author, including analyzing film techniques. They learn to interpret, analyse and evaluate texts by understanding the evolving themes and issues. Alongside, they are encouraged to examine literature and respond to them by creating different genre of literature. Students learn to proofread and edit their work, improve their spelling and vocabulary and punctuate correctly following the Standard Australian English.
Assessment:
In Year 8 English, assessment tasks given to students are aligned with their learning experiences. The program includes a range of assessments that offer students opportunities to demonstrate their
learning across the Australian Curriculum Content Descriptions and the Year 8 level achievement standards. Assessments include presenting creative, persuasive and Text Response to evaluate
students 'reading and responding' texts in both written, spoken and multimodal form as MATs.
Standardized Progressive Achievement Test forWriting, Language Conventions andReading &
Comprehension is conducted at the beginning of the year.
Students are also encouraged to maintain a high standard workbook with classroom assigned exercises and homework tasks complete. Students are to consolidate a personal handwriting style
that is legible, fluent and automatic.
Resources:
Chinese Cinderella by Adeline Yen Mah
Don't Call Me Ishmael by Michael Gerard Bauer
Coraline/ Graphic Novel Coraline – Film/multimodal text
Round the Twist – Film and Novel Study
Language Toolkit 2
English for the Australian Curriculum 1
Media Journals and News Articles through Mass Media Devices
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 8 Maths Description
Curriculum Description:
In Year 8, students learn to describe patterns involving indices and recurring decimals, identify commonalities between operations with algebra and arithmetic, connect rules for linear relations their graphs, explain the purpose of statistical measures, and explain measurements of perimeter and area. Students are encouraged to be fluent in calculating accurately with simple decimals, indices and integers, recognising equivalence of common decimals and fractions including recurring decimals, factorising and simplifying basic algebraic expressions, and evaluating perimeters, areas of common shapes and their volumes and three dimensional objects. They will also learn to formulate, and model practical situations involving ratios, profit and loss, areas and perimeters of common shapes, and use two-way tables and Venn diagrams to calculate probabilities.
Assessments:
Ongoing Formative Assessments
Progressive Achievement Test (PAT)
Maths Mate
End of Chapter Tests
Exams
Projects and Major and Assessment Tasks
Presentations
Resources:
Maths Quest 8
Assesson
Year 8 Science
Curriculum Description:
Throughout the year, students will focus on Science including Chemical Sciences, Physical Sciences, Earth and Space Sciences and Biological Sciences. In Chemical Sciences, students will be engaged in learning about states of matter and their properties. They will be introduced to the differences between elements, compounds and mixtures. Student will discover chemical reaction to form new substances. In Physical Sciences, students will discover the different forms of energy. In Earth and Space Sciences, students will focus on cells and multi cellular organisms.
Assessments:
Ongoing Formative Assessments
Practical Report
Research Projects for Class Presentation
Topic Test
End of Semester Examination
Resources:
Sciences Quest 8 Jacaranda
Assesson
Year 8 Humanities and Social Sciences
Curriculum Description:
The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
There are two units of study in the Year 8 curriculum for Geography: 'Landforms and landscapes' and 'Changing nations'.
'Landforms and landscapes' focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. 'Landforms and landscapes' develops students' understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world.
'Changing nations' investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the economies and societies of low- and middle-income countries. It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of Australia's human geography, and compares Australia with the United States of America. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia. The unit then examines issues related to the management and future of Australia's urban areas.
The Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the ways markets – including traditional Aboriginal and Torres Strait Islander markets – work within Australia, the participants in the market system and the ways they may influence the market's operation. The rights, responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the influences on the ways individuals work now and into the future. The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate.
The Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.
Assessment:
Work Book Tasks
Essay
Oral Presentation
Written tests
Projects
Major Assessment Tasks would be referred to as MATs. They do not replace class work or book work, rather complement the work. Class work and book work remains on the reports as a method to determine grades and ability.
Resources:
Oxford Bog Ideas 8
Year 8 LOTE (Language Other Than English): Arabic
Curriculum Description:
Arabic is a compulsory subject in Year 8. Students continue to develop skills in reading, writing, listening and speaking in Arabic. Students are encouraged to make the most out of their opportunities to know both the language and understand the connection between Arabic and English, and intercultural understanding and relationships.
The course is designed to enable students to:
- experience Arabic in a range of contexts through the integration of listening, reading, speaking and writing skills
- experience, enjoy and respond to features of the culture of Arabic-speaking communities
- gain knowledge of, and develop skills in the application of grammatical structures
Assessment:
Ongoing Formative Assessments
Set Homework Tasks
End of unit tests
Major Assessment Task (Written and Oral)
Semester Exams
Assigned books:
Iqra' Arabic Reader 3 Textbook (1 st part)
Iqra' Arabic Reader 3 Workbook (1 st part)
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 8 Religious Education
Curriculum Description:
Throughout the year the religious domain will focus on the understanding and establishment of the journey to the hereafter, a Muslim's lifestyle, the seerah of the Prophet Muhammed along with learning about other prophets and messengers sent by Alllah to mankind. Students will also be introduced to the ruling of Tajweed, along with analyzing Surah al-Maarij and Al-Haqqah.
Assessments:
Ongoing Formative Assessments
Homework
Projects & Presentations
End of Term Test
End of Semester Exams
Resources:
Textbook: Learning Islam Level2
Worksheet Book: Learning lslam Level 2
Weekend Learning Level 8
DVD's & You Tube Clips on Related Topics
Year 8 Health
Curriculum Description:
The Year 8 Health course consists of theoretical sessions. The topics include:
- Getting to know you
- Take care out there
This course enables students to:
- Identify people who are important to them
- Strategies for relating to and interacting with others
- Assertive behaviour and standing up for themselves
- Establishing and managing changing relationships (offline & online)
- Puberty and how the body changes over time
- Managing the physical, social and mental changes that occur during puberty
- Practices that support reproductive and sexual health
- Changing identities and the factors that influence them
- Safe and unsafe situations at home, school, parties and in the community
- Strategies for dealing with unsafe or uncomfortable situations
- Managing personal safety
- First aid emergency care
Assessment:
Assessment is based on class participation, effort, attitude, workbook completion, assignments, tests and exams.
Resources:
Cambridge Jump Start 7 & 8 Health and Physical Education Workbook
Year 8 Physical Education
Curriculum Description:
Health and Physical Education is an essential component of education at EPIC. The major focus is to create an environment that favours the development of life-long physically active life style. The students focus on games like basketball, soccer, hockey, athletics and cricket. Competitions are also an integral part of the physical education program. Students also participate in the swimming program. The swimming classes are held separately for girls and boys.
The Physical Education program:
- provides students with the opportunity to continue developing their motor skills through a range of enjoyable movement experiences
- helps develop a knowledge and understanding of a variety of sports skills and rules
- establishes a desire to pursue physical activities both now and in the future
- encourages team work, and develops social skills and positive attitudes through participation in physical activity
- develops an understanding of team strategies and set plays
Assessment:
Assessment is based on skill competence, attitude and effort
Resources:
Sports equipment as required for games and skill development will be used.
Year 8 Arts
Visual Arts
Curriculum Description:
Students learn how to explain how artwork is displayed to enhance its meaning.
Students plan their art making in response to exploration of techniques and processes used in their own and others' artworks.
They demonstrate the use of visual conventions, techniques and processes to communicate meaning in their artworks.
* Islamic Art
* Asian Art
* Visual literacy through Comic book art.
. visual conventions
Students will:
* develop good art room practices and gain awareness of health and safety issues relevant to their environment, equipment and material
* Use visual conventions, such as composition, colour, space, line, tone and texture
. learn that representation of human or animal forms is prohibited in religious Islamic art and geometric forms are a beautiful for art form alone.
* learn that in Islamic Art infinitely repeating patterns represent the unchanging laws of God learn how to use a variety of different tool and materials correctly.
* develop the ability to discuss art creatively and critically using visual conventions.
Assessment
Students are assessed on their ability to:
- follow practical instructions, work independently within the classroom and complete given tasks
- Display and discuss their folios of work
- Visual diary
- Art history essays
Resources
- Art Resources as Required for the Activities
- Sample Art Work
- Visual Diary
- Israel Glenis ARTWISE VISUAL ARTS 7-10, For the Australian Curriculum.
EAST PRESTON ISLAMIC COLLEGE YEARS 7-9 CURRICULUM INFORMATION
Year 9 English
Curriculum Description:
Students will focus on the three main interrelated strands of Language, Literature and Literacy.
Together the strands focus on developing knowledge, understanding and skill in listening, reading and viewing, speaking, writing and creating. Towards the end of Year 9, students analyse the ways
that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work on individual authors.
Assessments:
In Year 9 English, assessment tasks given to students are aligned with their learning experiences. The program includes a range of assessments that offer students opportunities to demonstrate their
learning across the Australian Curriculum Content Descriptions and the Year 9 level achievement standards. Assessments include presenting creative, persuasive and Text Response to evaluate
students 'reading and responding' texts in both written, spoken and multimodal form as MATs.
Standardized Progressive Achievement Test for Writing, Language Conventions and Reading & Comprehension is conducted at the beginning of the year.
Students are also encouraged to maintain a high standard workbook with classroom assigned exercises and homework tasks complete. Students are to consolidate a personal handwriting style
that is legible, fluent and automatic.
Resources:
The Outsiders Novel study /Film study
Molly and Mobarak - Documentary
The Rug Maker of Mazar-e-Sheriff
Language Toolkit 3
English for Australian Curriculum 2
Media Journals and News Articles through Mass Media Devices
Year 9 Maths
Curriculum Description:
In Year 9, students will learn to describe the relationship between graphs and equations, simplify a range of algebraic expressions, explain the use of relative frequencies to estimate probabilities, and the use of the trigonometric ratios for right-angle triangles. Students will also be encouraged to be confident in applying the index laws to expressions with integer indices, expressing numbers in scientific notation, listing outcomes for experiments and developing familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms. They will also be able to formulate, and model practical situations involving surface areas and volumes of right prisms, apply ratio and scale factors to similar figures and solve problems involving right-angle trigonometry.
Assessments:
Progressive Achievement Test (PAT)
Ongoing Formative Assessments
Maths Mate
End of Chapter Tests
Semester Exams
Projects and Major Assessment Tasks
Presentations
Resources:
Maths Quest 9
Assesson
Year 9 Science
Curriculum Description:
Throughout the year, students will focus on Science areas including Chemical Sciences, Physical Sciences, Earth and Space Sciences and Biological Sciences. In Chemical Sciences, students will be engaged in learning about the structure of atoms. They will focus on radioactivity and how it is related to atoms. They will investigate a range of chemical reactions that involve forming new substances and the importance of chemical reaction in living and non-living systems. In Physical Sciences, students will cover areas of energy that can be transferred in many ways. In Earth Sciences, students will discover tectonics and global activity. In Biological Sciences, students will cover multicellular organisms and ecosystems that consist of communities.
Assessments:
Ongoing Formative Assessments
Homework tasks
Practical Reports
Research Projects for Class Presentation
Topic Test
End of Semester Examination
Resources
Sciences Quest 9 Jacaranda
Science Quest Student Workbook
Year 9 Humanities and Social Sciences
Curriculum Description:
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the 'war to end all wars'.
'Geographies of interconnections' focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.
The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global economy. Students are introduced to the concept of an 'economy' and explore what it means for Australia to be part of the Asia region and the global economy. They consider the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. The responsibilities of participants operating in a global workplace are also considered.
The Year 9 curriculum builds students' understanding of Australia's political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia's court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.
Resources:
Oxford Bog Ideas 9
Assessment:
Ongoing Formative Assessments
Work Book Tasks
Written Work (Essays)
Oral Presentation
Semester Exams
Major Assessment Tasks referred to as MATs will be given to students. They do not replace class work or book work, rather complement the work. Class work and book work remain on the reports as a method to determine grades and ability. Students who do not do well on a MAT would refer to their bookwork to determine where their gaps are. MATs can be taken home. Work for MATs would be completed in the MAT workbook and retained by the teacher.
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUMINFORMATION
Year 9 LOTE (Language Other Than English): Arabic
Curriculum Description:
Arabic is a compulsory subject in Year 9. Students continue to develop skills in reading, writing, listening and speaking in Arabic. Students are encouraged to make the most of their opportunities to know both the languages and understand the connection between Arabic and English, and intercultural understanding and relationships.
The course is designed to enable students to:
- experience Arabic in a range of contexts through the integration of listening, reading, speaking and writing skills
- experience, enjoy and respond to features of the culture of Arabic-speaking communities
- gain knowledge of, and develop skills in the application of grammatical structures
Assessment:
Ongoing Formative Assessments
Set Homework Tasks
End of unit tests
Major Assessment Task (Written and Oral)
Semester Exams
Assigned books:
Iqra' Arabic Reader 3 Textbook (2 nd part)
Iqra' Arabic Reader 3 Workbook (2 nd part)
Year 9 Religious Education
Curriculum Description:
Throughout the year the religious domain will focus on the understanding and establishment of the rules of fasting/siyam, how to lead a pure lifestyle, Allah-the controller of the world, along with exploring the rituals of haji and sunah of the Prophet Muhammed. Students will also be introduced to the rulings of tajweed along with exploring the analysis of surah al-Qiyammah.
Assessments:
Ongoing Formative Assessments
Set Homework Tasks
Projects& Presentations (Major Assessment Tasks)
End of Term Tests
Exams
Resources:
Textbook: Learning Islam Level 3
Worksheet Book: Learning Islam Level 3
Weekend Learning Level 9
DVD's & YouTube Clips on Related Topics
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 9 Health
Curriculum Description:
The Year 9 Health course consists of theoretical sessions. The topics include:
- Be yourself
- Connecting with others
- Party safe
- Food for thought
This course enables students to understand:
- Food groups and recommendations for healthy eating
- Nutritional requirements and dietary needs
- Food labelling and packaging
- Food advertising
- Personal, social, economic and cultural influence on food choices and eating habits
- Strategies for planning and maintaining a healthy, balanced diet
- Healthy options for snacks, meals and drinks
- Sustainable food choices.
Assessment:
Assessment is based on class participation, effort, attitude, workbook completion, assignments, tests and exams.
Resources:
Cambridge Jump Start 9 & 10 Health and Physical Education Workbook
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 9 Physical Education
Curriculum Description:
Health and Physical Education is an essential component of education at EPIC. The major focus is to create an environment that favours the development of life-long physically active life style. The students focus on games like basketball, soccer, hockey, athletics and cricket. Competitions are also an integral part of physical education program. Students also participate in the swimming program. The swimming classes are held separately for girls and boys.
The Physical Education program:
- provides students with the opportunity to continue developing their motor skills through a range of enjoyable movement experiences
- helps develop knowledge and understanding of a variety of sports skills and rules
- establishes a desire to pursue physical activities both now and in the future
- encourages team work, and develops social skills and positive attitudes through participation in physical activity
- develops an understanding of team strategies and set plays
Resources:
Sports equipment as required for games and skill development will be used.
Assessment:
Assessment is based on skill competence, attitude and effort.
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 9 Arts - Visual Arts
Curriculum Description:
In year 9 students plan and design artworks that represent their artistic intention while building on their skills and improving their Visual literacy and drawing skills. They continue to develop their understanding of the use of visual conventions and describe art works both verbally and in writing.
In Year 9 students:
* review visual conventions through discussion and designing artwork using their prior knowledge of the visual conventions.
* design and create art works inspired by the works of others.
* Students develop an understanding of how to construct perspective within the composition of an artwork
* develop good art room practices and gain awareness of health and safety issues relevant to their environment, equipment and material
* refine their use of tools and materials.
* develop a critical and creative aesthetic judgement
* evaluate, reflect on and justify their work content
* students discuss the way their own work may or may not reflect the art of other artists.
Assessment
Students are assessed on their ability to:
* follow practical instructions, work independently within the classroom and complete given tasks
* display and discuss their folios of work
Their visual diary
Written essays
Resources
- Art resources as required for the activity
- Sample Artwork
- VISUAL DIARY
- Israel Glenis ARTWISE VISUAL ARTS 7-10.
EAST PRESTON ISLAMIC COLLEGE
YEARS 7-9 CURRICULUM INFORMATION
Year 9 Drama
Curriculum Description:
Students in the Arts are working towards two standards in Year 9 and 10: Creating & Making and Exploring & Responding. Therefore they will design, make and present art works. In doing so, they develop skills in making decisions about creative ways of generating and implementing ideas. They reflect on their experiences and observations, consider what they have learned about styles and forms and explore issues and concrete and abstract concepts to generate ideas. In Drama, students devise, rehearse, and design an ensemble performance. They construct sets, costumes and props suitable for a selected performance space, and present the performances. They maintain a record of their exploration, development and refining of ideas, use of elements and principles and/or conventions and application of techniques and processes when making and presenting their arts works.
Students in 2016 will be given the opportunity to collaborate towards two public performance. In term 2 students will collaborate in workshops at Monash University with Drama Victoria as well as other local schools, building a self- devised performance. As an extension to this experience 5 x students in term 3 will self-devise a script with a professional artist, they will consider casting and drama element decisions. Students will build towards a set of performances for an Inter-faith Festival in conjunction with Darebin Council.
Assessments:
Performance of Students' Own Puppets
Performance of Students' Own Monologue
Greek Chorus
Drama Journal
Resources:
Craft materials as required
Scripts for 'The Suitcase Series'
Costumes/Props
Scripts | <urn:uuid:74447989-c022-409a-82e9-b735e0d1b900> | CC-MAIN-2017-39 | http://www.epic.vic.edu.au/wp-content/uploads/2017/04/Year-7-9-Curriculum-Information-Handbook.pdf | 2017-09-23T05:35:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818689490.64/warc/CC-MAIN-20170923052100-20170923072100-00440.warc.gz | 425,983,438 | 8,432 | eng_Latn | eng_Latn | 0.956714 | eng_Latn | 0.994252 | [
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Legislation Impacting Social Studies 2019 - 2021
During the 2019, 2020, and 2021 legislative sessions, several bills affecting social studies have been signed into law. Below is a brief overview of the elements of each law. That which is specific to the local school districts are in italics. Since this document provides only an overview, districts are encouraged to look at the legislation for specific details.
HB19 - 1192
Teaching of history, culture, and civil government (22-1-104)
a. The recommendations must seek to further the discovery, interpretation, and learning of the history, culture, social contributions, and civil government of the US and CO;
1. The 1192 Commission made recommendations for revisions to the Colorado Academic Standards for history and civics
b. including the contributions of American Indians, Latinos, African Americans, Asian Americans;
d. the intersectionality of significant social and cultural features within these communities; and
c. the LGBT within those minority groups;
e. the contributions and persecution of religious minorities.
3. Each school district board of education shall convene a community forum on a periodic basis, but not less than once every six years, for all interested persons to discuss adopted content standards in civics, including the subjects described in Section #1 above.
2. Satisfactory completion of a course on the civil government of the United States and the state of Colorado, including subjects described in Section #1 above is a condition of high school graduation in the public schools of this state.
HB20-1336
Holocaust and Genocide Studies in Public Schools
2. The state board adopted standards related to Holocaust and genocide studies before July 1, 2021.
1. Each school district board of education and charter school to is incorporate the standards on Holocaust and genocide studies adopted by the state board into an existing course that is currently a condition of high school graduation for school years beginning on or after July 1, 2023.
3. The Department of Education created and must maintain a publicly available resource bank of materials pertaining to Holocaust and genocide courses and programs, no later than July 1, 2021. This resource bank can be found at:
https://www.cde.state.co.us/cosocialstudies/holocaustandgenocideeducation
Timeline
2019
HB19 – 1192
Teaching of history, culture, and civil government
2020
HB20-1336 Holocaust & Genocide Studies In Public Schools
HB20-1032
Concerning the Timing of Education Standards Review
2021
HB21-1200
Concerning Financial Literacy Standards for Public Schools
SB21-067 Strengthening Civics Education in Colorado
September 2021
HB20-1032
1. This bill changed the standards revision schedule.
Concerning the Timing of Education Standards Review
a. All 13 content areas used to be revised once every 6 years
3. Timeline for Social Studies and The Arts:
2. Now, ⅓ of the content areas are revised every two years beginning 2020 - Social Studies and The Arts have started the revision process.
a. Draft of the revised standards to be posted for public comment Nov. 2021
c. Full implementation of the revised standards occurs in the 2024-2025 school year.
b. Revised standards presented to the State Board of Education for approval, June 2022
For more information: https://www.cde.state.co.us/standardsandinstruction/casreviewgroups
HB21-1200
Concerning Financial Literacy Standards for Public Schools
* The costs associated with obtaining a postsecondary degree
The state board shall ensure that the ninth through twelfth grade financial literacy standards include an understanding of:
* How to assess the affordability of and budget for different options for obtaining a postsecondary degree or credential;
* Types of student loan programs and types of student loan debt, including public and private loans;
* The ways in which students pay for higher education, including but not limited to using funds from savings accounts and obtaining student loans, grants, or scholarships;
* The purpose of the free application for federal student aid, or FAFSA
* Repayment of student loans and the requirement to repay student loans, even if the student does not complete the credential, and the consequences of defaulting on student loans;
* The purpose of the Colorado application for state financial aid, or CASFA
* State and federal programs that may be available to manage student loan debt; and
* Common methods for saving for retirement, including long-term investments, tax-deferred accounts, pensions, and government retirement benefits;
* Potential career earnings, including starting salary by field and level of degree or credential;
* Credit cards and managing credit card debt; and homeownership and mortgages.
When selecting mathematics and economics textbooks, each school district is strongly encouraged to select those texts that include substantive provisions on personal finance, including personal budgeting; credit; debt management; student loan borrowing and financial aid; homeownership; retirement, including longterm investments, tax-deferred accounts, pensions, and government retirement benefits; and similar personal finance topics.
Each school district board of education is strongly encouraged to adopt as part of its district curriculum courses pertaining to financial literacy to be taught in grade-appropriate courses at the elementary, middle, junior high, and high school grade levels.
As part of the process of establishing the Individual Career and Academic Plan (ICAP), the student and the student's parents must be made aware of the importance of completing the free application for federal student aid or the Colorado application for state financial aid, or successor forms for accessing federal and state financial aid, and be provided help in completing the forms, if requested.
SB21-067:
1. Thorough and effective instruction in civics must include:
Strengthening Civics Education in Colorado
* Civic knowledge, civic skills, civic behavior, and civic dispositions
* The three branches of government and how they interact; an understanding of how laws are enacted at the federal, state, and local government levels; and the methods by which citizens shape and influence government and governmental actions;
2. In addition to the requirements outlined in 22-1-104 (including additions from HB19-1192), instruction in a civics course must include (these requirements will be added to the revised social studies standards):
* The formation and development of the governments of the United States and the state of Colorado using federal and state foundational documents and the significance and relevance of those foundational documents in modern society
NOTE: this is not the complete list, please see the law for additional content
For questions, please contact Stephanie Hartman, Social Studies Content Specialist, at email@example.com
Legislation: Social Studies | <urn:uuid:d3df14e1-04fd-43ef-a8bf-38058f5a7837> | CC-MAIN-2023-23 | http://www.cde.state.co.us/cosocialstudies/sslegis2021 | 2023-06-08T19:11:58+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00342.warc.gz | 53,202,693 | 1,405 | eng_Latn | eng_Latn | 0.994966 | eng_Latn | 0.995262 | [
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ARIZONA COOPERATIVE
E
TENSION
AZ1500j
small steps to health and wealth ™
Meet Yourself Halfway
Instructor Guide Strategy 10
November, 2009
SSHW Materials Developed by: Rutgers, The State University of New Jersey Instructor Guide Developed by: University of Arizona Cooperative Extension entre, take half home and eat one cookie instead of two. On the financial side the same principle applies with cutting discretionary expenses in half such as: going to the movies once each month rather than two times, packing a lunch 3 days a week rather than eating out each day, make coffee at home rather than going through the drive through on the way to work in the morning, saving half of pay increases, or deciding if there is a reduced cost to have the same option. Not only can participants save money by giving up some of their high calorie food choices, but they will also improve their health outcomes in the process. Emphasize the winwin situation with this behavior change strategy.
Instructions for the Activity:
Individual Counseling: Discuss the Meet Yourself Halfway – Health Worksheet and encourage the participant to be honest with identifying the actual, full portion size of the food item that is consumed. Then discuss the same process with the Meet Yourself Halfway – Wealth Worksheet with special emphasis on the importance of tracking discretionary expenses to find the leaks and holes in the budget.
Group Activity: Discuss the Meet Yourself Halfway-Health Worksheet and Meet Yourself Halfway-Wealth Worksheet and provide examples for a food item and a household expense item.
Debriefing Questions:
Objectives:
Participants will:
1. Learn by downsizing their eating and spending in half they do not have to deprive themselves of the foods they enjoy and/or they do not have to cut out expenses completely on particular items.
2. Develop skills in using nutrition facts on food labels to find ways to cut calories in half and to cut in half discretionary expenses by tracking spending and finding the leaks.
3. Increase their knowledge of other resources and techniques to meet themselves halfway in achieving health and finance goals.
Glossary:
Latte Factor: A trademark phrase that uses expensive coffee as an example of frivolous spending.
Discretionary: Money that is available after monthly fixed expenses have been allocated.
Estimated Time: 15 minutes (1:1 counseling) to 20 minutes (small group activity)
Activity Handout Needed: Meet Yourself Halfway-Health Worksheet and Meet Yourself Halfway- Wealth Worksheet
Introduction and Instructor Script:
The Meet Yourself Halfway strategy is designed so individuals won't have to feel deprived by giving up a favorite food or a discretionary expense completely, but rather to just eliminate half or to reduce by a specific amount they choose. Encourage participants to think about ways they can meet themselves halfway in cutting calories such as: share an
Group Activity: What might be meant by the Latte Factor? How would you describe discretionary spending?
Additional Resources:
www.66ways.org and www.americasaves.org, portion sizes and calorie book.
"The undertaking of a new action brings new strength." -Ralp Waldo Emerson
The University of Arizona Cooperative Extension —Small Steps to Health and Wealth™ —Strategy 10 1
small steps to health and wealth ™
Meet Yourself Halfway Strategy 10—Worksheet
Use the Meet Yourself Halfway Worksheet for health and finances to make plans to change:
Health
| Food Item | Calories in a Full Portion | Calories in a Half Portion |
|---|---|---|
| Total | | |
Wealth
ARIZONA COOPERATIVE
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THE UNIVERSITY OF ARIZONA COLLEGE OF AGRICULTURE AND LIFE SCIENCES
2 The University of Arizona Cooperative Extension— Small Steps to Health and Wealth™ —Strategy 10
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This information has been reviewed by University faculty. cals.arizona.edu/pubs/consumer/az1500j.pdf
Any products, services, or organizations that are mentioned, shown, or indirectly implied in this publication do not imply endorsement by The University of Arizona.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, James A. Christenson, Director, Cooperative Extension, College of Agriculture & Life Sciences, The University of Arizona.
The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, or sexual orientation in its programs and activities.
The University of Arizona Cooperative Extension —Small Steps to Health and Wealth™ —Strategy 10 3
and ife
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BELIEVING IN MIRACLES / Sunday, December 28, 2014
Lesson Text
Unifying Topic: IN AWE OF CHRIST'S POWER
I. Jesus Walks On The Water (Matthew 14:22-26)
III. The Disciples Worshiped Jesus (Matthew 14:32-36)
II. Jesus' Presence Brings Comfort And Hope (Matthew 14:27-31)
Lesson Text: And when they were come into the ship, the wind ceased. Then they that were in the ship came and worshipped him, saying, Of a truth thou art the Son of God., as it was told unto them. (Matthew 2:32-33, KJV).
Unifying Principle: Many things inspire awe in people. How do Christians know what is truly worth their reverence? Matthew tells about the times when Jesus miraculously walked on water to meet His Disciples in a boat, which led them to worship Him as truly the Son of God, and which Jesus healed the sick.
Lesson Aim: To review how different people responded to the miracles that Jesus performed.
Life Aim: To foster a greater appreciation for the power and love of Jesus after learning about the different kinds of miracles He performed.
14:22 And straightway Jesus constrained his disciples to get into a ship, and to go before him unto the other side, while he sent the multitudes away.
14:23 And when he had sent the multitudes away, he went up into a mountain apart to pray: and when the evening was come, he was there alone.
14:24 But the ship was now in the midst of the sea, tossed with waves: for the wind was contrary.
14:25 And in the fourth watch of the night Jesus went unto them, walking on the sea.
14:26 And when the disciples saw him walking on the sea, they were troubled, saying, It is a spirit; and they cried out for fear.
14:27 But straightway Jesus spake unto them, saying, Be of good cheer; it is I; be not afraid.
14:28 And Peter answered him and said, Lord, if it be thou, bid me come unto thee on the water.
14:29 And he said, Come. And when Peter was come down out of the ship, he walked on the water, to go to Jesus.
14:30 But when he saw the wind boisterous, he was afraid; and beginning to sink, he cried, saying, Lord, save me.
14:31 And immediately Jesus stretched forth his hand, and caught him, and said unto him, O thou of little faith, wherefore didst thou doubt?
14:32 And when they were come into the ship, the wind ceased.
14:33 Then they that were in the ship came and worshipped him, saying, Of a truth thou art the Son of God.
14:34 And when they were gone over, they came into the land of Gennesaret.
14:35 And when the men of that place had knowledge of him, they sent out into all that country round about, and brought unto him all that were diseased;
14:36 And besought him that they might only touch the hem of his garment: and as many as touched were made perfectly whole.
HISTORY:
Matthew 14:1-12 1 When Herod heard about Jesus and His miraculous powers, he was sure that John the Baptist had risen from the dead (v.1-2). This was Herod Antipas who ruled over a fourth of Palestine. His father, Herod the great was the one who had ordered the Bethlehem babies killed (Matt.2:16). Herod Antipas was living with Herodias, his sister-in-law, the wife of his half-brother Philip, so this was an immoral relationship (v.3). Boldly, John the Baptist warned Herod and called him to repent (v.4). Instead of listening to God's servant and obeying God's Word, Herod arrested John and imprisoned him in the "fortress of Makers " (now called Massada) on a mountain about four miles east of the Dead Sea which was where one of Herod's palaces was located (v.5). He would have executed John, but he was afraid a riot would break out because of John's popularity. When Herod's birthday was celebrated, Herodias, one of the most wicked and perverse women mentioned in Scripture plotted to have her teen-age daughter perform a lewd dance before her stepfather, the king (vv.6-11). The king who was thought to be in a drunken stupor promised with an oath to give her whatever she wanted. She followed her mother's request and John the Baptist's head was brought to her on a platter. Now hearing about the marvelous work of Jesus, Herod was sure John had been raised from the dead. Jesus' disciples came and took up the body, and buried it, and went and told Jesus (v.12).
2When Jesus heard the news of John's murder He quickly withdrew from that area and went by ship to a lonely place
1 http://www.family-times.net/commentary/herod-antipas-false-assumption/
2 http://www.family-times.net/commentary/steps-to-problem-solving/
http://www.pitwm.net/pitwm-sundayschool.html
(v.13). The people watched where Jesus and His disciples were going and a great crowd walked along the shore and met Him when He landed (v.14). Although Jesus desperately needed rest the multitudes touched His heart. When evening came the disciples wanted to send the crowds away because they were in a remote place and had nothing to feed so many people (v.15). Certainly they knew He was powerful enough to meet the need and yet they did not turn to Him for help. This is so much like many of God's people today. For some reason, it is never the right time or place for God to work. Note the steps that Jesus taught His disciples that we need to take in solving problems (vv.16-19):
II. Give what you have to Jesus - The boy was willing to give up his lunch to Jesus.
I. Start with what you have - Andrew found a lad who had a small lunch.
III. Bless what's in your hands to give – Jesus took the five loaves and two fish; held it up to heaven and blessed it.
V. Conserve the results - After the people were fed all they wanted, the left over pieces were carefully collected so that nothing was wasted.
IV. Obey what He commands - The disciples had the people sit down and they took the pieces and distributed them. As His servants, we are "distributors", not "manufacturers".
The result was that the people were filled as they ate. The number of people fed from the five loaves and two fish were 5,000 men plus women and children. Whatever's in your hands to do, God can multiply it! (vv.20-21).
LESSON:
14:22 And straightway Jesus constrained his disciples to get into a ship, and to go before him unto the other side, while he sent the multitudes away. As soon as the meal was finished, Jesus had to insist and really compel His disciples to leave the area; get into the boat to go the other side; the other part of the lake or shore, while He dismissed the crowd that was there.
Matthew 14:22-26 Jesus Walks On The Water
14:23 And when he had sent the multitudes away, he went up into a mountain apart to pray: and when the evening was come, he was there alone. It was necessary for all of them to leave, because it was necessary for Jesus to pray. Jesus shows us that we can't expect to receive anything if we don't pray. We have to get alone with the Father. We have to have alone time! Although God is fully God, He shows us what we will experience in human form; for He was fully man and fully God! He was in tune with the Father and the Spirit to receive what He needed!
He was "mentally " exhausted being in human form. He had to prepare Himself and have a clear perspective.
He was "physically " exhausted being in human form. He had to be renewed and strengthened.
He was "spiritually " exhausted being in human form. He had to be recharged with God's power.
He went up into a mountain and prayed in the evening, a time when He was able to view the occurrences of the earlier part of the day and give thanks as He thought about the multitude and His disciples. He probably didn't sleep at all because another task arose in the midst of the sea. However, whatever time we spend with the Lord will always bring peace to give us more strength we didn't have. His presence is needed in our personal preparation.
14:24 But the ship was now in the midst of the sea, tossed with waves: for the wind was contrary. The disciples hadn't even gotten to the other side, for they were still in the midst of the sea being tossed by the ferocious waves and contrary wind. You know that song: "The Lord Will Make A way Somehow "; and it says "battered by the angry sea. " It's amazing how we start off and in the middle of things, they go haywire. That's why we have to be stable in our minds at all times. A storm has arisen in the disciples lives to teach trust and obedience. They were doing exactly what Christ told them to do—go to the other side. Many of us have given in and given up and complied to: it's too hard. That's the lesson we have to learn also—trust in God when it's too hard!
14:25 And in the fourth watch of the night Jesus went unto them, walking on the sea. The" fourth watch " was 3-6a.m.
The Roman guards kept four night watches, each of three hours, from sunset to sunrise. The "first watch" was the evening (6-9p.m.); the "second watch" was the midnight (9pm-12midnight); the "third watch" was cock-crowing (12midnight-3a.m.); and the "fourth watch" was the morning watch (3-6a.m.).
So Jesus began to pray in the evening and apparently continued to pray, but in the fourth watch He came to check on His disciples. Although a storm came to bring fear, Jesus came to bring peace. The storm did not stop Him, for He walked upon it, without fear of the contrariness of the wind; without anxiety of the waves.
http://www.pitwm.net/pitwm-sundayschool.html 14:26 And when the disciples saw him walking on the sea, they were troubled, saying, It is a spirit; and they cried out for fear. The disciples couldn't believe their eyes; either their eyes were playing tricks on them as they saw Jesus walking upon the sea. That really troubled them as they cried out in fear. They were already fearful of the storm and now they see
Him walking upon this storm. Jesus is showing us that it's under your feet—whatever storm you're going through—it's under your feet. They thought His figure to be a ghost; a spirit (something we would see in the movies). They had never seen anything like that before—a person walking on water, and yes you would be afraid too!
Matthew 14:27-31 Jesus' Presence Brings Comfort And Hope
14:27 But straightway Jesus spake unto them, saying, Be of good cheer; it is I; be not afraid. Jesus immediately reassures them not to be startled, but "Be of good cheer " for it was Him coming to them. He will always be our defense and protector in time of trouble—"a very present help! "
14:28 And Peter answered him and said, Lord, if it be thou, bid me come unto thee on the water. I admire Peter for his ear is attentive, The Lord is speaking and Peter answers the call, for he is a willing servant. Many of the others didn't say anything to the Lord. Peter asks if he can come where He is on the water. For a moment he had forgotten about the raging sea and had his eyes and focus only upon Jesus. If only we can do that in times of trouble. Jesus' presence conquers fear!
14:29 And he said, Come. And when Peter was come down out of the ship, he walked on the water, to go to Jesus. The Lord is saying if you are willing, then come! Come on Peter, walk with me! At My Word Come! I can imagine many of the others thought he was crazy. Yes, he was crazy in love with Jesus and crazy enough to do it. I could imagine after Peter had seen the miracle feeding, this would be a piece of cake (so to speak). He stepped out of the boat in faith at Jesus' Word and was able to walk on the water toward Jesus. Can we have such faith?
14:30 But when he saw the wind boisterous, he was afraid; and beginning to sink, he cried, saying, Lord, save me. Well, the scripture started with a "but! " That was the end of that feat, the negative came. His focus was disturbed by the boisterous wind and his faith vanished. That wind began to speak to his ears and his emotions till he began to sink—sink in fear; sink in despair; sink in discouragement… He was in panic mode and cried out to the Lord to save him—save him from this struggle he was in; save him from death. Jesus' presence stirs the hope of being saved! In this type of situation of drowning, your little faith would yell out help, save me!
14:31 And immediately Jesus stretched forth his hand, and caught him, and said unto him, O thou of little faith, wherefore didst thou doubt? Here we go again, Jesus immediately stretched out His hand and caught him, pulled him up out of the water as they walked back to the boat. That song says: " Love Lifted Me! "; "He's An On-Time God "—never too early and never too late! Now the question comes to Peter about the faith he started out with. Although, it was little faith, doubt came into the little faith he had. Faith respond in two ways: Faith we see by sight and Faith that's unseen spiritually. Jesus' presence brought comfort and hope as Jesus stretched out His hand and caught Peter— sight faith. Jesus wants us to walk by— the unseen spiritual faith. "But without faith it is impossible to please Him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him " Heb.11:6.
Matthew 14:32-36 The Disciples Worshiped Jesus
14:32 And when they were come into the ship, the wind ceased. The moment Jesus and Peter get into the boat, the wind stopped! Jesus' presence conquers nature! When He's in your situation, peace comes wherever you are!
14:33 Then they that were in the ship came and worshipped him, saying, Of a truth thou art the Son of God. Jesus' presence changes our outlook! While they were afraid earlier of seeing Him walk on the water, they now began to worship Him acknowledging Him as the true Son of God. Jesus' presence stirs confession of your belief, and you then can worship the One you confess about and believe in! Not to be complicated— "say what you mean and mean what you say! "
14:34 And when they were gone over, they came into the land of Gennesaret. When they finally crossed the sea, they came into the land of Gennesaret. They had landed in an unusually fertile plain on the northwest side of the Lake which stretched some 3 miles long and 1 mile wide, lying between Chorazin and Magdala. It was called "paradise and was the garden of princes. "
14:35 And when the men of that place had knowledge of him, they sent out into all that country round about, and brought unto him all that were diseased; The men of that place became aware that Jesus was there and they began to send
http://www.pitwm.net/pitwm-sundayschool.html word to the surrounding regions, and brought all that were ill and diseased to Him.
14:36 And besought him that they might only touch the hem of his garment: and as many as touched were made perfectly whole. They wanted to just touch the hem of His garment, "and as many as touched were made perfectly whole! " Jesus' presence brings healing!
SUMMARY:
After feeding 5,000 men and more, Jesus sends His disciples to the other side of the Lake and dismisses the multitude as He prepares to pray privately in the mountain. It was evening time; however, as the disciples were going to the other side, they encountered a mighty storm in the midst of the sea. While the disciples were distressed by the waves, they see Jesus walking upon the water in the hours of 3-6a.m.—the fourth watch. They were fearful and thought they were seeing a ghost (vv.22-26).
Immediately Jesus called out to them to take courage for it was Him, and to not be afraid! Peter seeing Jesus, asked if he could come where he was, and Jesus bid him to come. Peter stepped out of the boat and made a couple of steps when he took his eyes off of Jesus and saw the raging storm and became afraid and began to sink. Peter cried out to the Lord, save me, and immediately, Jesus stretched forth His hand and took hold of him; and asked Peter why did you doubt; why did your faith began to doubt? (vv.27-31).
Jesus and Peter were able to get back into the boat, and the wind stopped blowing! As the disciples witnessed this, they began to worship Jesus as the Son of God! The boat finally landed at Gennesaret and the news of Jesus' arrival spread quickly throughout the city. People rushed and brought the sick to be healed, and as many as touched the hem of His garment were completely healed! (vv.32-36).
APPLICATION:
A miracle is a supernatural and unexplainable event that we cannot take credit for. They only come from God. And do you know we encounter many miracles in our lives everyday? We didn't wake ourselves up. We didn't create a mind to think, but we do get up by the grace of God; we do think, by the grace of God. He works those miracles in us everyday! And we need to thank Him! Another thing, when we are able to get back home safely and not have an accident, Or if we did get in one and we came out alive, those are miracles of God's presence! Jesus shows us to take time to get alone with God; and pray for others to experience those same miracles! Then worship Him, for He's already done it by your faith!
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My Year 5 Learning Journey Grid. Summer Term Wk4 11.5.2020
MATHS
For maths, this week we will revise and extend our knowledge of various key mathematical concepts.
Please follow this link to White Rose Maths Home Learning: https://whiterosemaths.com/homelearning/year-5/
Summer Term Week Four: There is a lesson for each day which includes a short video. There doesn't appear to be any worksheets available this week, so please look to these sites for activities:
https://classroomsecrets.co.uk/area-of-rectangles-homework-extension-year-5-area-andperimeter/ , https://www.k5learning.com/free-math-worksheets/fifth-grade-5/convertingfractions/improper-fractions-to-mixed-numbers , https://www.worksheetworks.com/math.html and https://www.math-aids.com/ . These sites provide the opportunity to develop fluency in these areas. There are numerous other appropriate activities that can be found via Google searches. Furthermore, if you feel like you need more practise in a certain area of maths, feel free to find online activities to develop your skills.
SCIENCE
Our topic this Term is 'Forces'.
The Hamilton Trust site has a nice set of activities based on the topic:
https://www.hamilton-trust.org.uk/science/year-56-science/welcome-force-land/
Click the arrow next to Session 2. This reveals the objectives and possible activities.
The 'Teaching Resources' link will lead you to a .pdf file with the materials you need to follow the plan. Activities include watching videos, using other websites, planning, investigating and concluding. If it's not possible to try the investigation, as described, then see if you can plan it and predict the outcomes using your knowledge and understanding of forces. If the surfaces suggested are not readily available, then suitable alternatives will still be fun to try!
TOPIC: Moving on from Brazil… let's have a look at Japan! Use the internet to research facts about its climate, geography, physical features, wildlife, famous landmarks, history and culture. Use this as a starting point: https://www.3dgeography.co.uk/geography-of-japan. Create a powerpoint or keynote presentation of at least 20 slides. Do not limit yourself to one slide per topic. For example, you could do two slides on famous cities. Don't just copy and paste – try to put things in your own words to show that you have read the information and understand it. Use a balance of text, maps and pictures. Include captions under pictures so that the reader understands what they are looking at. Try to use questions as slide titles. Use animations, different fonts and timed slide transitions to add polish to your work! There are dozens of websites out there, containing thousands of fabulous facts. Enjoy! Any problems, please contact me and I'll be happy to help. Have a lovely week! Mr D ☺
READING
Please read your Accelerated Reader book a minimum of 30 minutes each day. We need more quizzing! I am checking the quizzing daily and will reset any quizzes if needed. Write a review on each book you read.
ENGLISH
SPELLINGS
Practise these from Monday-Thursday and get someone to test you on them on Friday. Once you've gone through the correct spellings, write a super sentence for each one.
For English this week, I would like you to access the Home Learning pack on the Hamilton Trust website.
The link is: https://www.hamiltontrust.org.uk/blog/learning-home-packs/
It is the Year 5 English, Week 6 link. It will download a .zip file.
Within it are internet links to 5 days of lessons, complete with resources and hyperlinks. There is also a powerpoint to use during the week. The lessons tell you when to use it.
The materials can be printed, but if that's not possible, then write the work on normal sheets of paper.
The work is based on speeches, notemaking, letter writing, lyric writing and extending a poem/story.
Feel free to devise extra activities of your own!
You could write a speech from the perspective of somebody else famous, after they had completed something amazing. It could be the character of a book you have read.
You could write a diary or speech as Old Deuteronomy, describing the places he has visited and the things he has done.
You could write lyrics to a song about lockdown. | <urn:uuid:9f21a08a-a1a4-4647-b569-9823ac85e947> | CC-MAIN-2023-23 | https://www.bearpark.durham.sch.uk/wp-content/uploads/sites/32/2020/05/Year-5-WEEK-4.pdf | 2023-06-08T18:11:15+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00345.warc.gz | 710,779,614 | 949 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.998891 | [
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RESEARCH LABORATORY TECHNICAL REPORT
Two-Lined Chestnut Borer
By The Bartlett Lab Staff Directed by Kelby Fite, PhD
The two-lined chestnut borer, Agrilus bilineatus, is a common secondary invader of oak, beech, hornbeam and chestnut throughout the Eastern and Central United States. This pest only invades trees that have been weakened by factors, such as an environmental or cultural adversity or another insect or disease organism. Outbreaks of the twolined chestnut borer usually are severe following extended periods of drought or outbreaks of defoliating insects such as spongy moth. Other stress factors such as compaction, construction damage, and storm damage also predispose trees to invasion by this insect.
Damage
Description
The impact of the two-lined chestnut borer can range from scattered branch dieback to total death of a tree. Larvae feed by constructing galleries in the inner bark of branches and the main trunk (Figure 1). The galleries impede water and nutrient transport, resulting in girdling and death of the infested portion of the tree. Borer attacks and subsequent dieback usually occur first in the upper crown and then extend downward to the main trunk.
The two-lined chestnut borer receives its name from the pair of yellow lines on the thorax and wing covers of the adult (Figure 2). The body is cylindrical, bluishblack and approximately 1/2 inch long. Larvae have a cream-colored, flattened, slender, grub-like body, which is approximately one inch long when fully grown.
Life Cycle
Adults emerge from D-shaped exit holes in the bark during May and June. They feed on the leaves of their host before eggs are laid on the bark in late spring or
early summer. Eggs hatch soon after deposition and larvae bore through the bark and excavate winding galleries in the inner bark. The insect overwinters as larvae in the inner bark. In the North, two years are required to complete development, while one generation per year occurs in the South (Virginia and southward).
Control
Trees that are regularly pruned, fertilized according to a soil analysis, and appropriately mulched are generally less susceptible to borer attacks. On trees infested with the two-lined chestnut borer, pruning out and destroying all dead and dying branches will help reduce the infestation. Control of defoliating insects such as spongy moth or cankerworm during years of heavy outbreaks is also essential in maintaining tree vigor and prevents infestations of the two-lined chestnut borer.
Please consult your Bartlett Arborist Representative for preventative treatment applications that may be available. Trees that are seriously declining due to borers usually cannot be saved and removal may be necessary.
Founded in 1926, The Bartlett Tree Research Laboratories is the research wing of Bartlett Tree Experts. Scientists here develop guidelines for all of the Company's services. The Lab also houses a stateof-the-art plant diagnostic clinic and provides vital technical support to Bartlett arborists and field staff for the benefit of our clients. | <urn:uuid:c1972861-6e08-4c7e-a845-53d3b3004d6e> | CC-MAIN-2023-23 | https://www.bartlett.com/resources/two-lined%20chestnut%20borer.pdf | 2023-06-08T17:49:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00344.warc.gz | 726,815,724 | 646 | eng_Latn | eng_Latn | 0.997475 | eng_Latn | 0.997557 | [
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ARIZONA COOPERATIVE
E
TENSION
AZ1500o
small steps to health and wealth ™
Automate Good Habits & Create Templates Instructor Guide Strategy 15
SSHW Materials Developed by: Rutgers, The State University of New Jersey Instructor Guide Developed by: University of Arizona Cooperative Extension
Instructions for the Activity:
Objectives:
Participants will:
1. Learn how to automate good health and wealth practices such as regular physical activity, following food guide pyramid recommendations and automatic monthly bill paying and savings.
2. Learn that automating good health and wealth behaviors will increase the likelihood of success in reaching set goals.
3. Learn that automating good health and wealth behaviors will simplify life by reducing the number of decisions to make.
Glossary:
Automation: An activity that is set to a regular schedule such as 30 minutes of daily exercise and savings deducted monthly from gross income.
Estimated Time: 20 minutes (1:1 counseling) to 30 minutes (small group activity)
Activity Handout Needed: Automated Health and Wealth Strategies Worksheet
Introduction and Instructor Script:
Putting health and wealth practices on a regular schedule is a good way to prevent procrastination by taking action and making decisions. By taking action at the outset, the need for on-going thought, discipline and decision making is eliminated. Automated behaviors increase the likelihood of success. Automated financial strategies include paying yourself first with savings deducted from workers gross income before money can be spent. Automated health improvements include setting physical activity schedules or eating one meal each day that follows the food guide pyramid recommendations.
Individual Counseling: Discuss some examples of automated health and wealth strategies:
Automated Health Behaviors
Automated Wealth Behaviors
The individual participant will complete the Automated Health and Wealth Strategies Worksheet by writing their health and wealth goals in brief phrases and listing five strategies they plan to use to reach their health and wealth goals.
Group Activity: Discuss the examples listed above and ask the participants for additional ideas to put into automatic pilot their health and wealth behaviors.
Debriefing Questions:
How do you automate good health and wealth practices? What areas have you been procrastinating to take action to improve your health and/or your wealth?
Additional Resources:
Meal planning templates @ www.MyPyramid.gov and financial templates @ www.rce.rutgers.edu/money2000/ templates.asp.
"That's the risk you take if you change: that people you've been involved with won't like the new you.
But other people who do will come along."
-Lisa Alther
The University of Arizona Cooperative Extension —Small Steps to Health and Wealth™ —
November, 2009
Strategy 15 1
small steps to health and wealth ™
Automate Good Habits & Create Templates
Strategy 15—Automated Health and Wealth Strategies Worksheet
Use the Automated Health and Wealth Strategies Worksheet, below, to identify planned actions. List up to five automated strategies that you plan to use to reach your health and wealth goals.
Health Goal
Wealth Goal
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
ARIZONA COOPERATIVE
E
TENSION
THE UNIVERSITY OF ARIZONA COLLEGE OF AGRICULTURE AND LIFE SCIENCES
2 The University of Arizona Cooperative Extension— Small Steps to Health and Wealth™ —
Strategy 15
ARIZONA COOPERATIVE
E
TENSION
THE UNIVERSITY OF ARIZONA COLLEGE OF AGRICULTURE AND LIFE SCIENCES
The University of Arizona College of Agriculture and Life Sciences Tucson, Arizona 85721
inda
L B
lock
, MS, AFC
Associate Agent
Contact: Linda Block email@example.com
This information has been reviewed by University faculty. cals.arizona.edu/pubs/consumer/az1500o.pdf
Any products, services, or organizations that are mentioned, shown, or indirectly implied in this publication do not imply endorsement by The University of Arizona.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, James A. Christenson, Director, Cooperative Extension, College of Agriculture & Life Sciences, The University of Arizona.
The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, or sexual orientation in its programs and activities.
The University of Arizona Cooperative Extension —Small Steps to Health and Wealth™ —Strategy 15 3 | <urn:uuid:8f822e88-11a7-4e93-bf99-48915c087e24> | CC-MAIN-2023-23 | https://njaes.rutgers.edu/sshw/internal/instructor-guides/az1500o.pdf | 2023-06-08T17:52:10+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00346.warc.gz | 457,429,358 | 945 | eng_Latn | eng_Latn | 0.940467 | eng_Latn | 0.983187 | [
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Overview
Created by Coloradans for Colorado students, the Colorado Academic Standards provided a grade-by-grade road map to help ensure all students are successful in college, careers and life. The standards set expectations for what students should know and be able to do at each grade level across 12 content areas, including English language arts, math and science.
The Need for Rigorous Standards
What to Expect for the 2022-2023 School Year
They incorporate the skills and essential knowledge that students will need to be successful later their lives. Every spring, Colorado public students in grades three to 11 take statewide assessments that are aligned with these standards and help determine if students have mastered grade-level expectations by year's end.
Key Components of the Standards
Across all 12 content areas, the standards are created to ensure students are prepared for college and careers after high school.
RIGOR
Students use inquiry, critical thinking and creative processes to solve problems.
RELEVANCY
Students engage in real world scenarios that require the application and transfer of concepts and skills.
DISCIPLINARY LITERACY
EDUCATION BEYOND HIGH SCHOOL
Students learn to speak, think, work and argue like mathematicians, artists, scientists, authors and historians.
Assessments Align with Rigorous Standards
Colorado assessments align with the Colorado Academic Standards to measure student mastery of skills and expectations. The statewide tests -- Colorado Measures of Academic Success assessments -- gauge student progress at the end of the school year in English language arts and math for students in grades three through eight, as well as for science in grades, three, eight and 11.
Designed to be administered online, the assessments feature a variety of interactive questions that are aligned with 21st century teaching and learning practices.
February 2023
Why Do We Need Statewide Assessments?
Statewide assessments provide valuable information for students, parents, teachers, district officials and taxpayers about overall academic performance. The assessments provide point-in-time snapshots of what students know and can do in core academic areas. The tests help students, families and educators know how students are performing compared to their peers across the state. They also help inform student academic growth over time. In addition, the statewide assessments provide information on how well the state's education system is meeting the goals of helping every child attain academic proficiency.
In the spring of 2022, students took the first full administration of the statewide assessments since the pandemic. The previous year students took a reduced number of tests, and tests were not administered in 2020. Results from tests taken in the spring of 2022 provided a more complete picture of how students performed following the disruptions and lost opportunities resulting from the pandemic.
Assessments that will be taken in the spring of 2023 will allow families and teachers to see yearly academic growth since the pandemic and will provide more insight into the areas where students continue to be impacted by the disruptions from the pandemic.
College Board's High School Assessments
Colorado students in the ninth and 10th grades take PSAT tests, which are precursors to the SAT test taken by 11th graders. The Khan Academy offers voluntary, optional and free practice resources for the PSAT and SAT, including
2022-23 Tests
In spring 2023, CMAS testing will take place from April 10 – 28. Additionally, districts may begin testing as early as March 20 if they cannot complete testing within the allotted timeframe due to limitations on the number of computers or other devices needed for testing.
paper tests and a daily practice app.
Additionally, students can get connections to scholarship providers, access to online college and career planning materials and feedback about rigorous coursework.
COLORADO STATE ASSESSMENT 2022-2023 CALENDAR
APRIL 10 - 28
Official English language arts, math, science and social studies administration window
APRIL 12 - 14
PSAT 9 and PSAT 10 administered to ninth- and 10-grade students
APRIL 12
SAT administered to 11th-grade students
SUMMER 2023
2023 Results for CMAS English language arts, mats, science as well as PSAT and SAT available to schools and districts
February 2023
Which Tests Will Students Take?
GRADES 3 THROUGH 8
ENGLISH LANGUAGE ARTS/LITERACY
MATH
SCIENCE
Why Are Statewide Tests Important?
CMAS tests are the only common measuring tool for students in grades three through eight in Colorado. The PSAT and SAT, along with CMAS science, are the only common statewide tests taken by high school students. Participation is important because the results help students, parents, schools and districts understand if students have mastered the content they need to know by the end of the school year and whether they are on track for college or careers after graduation. The results also let parents know how their student is doing compared with their peers across the school, district and state. State law requires local school boards to develop policies allowing parents to excuse their students from participating in one or more state assessments. Districts may not impose negative consequences on students who are excused from taking an assessment by their parents. Likewise, districts cannot impose burdens on students to discourage them from participating in an assessment, and they must offer all students who are excused from testing the opportunity to participate in celebrations or incentives related to the assessment.
How Will State Tests Be Used?
Parents should know whether their children are gaining the knowledge and skills they need to succeed in today's complex world. CMAS, PSAT and SAT serve as Colorado's only common measurements for students, helping teachers and parents understand whether their students have mastered the content they need to know by the end of each school year to be on track for college A large part of Colorado's educational accountability system is based on the results from state assessments. School ratings are based on average scores on state assessments as well as growth students show from year to year on assessments. The legislature in 2022 passed Senate Bill
22-137, which requires CDE to calculate frameworks in 2022-23 but suspends the automatic advancement on the accountability clock. The percentage of students contributing to the growth indicator will be added to the framework for informational purposes only. The Request to Reconsider process will be offered and can be used to exit performance watch (i.e., move to "on watch," exit the clock fully) if meeting certain conditions (e.g., Improvement plan type or higher, 90% total participation on state assessments). See the 2022 Accountability FAQ webpage for more information.
When Will Results Be Publicly Available?
Student-level CMAS results from the spring assessments are expected to be available to districts in June. The public release of school, district- and state-level summary results of students' tests in English language arts, math, science, social studies, PSAT and SAT will be released during the August State Board of Education meeting.
February 2023
GRADES 9 AND 10
PSAT
GRADE 11
SAT | <urn:uuid:15a56182-c90a-43d1-a5ea-4702e0cd972d> | CC-MAIN-2023-23 | http://www.cde.state.co.us/communications/factsheetwhattoexpect2022-23 | 2023-06-08T18:57:10+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00345.warc.gz | 58,534,161 | 1,432 | eng_Latn | eng_Latn | 0.997458 | eng_Latn | 0.997494 | [
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These guidelines are for healthy, full-term babies. If your babies are in an NICU or have been recently discharged home from an NICU, please consult with your local hospital to ensure that your handling & storage of pumped breast milk meets hospital requirements. If you have concerns about any of your babies, check with your babies' physician, a lactation consultant, other healthcare professional or doula.
Sterilization
* Purchase some bottles to store the milk and labels for the bottles. These containers should be BPA free plastic or glass bottles. Milk storage bags can also be used. It is easy to write the collection date right on the bag. There are also bags designed to store breast milk, which often come with the purchase of a breast pump.
* Boil and sterilize bottles and lids before each use.
* Make sure all pump material is properly cleaned and sterilized between uses.
Storage
Properly storing breast milk is essential to ensure the health of your babies.
* Clearly label each bottle or bag, including date and time that the breast milk was collected so that you know the age of the bottle or bag of milk.
* Do not overfill the bottles or bags as breast milk expands when it is frozen.
* Avoid waste by storing breast milk in 60-120 ml (2-4 ounce) containers, which thaw quickly.
Here are the current guidelines for proper storage:
| | What temperature is it? |
|---|---|
| Freshly expressed milk | Room temperature up to 25°C or 77°F |
| Refrigerated milk (store at back of fridge, not in the door) | 4°C or 39°F |
| Frozen Milk (store at back of freezer, not in door. DO NOT REFREEZE) | Freezer compartment inside of refrigerator |
| | Freezer compartment with separate door |
| | Deep freezer, not attached to refrigerator |
| Transporting Milk (fresh, refrigerated or frozen) | Packed in insulated cooler with ice or frozen gel packs (15°C or 60°F) |
Keep in mind that the above are guidelines only; if you have any doubt about the milk, discard it.
www.multiplebirths.ca 1-866-228-8824
@multiple_births MultipleBirthsCanada @multiplebirthscanada
SUPPORT EDUCATION RESEARCH ADVOCACY
All materials provided by Multiple Births Canada are for information only and do not constitute medical advice. Multiple Births Canada /Naissances Multiples Canada is a Registered Charity. BN# 895390110 RR0001
Using Stored Breast Milk
* Breast milk will separate as it stands. Gently swirling the container will easily mix it back together.
* DO NOT MICROWAVE BREAST MILK. Microwaving changes the nutritional content of the milk.
* Breast milk is quickly defrosted in a bowl or saucepan of hot water (from the tap). It needs to be room temperature for the babies' use. To check if the milk is warm, put a couple of drops on the inside of your wrist. If it feels hot on your wrist, then it is too hot to be given to an infant.
* DO NOT REFREEZE THAWED BREAST MILK
References
www.breastfeeding.hypermart.net/storagehandling.html http://breastfeeding.about.com/od/lactation/a/storage.htm
Recommended Sources of Information
MBC Breastfeeding Support Network http://multiplebirthscanada.org/index.php/parents/support/breastfeeding-support-network
Documents and Articles
Multiple Births Canada Fact Sheets on various multiple birth related topics
Multiple Birth Families www.multiplebirthsfamilies.com
Kelly Mom – Breastfeeding and Parenting www.kellymom.com
Multiple Births Canada
Lynda P. Haddon, Multiple Birth Educator, revised 2013
www.multiplebirths.ca 1-866-228-8824
@multiple_births MultipleBirthsCanada @multiplebirthscanada
All materials provided by Multiple Births Canada are for information only and do not constitute medical advice. Multiple Births Canada /Naissances Multiples Canada
SUPPORT EDUCATION RESEARCH ADVOCACY
is a Registered Charity.
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Going…Going…Gone. Too Many Species at Risk
A recent article in National Wildlife caught my eye. The subtitle of the article is, "A surprising number and variety of North American wildlife species are quietly disappearing." The fact that the total number of species of plants and animals is declining is not news and is certainly not news to me as I have often read about and attended many meetings where this was discussed in the past decade or so.
But a number of facts in the article were surprising to me and none of it is good news. The North American Bird Conservation Initiative recently released a report that more than one third of North America's 1,154 bird species are "in trouble". The report lists 432 species that are "most at risk of extinction without significant action." And these are not obscure, uncommon birds. Some on the list are the common nighthawk and the eastern meadowlark.
And it is not just birds that we are losing, but plants and all the other groups of animals including insects, fish, amphibians, and reptiles. One estimate is that about a third of all U.S. species are at risk—which means we are talking about more than 8,500 species! This is not really new information to the experts and professionals in the field. Back in the 1980s, the National Research Council, working with renowned biologist and naturalist E.O. Wilson, hosted a forum on the acceleration of global species loss and how the Earth was entering the sixth mass extinction event. (The fifth mass extinction event was 65 million years ago when the dinosaurs disappeared).
It is not all bad news. In North America, a number of charismatic species have been at least regionally protected or restored, such as the bald eagle, wild turkeys, elk, whitetailed deer, gray wolves and grizzly bears. But every time a species is lost, the level of biodiversity declines.
So why are we losing so many species? Biodiversity decline and species loss is mostly caused by one kind or another of habitat loss. Examples include destruction of native habitat for human use ("development" such as subdivisions, roads, parking lots, shopping centers), clearing of forests or rangelands for farming, clear-cutting forests, destruction of wetlands and marshes, damming of waterways, land and water pollution, overuse of sensitive habitats, failure to protect critical habitats, and climate change. The next most common cause of species destruction arises because of the introduction of invasive species and exotic wildlife diseases.
Of course, if you look behind all of the above causes of habitat destruction and thus species destruction, you the find the real cause of all of this. Too many of us. Not only is the human population of the Earth growing exponentially, but our footprint on the planet is increasing even faster than the human population. More and more of the Earth's human inhabitants want the same kind of lifestyle as most of us have here in the U.S. That is, to be able to use or consume the same amount of the Earth's resources (water, minerals, energy, food, space) as we do.
Unfortunately, the amount of the Earth's resources is not only not growing exponentially, but in most cases it is not growing at all. Yes, technology and new discoveries help somewhat with the supply of those resources, but that has not yet even kept up with demand, let alone grown as fast as the human population.
So the bottom line is that even more of the Earth's resources will be used in the near future and the rate of species loss will continue to accelerate.
So, what can we do about it? I think the answer has to be that we all have to adjust our lifestyles to consume less and conserve more. We need to leave, as individuals, as families, as societies, a smaller footprint on the land. Unfortunately, most of us have grown up and lived our lives striving to do just the opposite, to judge our success in life by how much we have acquired and how much we consume—how many TVs we have, how big a house we have, how many cars. And I suspect most of us have done so without even thinking about it, and we certainly never think about how our lifestyle might contribute to species destruction.
We should think about it
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners: How to Live in the Country Without Spoiling It." He can be reached at email@example.com. Previous columns can be seen at www.hillcountrynaturalist.org. | <urn:uuid:0491737b-f065-4bc5-b085-1835e17eb3fb> | CC-MAIN-2023-23 | http://www.hillcountrynaturalist.org/pdf/170204%20Going-Going-Gone.pdf | 2023-06-08T17:27:55+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00344.warc.gz | 67,770,156 | 953 | eng_Latn | eng_Latn | 0.999087 | eng_Latn | 0.999119 | [
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Family Tree
The interviewee and his family
Full name
Alexander Singer (Jewish name: Shmuel ben Abraham Jakov)
Where and when were you born?
Kezmarok (today Slovaia): 27th August 1916
Where else did you live?
Samorin (today Slovakia) Bratislava (today Slovakia) Prague (today Czech Republic) Jablonec nad Nisou (today Czech Republic)
Your educational level?
Finished yeshivah in Nitra (head rabbi Shmuel David Ungar) and yeshivah in Bratislava (head rabbi Akiba Schreiber)
What sort of work do/did you do?
From 1948 to 1958 I worked as an administrator and later the foreign sales representative of Skloexport, which was later renamed to Jablonex. In January 1960 I started a job in Bratislava. I worked there until retirement. I worked for seven years to increase my pension. Besides this, at the beginning of the 1970s is taught foreign trade at Economics University in Bratislava as an external employee. The rector there got the idea that they needed a person from the industry to teach foreign trade.
How religious was your parents' home? How were you raised?
I grew up in a rabbinical family. As far as religion goes, our family was strictly Orthodox [2]. Already from the time I was little I had to wear a bottom tallit. The fringes were inside, not outside. I also wore payes, but only little ones. I always had my head covered, only when playing soccer did I take the liberty of taking off my cap. My father was very much against it, but I was an excellent player. I got the highest religious education in yeshivahs in Nitra and Bratislava. My father of course wanted me to also become a rabbi, the same as almost all my first-born male ancestors. In the end I didn't become one, which disappointed my father a bit. After the war, I also observed Jewish customs and traditions, but not in such a devout way as my parents had. I've always been a member of the Jewish community wherever I've lived. In Jablonec nad Nisou, I was even the president of the Jewish religious community.
What is your mother tongue?
German
What other languages do you speak?
Slovak, Hungarian, Yiddish, Hebrew, Aramaic, French, English, Czech, Romanian,
Spanish
If you were in an army, tell us which army and the dates
-
Where were you during the Holocaust?
Forced labor (Munkaszolgalát): Nagykata (Hungary)
In hiding: Budapest (Hungary)
Forced labor (Munkaszolgálat): Esztergom (Hungary)
Forced labor (Munkaszolgálat): Csikszereda (Hungary)
Forced labor (Munkaszolgálat): Rakospalota (Hungary)
Concentration camp: Mauthausen (Austria)
What did you do after the Holocaust?
After the war I started working. Later I got married. We had a daughter. But my marriage fell apart, we got divorced.
Siblings
Their names
Edita Jungreis (nee Singer) (f)
Jisrael Singer (m)
Jolana Laufer (nee Singer) (f)
Lazar Singer (m)
Herman Singer (m)
Where and when were they born?
Edita: Kezmarok (today Slovakia), 25th September 1917
Jisrael: Kezmarok (today Slovakia), 23rd February 1919
Jolana: Kezmarok (today Slovakia), ca. 1921
Lazar: Kezmarok (today Slovakia), 30th July 1925
Herman: Samorin (today Slovakia), 13th December 1927
What is their mother tongue?
Edita: German
Jisrael: German
Jolana: German
Lazar: German
Herman: German
Their educational level?
Edita: no information
Jisrael: studied at his father's yeshivah in Samorin
Jolana: no information
Lazar: baker by trade
Herman: -
Their occupations?
Edita: housewife
Jisrael: student
Jolana: -
Lazar: student
Herman: -
Where do/did they live?
Edita: Miskolc (today Hungary)
Jisrael: : Samorin (today Slovakia)
Jolana: : New York (USA)
Lazar: Samorin (today Slovakia)
Herman: -
Where else did they live?
Edita: Samorin (today Slovakia), Humenne (today Slovakia)
Jisrael: -
Jolana: Samorin (today Slovakia)
Lazar: -
Herman: -
Do they have children?
Edita: one child (died in the Holocaust)
Jisrael: childless
Jolana: Jakob Laufer (m), rabbi and laweyr in New York City (USA)
Lazar: childless
Herman: -
Where and when did they die?
Edita: Auschwitz (today Poland)
Jisrael: Mauthausen (today Austria)
Jolana: still alive
Lazar: Mauthausen (today Austria)
Herman: Auschwitz (today Poland)
Spouse
Name?
Divorced
Where and when was he/she born? No information
Where else did he/she live?
No information
Is he/she Jewish? No information
What is his/her mother tongue?
No information
His/her educational level? No information
Occupation?
No information
Where and when did he/she die? No information
Tell me anything you know about his/her siblings (Name, date of birth and death, occupation, place of residence, name of wife and children, whether their family is Jewish and whether it is religious).
No information
Children
Their names?
One daughter
Were they raised Jewish/do they identify themselves as Jews? No information
Where and when were they born? No information
Where else did they live? Jablonec nad Nisou (today Czech Republic) Prague (today Czech Republic)
Their educational level? Charles University in Prague, Faculty of Philosophy
Their occupations?
Sociology
How many grandchildren do you have? None
Father
His name?
Jakub Singer (known as the Samorin rabbi: Abraham Jakob Koppel Singer)
(Jewish name: Abraham Jakov ben Jisrael)
Where and when was he born? Bratislava (today Slovakia): 4th February 1888
Where else did he live? Kezmarok (today Slovakia), 1913 - 1926 Samorin (today Slovakia), 1926 - 1944
Where and when did he die? Auschwitz (today Poland), 15th June 1944
What sort of education did he have?
In 1913 he finished yeshivah in Bratislava, led by rabbi Akiba Schreiber (grandson of rabbi Chatam Sofer).
What sort of work did he do?
Rabbi in Samorin
How religious was he? Strictly Orthodox
What was his mother tongue?
German
Army service: which army and what years?
No information
Tell me about his brothers and sisters. (name, date of birth and death, occupation, place of residence, family, etc.)
| Name | place and date of birth/death | occupation | biographical data and origins of spouse | biographical data of children |
|---|---|---|---|---|
| Foga (Jewish name: Foga bat Rejzl) (f) | No information | No information | No information | No information |
| Sarolta (Jewish name: Sara bat Rejzl) (f) | ?/?, Vysne Hagy (today Slovakia) | Sales representativ e | Single | Childless |
| David (Jewish name: Chaim ben Jisrael) (m) | ?,?/died in the Holocaust | bookseller | Sara Singer (nee Ungar), died in the Holocaust | Abraham (m), died in the Holocaust Jisrael (m), died in the Holocaust |
Where was he during the Holocaust?
Ghetto: Nagymagyar (today Zlaty Klas, Slovakia)
Ghetto: Dunaszerdahely (today Dunajska Streda, Slovakia)
Concentration camp: Auschwitz (today Poland), died there
If he survived, what did he do after?
Paternal grandfather
Your paternal grandfather's name?
Jisrael Singer
Where and when was he born?
Date unknown: Lucenec (today Slovakia)
Where else did he live?
Bratislava: (today Slovakia)
Where and when did he die?
Bratislava: (today Slovakia): date unknown
What sort of education did he have? Finished yeshivah, studied mainly under his father, Jakub Singer, who was the head rabbi of the town of Lucenec
What sort of work did he do?
Was the rabbi of a strictly Orthodox community in Bratislava named Torat Chesed
How religious was he?
Strictly Orthodox
What was his mother tongue?
German
Army service: which army and what years? No information
Tell me about his brothers and sisters.
No information
Where was he during the Holocaust? Died before
If he survived what did he do after?
Paternal grandmother
Your paternal grandmother's name?
Tereza Singer (nee Ehrentreu) (Jewish name: Rejzl)
Where and when was she born? No information
Where else did she live? Bratislava (today Slovakia)
Where and when did she die?
Bratislava (today Slovakia): 1931
What sort of education did she have? No information
What sort of work did she do? Housewife
How religious was she?
In the Singer family, Jewish customs and traditions were observed to the letter. My grandma's hair was cut short and she wore a wig. She also covered her head with a small decorative scarf, which also had little pearls crocheted onto it. Back then, all old devout women wore that. In her household, cooking was done according to ritual. Women didn't attend synagogue very much, just once in a while for the High Holidays.
What was her mother tongue? Probably German
Tell me about her brothers and sisters.
No information
Where was she during the Holocaust?
Died before
If she survived what did she do after?
Mother
Her name?
Margita Singer (nee Grünburg) (Jewish name: Malka bat Rivka)
Where and when was she born? Kezmarok (today Slovakia), 19th October 1889
Where else did she live? Samorin (today Slovakia), 1926 - 1944
Where and when did she die? Auschwitz (today Poland), 15th June 1944
What sort of education did she have?
No information
What sort of work did she do?
Housewfe
How religious was she?
My mother kept a strictly kosher household. Because she was a rabbi's wife, during the holiday's she'd prepare food for the entire community.
What was her mother tongue?
German
Tell me about her brothers and sisters.
My mother was one of 11 siblings, 8 girls and 2 boys. I don't remember them all.
| | birth/death | | and origins of spouse | of children |
|---|---|---|---|---|
| Saly Horowitz (nee Grünburg) (Jeiwsh name Saly bat Rivka) (f) | Kezmarok (today Slovakia), ?/ ?,? | Housewife | Horowitz, rabbi in Frankfurt am Main (Germany) | No information |
| Roza Glück (nee Grünburg) (f) | Kezmarok (today Slovakia), ?/?,? | Hosewife | Glück, rabbin of the town of Kezmarok (today Slovakia) | No information |
| Nathan Grünburg (m) | Kezmarok (today Slovakia), ?/1944, shot in Zakopane (today Poland) | Head rabbi of Kezmarok (today Slovakia) | No information | One of his daughters married rabbi Shalom Moshe Ungar, who was head of the world-famous Yeshivah of Nitra in New York |
| ? Grünburg (m) | Lived in Csenger (today Hungary) | businessman | No information | No information |
Where was she during the Holocaust?
Ghetto: Zlaty Klas (today Slovakia)
Ghetto: Dunajska Streda (today Slovakia)
Concentration camp: Auschwitz (today Poland), died there
If she survived, what did she do after?
Maternal grandfather
Your maternal grandfather’s name? Abraham Grünburg
Where and when was he born?
No information
Where else did he live? Kezmarok (today Slovakia)
Where and when did he die? Kezmarok, 1920s
What sort of education did he have? Finished yeshivah
What sort of work did he do? Head rabbi of Kezmarok
How religious was he? Strictly Orthodox
What was his mother tongue? German
Army service: which army and what years? No information
Tell me about his brothers and sisters. No information
Where was he during the Holocaust?
Died before
If he survived what did he do after?
Maternal grandmother
Your maternal grandmother’s name? Rebeka Grünburg (nee Weiss) (Jewish name: Rivka)
Where and when was she born? No information
Where else did she live? Kezmarok (today Slovakia)
Where and when did she die? Kezmarok (today Slovakia), ca. 1920
What sort of education did she have? No information
What sort of work did she do? Housewife
How religious was she? Strictly Orthodox
What was her mother tongue? German
Tell me about her brothers and sisters. No information
Where was she during the Holocaust?
Died before
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Autism and restrictive eating
* Possible reasons your child could be having issues with food
* Finding posible causes and patterns
* Strategies to help your child eat new foods
Possible reasons your child could be having issues with food
Discomfort or illness
The first thing to rule out is if certain food give them physical pain or discomfort. Your child might be experiencing gut pain, constipation, heartburn, etc. Additionally, its important to keep in mind that some medication can affect appetite or stomach problems. You can help your child communicate their pain by using visual stress scales, PECS, pictures of body parts or pain scales.
Sensory processing differences
Many people with autism experience sensory input differently. They can be more or less sensitive to certain environmental information captured by their senses (e.g., olfactory, taste, sight, touch). When it comes to eating, your child might be more sensitive to the food's texture, color, spices, smells, temperature, etc.
Environment
There might be elements about the environment that could be distracting or making your child feel uncomfortable. For example, the plates, the television, the chair, the light, etc. Try to see if they are keener to eat in certain places or with certain people.
Possible reasons your child could be having issues with food
Social considerations
Some people prefer to eat in the company of other family members or friends and be more whiling to try new foods with them. Others might find the social aspect of mealtime stressful. They might be more whiling to eat when being alone or in the company of one person.
Routines
People with autism like sticking to their routine, they feel comfortable knowing what comes next. This might explain why they feel resistant to add new foods to their menu. Try introducing new foods one by one. Include them in their menu and routine in advance.
Coping strategies
Some people with autism might feel overwhelmed by the challenges they face on daily basis. Some people may avoid food due to their generalize anxiety and feeling they lack control. Understanding what they are going through and encouraging different coping skills can help.
Finding possible causes and patterns
A food diary can be helpful when you are not sure what is causing your child to avoid eating. Take notes about what, when and how they eat. After some time, you may be able to recognize patters and factors that affect their eating habits.
Food Diary
What time did they eat? 6.30pm
What did they eat? Potato mash and chicken nuggets.
.
How much did they eat?
All the nuggets, left some potato
mash.
Who was there? Me, himself and his sister.
How did they reacted when they saw the food? Happy about the nuggets, played with potato mash before eating it . How long did it take for them to eat the food? 30min . How did the people around them reacted when he/she ate the food? We celebrated because he ate almost everything.
The following pages describe 7 strategies that could help your child eat new foods.
It is not recomended to apply all these strategies, it could be overwhelming and stressful for them.
Focus on recognizing what strategies could be helpful for your child and start incorporating them gradually.
Remember to be patient, the process of introducing new foods can be slow.
1
Introducing changes to their routine
Remember that children with autism like a clear routine. Just like any other task, introduce it in their weekly routine. A predictable experience can help them feel safe and comfortable. You can write a weekly menu and use pictures to indicate the food. You should serve the exact food you show in their weekly routine, without changing any ingredients.
It is advisable to first introduce new foods during the weekend because they are more relaxed. This way you can also have control of their other meals, making sure to give them something they will enjoy and doesn't cause stress.
You can remind them through the week what is the new food they are trying. Afterwards, try to incorporate a small amount of this food daily.
2 Rely on visual support
When introducing any change, clear and consistent communication is key. Often, people with autism are visual communicators. Therefore, they understand and retain information more effectively when it is presented in a visual manner. Here are some ideas of visual support:
-
Produce daily or weekly menus
Together, create a menu that includes the time and food they are going to eat. You can include the specific brands or ingredients if you feel this would bring comfort to your child.
- Provide visual tools to help your child express their feelings and preferences
(e.g., stress scales, hunger and fullness scales, or happy/unhappy face pictures)
- Introduce a food book
Place pictures of foods that the person likes in the front of the book, and those they don't at the back. As they expand their diet, the pictures can be gradually moved forward in the book.
-
Create a social story
They are short descriptions that give information of what to expect in a particular situation, event or activity. The content would vary depending on your child's own needs and resistance regarding food.
Ideas for Social Stories
* Someone trying new foods: feeling afraid and uncomfortable at first, but then enjoying the food.
* The function of food and how it provides energy.
* Going shopping and the fun aspects of trying new foods.
3 Positive Reinforcement
Reward your child for trying new foods.
Verbal praise can be helpful, because it gives your child the sense of being supported and celebrated. You can praise your child in every step of the process. Say things like "great job, you could smell the carrots. You are doing great!" or "thank you for having a bite of the bread". Very enthusiastic praise and recognition encourages the child to repeat it.
You can also use a token system or reward with their favorite activities. Reinforcement works better when the reward is received right after the achievement.
Try not to reward with a food they do like and prefer. This could make eating the new food appear like a chore.
Never punish your child for not eating the new food.
4 Food Chaining
Is a method which emphasizes similar features between accepted and targeted food items. Think about a food that you want to introduce and how you can connect it to a food they enjoy. In this process, you give your child new foods that share similarities to foods they like (temperature, textures, flavours).
These similar foods become steps between the food the child already eats and the food you want to introduce to their diet.
1. Crisps
2. Banana
Chips
3. Sliced banana
4. Bananas
Chains can be long or short, simple or complicated. Be patient when going through the different steps of the chain. It might take your child some time to adapt to these changes.
If they have a favourite sauce or side, include it in the different stages of the chain so they always have something familiar in the plate.
A common example of food chaining begins with a child's favorite chicken nuggets and ends with acceptance of a mild white fish.
In between might include different brands of chicken nuggets, shapes, batters. Then breaded fish sticks, and eventually a plain mild white fish.
To learn more about food changing visit:
https://www.sensorysolutions.org/application/files/22 14/9815/7292/Food_School_Handout-1.pdf
5 Create connections between accepted foods and new foods
When presenting a new food, highlight the similarities it has with accepted food. Sometimes children with autism have difficulties to make those connections by themselves. Foods might be similar in color, taste, texture or look.
Say things like:
"its crunchy, like the chips you like"
"it's warm and creamy like the potato mash you like"
"it also has chocolate, like your favorite birthday cake".
6
Preparing food together
Sometimes a child can be more interested in eating the food when they are involved in the preparation.
This could be meal planning, grocery shopping and cooking together.
When cooking, the child has the chance to explore the food and be creative. All these steps help the child prepare for the new food, making it more predictable.
Cooking activities that can help your child familiarize and feel comfortable around food:
Arranging foods on trays and plates
Tearing herbs and greens
Mixing ingredients
Measuring ingredients
6
Play
Some exploratory and sensory play with food can help your child feel more comfortable around them and view food in a positive way.
It is helpful for children to get to know new foods before their actual mealtime. This way, your child gets exposure to new foods and ingredients, without the stress or pressure of thinking about eating them.
Identify something your child might enjoy and then think about ways to incorporate food into it. Does your child like to move, art, sensory exploration, organizing?
In the next two pages you can find some ideas for playing with food
Fruits and Vegetable stamps: a fun and easy way to express yourself and explore food at the same time. You can make stamps with potatoes, apples, lemons, fennel, celery, or anything you have at your home and has expired. You can make shapes, numbers, letters, landscapes, etc.
For more details visit:
Potatoes: https://www.firstpalette.com/craft/potato- stamps.html
Fruits and vegetables:
https://www.firstpalette.com/craft/fruit-vegetable- prints.html
Ingredient scavenger hunt: hide the ingredients you need to make a recipe. You can even set a timer up if they enjoyed being challenged. Afterwards you can make the recipe together. This is a great idea for children who enjoy movement and competitive activities.
Homemade scent and spices playdough: great idea for sensory play, where they can explore with their hands, eyes and nose. Through a familiar thing (playdough) you can start to introduce new scents and spices, allowing them some time to get comfortable with them before including them in their food.
For more details visit:
https://craftulate.com/homemade-herb-andspice-play-dough/
Organizing ingredients by similar characteristics: many people with autism enjoy organizing and classifying. Grab the food from your kitchen and ask your child to organize the food by common characteristics (color, size, mealtime, package, sweet/savory, raw/need cooking). You can ask them to organize them several times. This game can help children identify similarities between what they eat and new food.
If you have any questions, are interested in additional material or need any kind of support, don't hesitate to contact me.
Email: firstname.lastname@example.org
Call/text: 07960515129 (Monday, Tuesday and Wednesday)
Josefina Jirón-Verdaguer Family and Community SupportWorker | <urn:uuid:081ea8c1-d341-40a3-a2ab-21333023f079> | CC-MAIN-2023-23 | https://braidburnedinburgh.files.wordpress.com/2023/03/b34b9-autism-and-restrictive-eating.pdf | 2023-06-08T18:40:52+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00345.warc.gz | 176,138,223 | 2,219 | eng_Latn | eng_Latn | 0.9969 | eng_Latn | 0.998125 | [
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WHEREAS, Black History Month is a celebration of the contributions and achievements of Black Americans and descendants of slaves first established in 1976 by Carter G. Woodson, a scholar who fervently believed that Black people should be proud of their heritage and all Americans should understand the largely overlooked achievements of Black Americans; and
WHEREAS, Black History Month is a reminder that Black history is Seattle history, Black culture is Seattle culture, and Black stories are an essential component of the story of our city; and
WHEREAS, Black History Month is celebrated across the United States every February through recognition of the achievements of Black Americans and all people of African descent; and
WHEREAS, the City of Seattle acknowledges the long history of institutional racism towards Black people and other communities of color; has committed itself to undoing racism and promoting racial equity and social justice on an ongoing basis since 2005; and continues to identify and analyze manifestations of racism and develop shared culture and leadership; and
WHEREAS, recorded African American heritage in Seattle dates to the mid-19 th century and everyone who lives in, works in, or visits Seattle has opportunities to learn about Black history through community resources such as the Northwest African American Museum, the Historic Central Area Arts and Cultural District, the historic Langston Hughes Performing Arts Institute, the Black Heritage Society of Washington State, festivals such as Sundiata and Umoja Fest, the ROOTS Celebration (Relatives of Oldtimers in Seattle), and conversations with African American elders; and
WHEREAS, the 2023 Black History Month theme is "Black Resistance," which stems from a call for action by Henry Highland Garnet in an address to the National Negro Convention of 1843, in which he said, "No oppressed people have ever secured their liberty without resistance. What kind of resistance you had better make, you must decide by the circumstances that surround you, and according to the suggestion of expediency;" and
WHEREAS, across generations, Black Seattleites have demonstrated profound moral courage and resilience to help shape our city for the better. Today, Black Seattleites lead industries and movements for change, serve our communities at every level, and advance every field, including arts and sciences, business and law, health and education, and many more; and
WHEREAS, as a city, we celebrate Black History Month by recommitting to fight for the equity, opportunity, dignity, and voting rights to which every Seattleite is due.
THEREFORE, THE MAYOR OF SEATTLE AND THE SEATTLE CITY COUNCIL PROCLAIM FEBRUARY 2023 TO BE
Black History Month in Seattle
____________________________________
____________________________________
Mayor Bruce Harrell
Council President Debora Juarez
____________________________________
____________________________________
Councilmember Lisa Herbold
Councilmember Andrew J. Lewis
____________________________________
____________________________________
Councilmember Tammy J. Morales
Councilmember Sara Nelson
_____________________________________
____________________________________
Councilmember Alex Pedersen
Councilmember Kshama Sawant
_____________________________________
Councilmember Dan Strauss | <urn:uuid:19e2b35a-1235-4c98-a3a4-97b0ab4d1120> | CC-MAIN-2023-23 | https://seattle.gov/documents/Departments/HumanServices/MCAAE/Black-History-Month-Proclamation_2023.pdf | 2023-06-08T18:37:00+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00347.warc.gz | 534,708,500 | 620 | eng_Latn | eng_Latn | 0.924729 | eng_Latn | 0.996407 | [
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My Year 6 Learning Journey Grid. Summer Term Wk3 4.5.2020
MATHS
For maths, this week we will revise our knowledge of fractions, addition and subtraction.
Please follow this link to White Rose Maths Home Learning: https://whiterosemaths.com/homelearning/year-6/
Week Three: There is a lesson for each day which includes a short video and an activity sheet. If you can't print them out, then just write your answers on a separate piece of paper. There is an answer sheet too, so you can check your answers.
https://www.worksheetworks.com/math.html and https://www.math-aids.com/ provide the opportunity to develop fluency in these areas.
Please access TT Rock Stars to practise your tables skills.
SCIENCE
Our topic this Term is 'Forces'.
The Hamilton Trust site has a nice set of activities based on the topic:
https://www.hamilton-trust.org.uk/science/year-56-science/welcome-force-land/
Click the arrow next to Session 1. This reveals the objectives and possible activities.
The 'Teaching Resources' link will lead you to a .pdf file with the materials you need to follow the plan. Activities include watching videos, matching, labelling, planning, investigating and concluding. If it's not possible to try the investigation, then see if you can plan it and predict the outcomes using your knowledge and understanding of forces.
TOPIC: Firstly, please have a look at the daily lessons on BBC Bitesize. There's some really lovely activities to do throughout the week in a variety of subjects. https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-lessons/1 Last week I recommended a lot of activities to do surrounding Brazil. If you haven't finished them, please continue to attempt them. Do your best! Think about how you can improve them. Additionally: Compare the average temperatures of Rio to Durham. Produce an information sheet detailing similarities and differences. Perhaps even draw your own graphs, with different colours for the different places.
Also: Write a letter or blog entry persuading a citizen of Rio to visit Durham. How are they similar? How are they different? What will they experience? Compare and contrast the two locations. Any problems, please contact me and I'll be happy to help. Have a lovely week! Mr D ☺
READING
Please read your Accelerated Reader book a minimum of 30 minutes each day. I am checking the quizzing daily and will reset any quizzes if needed. Write a review on each book you read.
ENGLISH
SPELLINGS
Practise these from Monday-Thursday and get someone to test you on them on Friday. Once you've gone through the correct spellings, write a super sentence for each one.
For English this week, I would like you to access the Home Learning pack on the Hamilton Trust website.
The link is: https://www.hamiltontrust.org.uk/blog/learning-home-packs/
It is the Year 6 English, Week 5 link. It will download a .zip file.
Within it are internet links to 5 days of lessons, complete with resources and hyperlinks. There are also 2 powerpoints to use during the week. The lessons tell you when to use them.
The materials can be printed, but if that's not possible, then write the work on normal sheets of paper.
The work is based on auto/biographical writing and blog writing.
Feel free to devise extra activities of your own!
You could write a newspaper report about the troublesome, naughty dog.
You could write a biography about a different member of your family.
You could produce a 10 point guide to naughty things that another type of pet/animal does.
Be creative and enjoy your English work! | <urn:uuid:4f06134f-c678-4c89-a853-3c9e435525e0> | CC-MAIN-2023-23 | https://www.bearpark.durham.sch.uk/wp-content/uploads/sites/32/2020/05/Year-6-WEEK-3.pdf | 2023-06-08T17:31:55+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00343.warc.gz | 719,262,038 | 799 | eng_Latn | eng_Latn | 0.998776 | eng_Latn | 0.998776 | [
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TRUE TO THE END / Sunday School- July 8, 2012 Unifying Topic: DAVID EMBODIES GOD'S JUSTICE
Lesson Text
I. David, The Exalted Leader (2 Samuel 23:1)
II. The King And His Kingdom (2 Samuel 23:2-4)
III. David's Everlasting Covenant (2 Samuel 23:5-7)
IV. David's Epithet (1 Chronicle 18:14)
The Main Thought: So David reigned over all Israel, and executed judgment and justice among all his people. (I Chronicles 18:14, KJV). Unifying Principle: People want to have a meaningful existence. How do we discover our purpose in life? Acknowledging God's authority in our lives enables us to become the people God created us to be.
Lesson Aim: To learn that the king could be a source of success and salvation to the people but only in the context of administering justice and fearing God.
Life Aim: To reaffirm that regardless of how unjust or unrighteous a leader can be, God's will will not be affected.
23:1 Now these be the last words of David. David the son of Jesse said, and the man who was raised up on high, the anointed of the God of Jacob, and the sweet psalmist of Israel, said,
23:2 The Spirit of the LORD spake by me, and his word was in my tongue.
23:3 The God of Israel said, the Rock of Israel spake to me, He that ruleth over men must be just, ruling in the fear of God.
23:4 And he shall be as the light of the morning, when the sun riseth, even a morning without clouds; as the tender grass springing out of the earth by clear shining after rain.
23:5 Although my house be not so with God; yet he hath made with me an everlasting covenant, ordered in all things, and sure: for this is all my salvation, and all my desire, although he make it not to grow.
23:6 But the sons of Belial shall be all of them as thorns thrust away, because they cannot be taken with hands:
23:7 But the man that shall touch them must be fenced with iron and the staff of a spear; and they shall be utterly burned with fire in the same place.
18:14 So David reigned over all Israel, and executed judgment and justice among all his people.
HISTORY:
First Samuel 2 records the song Hannah sang when she brought her son Samuel to serve the Lord at the tabernacle, and 2 Samuel 22 records the song of David after the Lord helped him defeat his enemies (v.1; Ps.18). No matter how dark the days or how painful the memories, we can always praise the Lord. Now, we come to David's last words. In this poem, David did not describe the great things that he had done. But he described what God had done for him.
LESSON:
2 Samuel 23:1 David, The Exalted Leader
23:1 Now these be the last words of David. David the son of Jesse said, and the man who was raised up on high, the anointed of the God of Jacob, and the sweet psalmist of Israel, said, — At least seventy-three of the psalms in the book of Psalms are assigned to David, but his last one is found only here in 2Sam.23. The phrase "the last words of David" means "his last inspired written words from the Lord." The psalm may have been written during the closing days of his life, shortly before he died. Since the theme of the psalm is godly leadership, he may have written it especially for Solomon, but it has much to say to all of God's people today.
This 1 identifies the speaker as David. It then identifies David through an increasingly grand sequence of appellations. In the first line, he is merely "David." In the second line, he is distinguished by his family ties as "son of Jesse." In the third line, the poetry begins to take flight: David is "the man whom God exalted— the anointed one of the God of Jacob— the favorite of the Strong One of Israel" (verse 1c-e). Before the oracle even begins, the poem has given its verdict on David. He is the favorite – the "darling," or "beloved" – of the Strong One of Israel.
2 Samuel 23:2-4 The King And His Kingdom
23:2 The Spirit of the LORD spake by me, and his word was in my tongue. 2 David didn't promote himself to achieve greatness. It was the Lord who chose him and elevated him on the throne (Deut.17:15). The Lord spent 30yrs. training David, first with the sheep in the pastures, then with Saul in the army camp, and finally with his own fighting men in the Judean
1 http://www.workingpreacher.org/preaching.aspx?lect_date=11/22/2009&tab=2
The Wiersbe Bible Commentary(pg.599)
2
http://pitwm.net/pitwn-sundayschool.html wilderness. The Spirit not only empowered David for battle, He also inspired him to write beautiful psalms that still minister to our hearts. David made it clear that he was writing the Word of God, not just religious poetry. The mouth belonged to David but the Words were those of the Lord. When you read the Psalms, you are reading the Word of God and learning about the Son of God.
23:3 The God of Israel said, the Rock of Israel spake to me, He that ruleth over men must be just, ruling in the fear of God. God didn't train David just to put him on display, but because He had important work for him to do; and so it is with every true leader. 3 Again David referred to the "Lord as a rock"; "the Rock of Israel." In other words, God provides security in our lives. He is stable and dependable like a rock! So, God wants leaders and kings to rule in the right way. They should care about the people. And they should always be fair. That would show that they respect God. This demands a submissive attitude toward the Lord; having a fear of God. Without righteousness and the fear of God, a leader becomes a dictator and abuses God's people, driving them like cattle instead of leading them like sheep.
23:4 And he shall be as the light of the morning, when the sun riseth, even a morning without clouds; as the tender grass springing out of the earth by clear shining after rain. In David's experience — 4 "the light of the morning," that is, the beginning of David's kingdom, was unlike the clear brilliant dawn of an Eastern day but was overcast by many black and threatening clouds; neither he nor his family had been like the tender grass springing up from the ground and flourishing by the united influences of the sun and rain; but rather like the grass that withereth and is prematurely cut down. However, David can now describe his reign as a good ruler; a godly leader. He said that a good ruler is like bright sunlight. Have you ever seen the light of the sunrise in the morning with no clouds? Have you ever seen the tenderness of the new growth of grass with fresh dew upon it? Light and rain are representatives of blessings. 5 With God's help, leaders must create such a creative atmosphere that their co laborers will be able to grow and produce fruit. Ministry involves both sunshine and rain, bright days and cloudy days, but a godly leader's ministry will produce gentle rain that brings life and not storms that destroy.
2 Samuel 23:5-7 David's Everlasting Covenant
23:5 Although my house be not so with God; me an everlasting covenant, ordered in all things, and sure: for this is all my salvation, and all my desire, although he make it not to grow. In spite of the sins of David, God had forgiven him, and made an everlasting covenant with him. God knows, that neither David nor his children have lived and ruled as they should have done, justly, and in the fear of the Lord. But God was graciously pleased to make a sure covenant, to continue the kingdom to David and to his seed until the coming of the Messiah. 6 "Ordered" - Ordained in all points by God's eternal counsel; "Sure" - or, preserved, by God's power and faithfulness in the midst of all oppositions. "For this" - or, in this is, that is, it consists in, and depends upon this covenant. "Salvation" - Both mine own eternal salvation, and the preservation of the kingdom to me and mine. "It is all my salvation": nothing but this will save us, and this is sufficient. Therefore it should be all our desire. The covenant didn't rest on the merits of David and his sons therefore would He not cause it to prosper? Will He not make it increase?
23:6 But the sons of Belial shall be all of them as thorns thrust away, because they cannot be taken with hands: 7 "Belial" means "worthlessness", "ungodly." David is saying that just as you would gather up thorny bushes and burn them to keep them from ruining the crop, the worthless ungodly people will be dealt with harshly, like rejected thorns and briars; uprooted and burned because they cannot be handled; cannot get a sturdy grip on them. They cannot be judged kindly. The marked contrast between the righteous and the wicked is clearly presented here! Those who are in right relationship with God will be saved and those who are evil will be punished. The only way to make our lives count for God is by believing His promises and receiving His Salvation.
23:7 But the man that shall touch them must be fenced with iron and the staff of a spear; and they shall be utterly burned with fire in the same place. "Whoever touches thorns uses a tool of iron or the shaft of a spear; . . ." "Fenced" is an intransitive verb to fight using a slender sword, formerly in combat, now as a competitive sport. When opposing sin and wicked people, God's servants must be both diligent and careful. In ancient clearing of thorns, a tool and/or thick, protective gloves were used to protect the worker from injury. Those whose job it is to clear thorns from the land has to exercise care in handling them lest they be injured (See Smith.) Thorns are dug up, gathered and burned as undesirable, useless things. Unspiritual leaders produce thorns that irritate people and make progress very difficult.
3 http://www.easyenglish.info/bible-commentary/2samuel-lbw.htm
5 The Wiersbe Bible Commentary(pg.600)
4 http://www.bibletools.org/index.cfm/fuseaction/Bible.show/sVerseID/8659/eVerseID/8659/RTD/JFB
6 http://www.studylight.org/com/wen/view.cgi?book=2sa&chapter=23&verse=5#2Sa23_5
http://www.lovethelord.com/books/2samuel/24.html
7
http://pitwm.net/pitwn-sundayschool.html
1 Chronicle 18:14 David's Epithet
So David reigned over all Israel, and executed judgment and justice among all his people. This means that no enemy occupied any part of the land. God gave David victory by preserving David wherever he went and in his reign he executed judgment and justice among all his people making him a just ruler. His epithet (a word or phrase expressing some quality or attribute) would be "just ruler!"
SUMMARY:
8The list of David's mighty men is preceded by a short poem (vv.1-7) titled "the last words of David". In the first stanza (v.1) he identified himself as "the son of Jesse," a peasant farmer in Bethlehem. David was never ashamed of that, as God lifted him "up on high" and placed him with the great men of the world, the man "anointed by the God of Jacob." He is the same God who saved me and the same God who hopefully saved you.
His consciousness of being God's instrument is clear from the second stanza (vv.2-4), in which he acknowledged that God had spoken to him and through him (v.2). The Spirit came upon David, and that is the way men wrote the Old Testament. The "rule over men must be just, ruling in the fear of God" (v.3). It is obvious that the decisions made in our government today, regardless of the party, are not made "in the fear of God." He is a king who rules as an agent of God, and it says he is like the brilliance of the sun on a cloudless morning and like a clear day after rain (v.4).
In the third stanza (vv.5-7) David centered on the Davidic Covenant, by which God chose and blessed him. God had made an everlasting commitment with him and his dynasty (my house), a covenant that guaranteed his ultimate wellbeing (cf. 7:8-16). In contrast, evil men, like so many thorns, will be cast aside to be consumed by the judgment of God (cf. Matt.13:30, 41). What David seems to be saying is simply this: David's house had not been perfect, but he fully trusted in God to provide whatever was needed to give rise to a righteous king. "Yes, my house is not worthy of this. We did not receive this by merit. It did not come because of who I am; But God…!" "Evil men can come in like thorns, But God…!" This is David's hope!
In the end, David's reigned over all Israel was as a "just ruler."
APPLICATION:
God will be God; "true to the end" no matter how we act. We may go through a long training before we get it but, His judgment will be "sure." Receive His salvation so you can be with Him "in the end!"
8
http://www.family-times.net/commentary/davids-last-words/
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Meopham School Homework Policy
Rationale
"Homework is not an optional extra, but an essential part of a good education," – 1999 White Paper, Excellence in Schools.
By providing homework teachers are supporting the learning of the students beyond the classroom, in the hope that parents will be encouraged to become active partners in this process. It is a crucial element in raising the achievement of our students.
Homework supports the pupils' learning in the classroom, improves achievement and improves the study skills of students and therefore should form an integral part of the curriculum. It requires careful planning from both curriculum leaders and the individual class teachers.
Aims and Purpose of Homework
- To encourage students to develop the confidence and self‐discipline to become independent learners (an essential life skill).
- To consolidate and develop work covered in curriculum lessons by reinforcing skills and understanding and extending learning e.g. through additional reading and research.
- To encourage pupils to develop their time management skills.
- To provide feedback in the evaluation of learning and teaching
- To provide parents with the opportunity to share in their child's learning and engage them in the cooperation and support that is needed for their child's academic development.
- To give pupils the opportunity to demonstrate progress through fulfilling, (and in some cases exceeding), the expectations of themselves, their teachers and their parents.
Nature of Homework
- It is important that homework is clearly related to the subject or area of the curriculum that the pupils are currently working on in classroom lessons.
- Homework should involve a range of activities that develop different skills to ensure students remain motivated to complete it.
- Homework needs to be clearly differentiated to ensure that all students are challenged and encouraged to reach their maximum potential
- Homework should be set once a week and completed by the pupils on the night indicated by their homework timetable.
- Homework should be manageable as, overburdening pupils with work at home could become counterproductive.
Types of Homework
Homework can be:
- Reinforcement of class work
- Research projects and investigations
- Preparation for classwork
- Reading
- Drawing or using other creative skills
- Preparation for a presentation
- Learning vocabulary, key concepts and key words
- Revision for upcoming tests
- Completion of course work assignments
- Completing unfinished class work should be avoided as a form of homework.
Marking and Feedback
The school's marking policy of What Went Well (WWW) and Even Better If (EBI) should be used when assessing the pupils' homework. However, a variety of methods of assessment or feedback can be used as and when they are appropriate:
- Self‐assessment – pupils mark work themselves in a controlled situation
- Peer‐assessment – work is marked by another pupil or a small group of pupils
- Teacher assessment – the teacher marks the work and gives written or verbal feedback
Rewards
High quality homework and pupils that demonstrate a good work ethos at home should be sensitively praised in class. House points should always be awarded for excellent homework or where there is evidence that a lot of time and effort has been spent on the work.
Each curriculum area should have their own rewards system and criteria for commending homework.
Sanctions
If homework is not handed in it will be recorded by the class teacher on SIMS as an after school homework detention. These will be recorded on the pupil's permanent record.
Parents will be notified by a letter/e‐mail or phone call, advising them of the date their child will be in the homework detention.
Continual offenders will be dealt with by the curriculum leaders.
Individual Responsibilities
School
It will be the job of the curriculum leaders to ensure that all members of their department are regularly setting appropriate homework and marking it effectively.
Class Teacher
The class teacher is in charge of setting appropriate homework and ensuring that the nature of the tasks is acceptable.
They should:
- Set homework regularly
- Give clear and comprehensive instructions
- Set realistic deadlines for the work and ensure that these are met
- Be available for help and support
- Mark all homework in the correct way and provide constructive feedback
- Record after school homework detentions on SIMS as soon as possible.
Pupil
Students need to ensure they:
- Listen to and note down all instructions relating to the homework that is given in class
- Record the deadline for the work clearly in their exercise books
- Attempt all work to the best of their ability
- Seek help if they come into difficulties
- Use feedback from the teacher to improve their work.
Parents/Carers
The role of the parent is crucial to ensure that pupils are reaching their full potential with their homework. Parents/Carers can support the school by:
-
Ensuring their child has a quiet place to complete their homework
-
-
Making sure their child has both time to complete their homework and their own free time Ensuring that pupils’ commitments outside of school allow time to
complete homework
Providing praise and positive feedback when homework is completed
Communicating with the school about any problems that their child may be having in regards to the homework
-
Engage with SLG to monitor homework set.
Reviewing of the Policy
The policy will be reviewed on an annual basis.
DATE of POLICY: September 2015
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Preparing for exams
1. Spacing & timing of revision
What is spacing?
* Spacing is a revision technique which is all about spacing out your revision so you don't get swamped and overwhelmed.
* It means introducing time intervals into your revision sessions as well as spacing out the days which you revise for topics
* To commit something to memory, it takes time and repetition.
Did you know….
* Doing something little and often – spacing – beats doing it at once, or cramming.
* Revising for eight hours in one day is not as effective as doing one hour of revision for eight days.
WHY?
This is because the time in between allows you to forget and re-learn the information, which cements it in your long-term memory.
The 'Spacing Effect'
The 'Spacing Effect' is one of the longest and most enduring findings in cognitive psychology.
It was first detailed in 1885 by German psychologist Hermann Ebbinghaus who found that humans tend to forget large amounts of information if they only learn something once.
Optimum Spacing
* Research suggests there is an 'optimal gap' between revision sessions so you can retain the information.
* If the test is in a month, you should review the information around once a week. If the test is in a week, create time once a day.
The power of spacing- why should you do it?
* It allows you time for material to be forgotten and relearnt
* It cements information into your long-term memory
* We can learn more information over time than in one longer session
In some studies, using spacing instead of cramming has resulted in a 10% to 30% difference in final test results.
* It is about revising more efficiently
Create the perfect revision plan using the spacing technique
Organisation: determine where you need to focus your time e.g. which subjects, topics, what you know, what you struggle with etc.
Planning: map out what you are going to revise and when. Use a timetable or revision planner to do this. Choose a mixture of subjects topics to focus on each day to make sure you are spacing them out.
Video - https://www.bbc.co.uk/bitesize/articles/zn3497h
Create the perfect revision plan
1. Try and fit your revision around your daily life
First things first, decide what you'd think is best to use for your timetable. Is it a big A3 poster, an Excel sheet, an agenda or calendar. From there on we recommend to do is to break up your day into half an hour session.
2. Fill in your daily life and school timetable
Once you have broken up your week into half an hour sessions, then start filling in when you've got school. Then fill in your actual commitments like clubs, sports, volunteering or work
Create the perfect revision plan
3. Enter your exam subjects
You would then have a blank canvas that you can use to plan your revision. It's usually best to allocate more time to the subjects that you're struggling with and spend less time on the subjects that you already grasp very well. Also, think about the repetition of your revision schedule. Most students create a weekly or bi-weekly schedule. This will quickly create a routine and can make you mentally prepare better for the revision sessions.
4. Colour code your subjects for a clear overview
Another useful tip is to Colour code your template. If you give each subject a different Colour, then you can see at a glance what you're doing and keeps the overview nice and clear.
Reflect
Have you made your revision timetable yet? When this week can you give yourself 2 hours to do this?
Five hours of time, spent in smaller chunks and spaced periodically, is a far more effective way to learn something than five hours spent the night before.
The evidence is overwhelming.
Now you just need to do it.
Resources
Video you can watch
https://www.youtube.com/watch?v=PzcV4aOB8bE
Downloadable templates
https://blog-media.unidays.world/media/b6fa9655-8146-49c2-9662-cea61792e861
Online revision timetables
https://getrevising.co.uk/planner https://revisionworld.com/create-revision-timetable
Revision timetable apps
https://getadapt.co.uk/
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Warm Weather Safety Tips
You might know that cold weather poses health risks to your pets, but so does warm weather – even on days that don't seem that hot to you. Knowing the risks and being prepared can help keep your pet safe.
Be Prepared
* Talk to your The Corner Vet veterinarian about warm weather risks for pets (and travel safety if you plan to travel with a pet).
* Make sure your pets have unlimited access to fresh water, and access to shade when outside.
* Keep your pet free of parasites that are more common during warm weather, such as fleas, ticks and heartworm.
* Ask your veterinarian how to recognize signs of heat stress.
Keep Pets at Home
* Leave your pets at home if possible when you need to go out and about.
* Provide different temperature zones within your house for your pet's comfort.
* Never leave a pet in the car, even in the shade or with windows cracked. Cars can overheat quickly to deadly temperatures, even when the weather isn't severe.
Keep Them Comfortable
* If it's hot outside for you, it's even hotter for your pet.
* Take walks, hikes or runs during the cooler hours of the day.
* Avoid hot surfaces, such as asphalt, that can burn your pet's paws.
* Ask your veterinarian if your pet would benefit from a warm-weather haircut or sunscreen.
Exercising with Your Pet
* Consult The Corner Vet veterinarian prior to starting an exercise program for your pet. Overweight pets and short-nosed dog breeds have higher risk of problems with warm-weather exercise.
* Don't walk, run or hike with a dog during the hottest parts of the day or on particularly warm days.
* Take frequent breaks.
* Bring enough water for both you and your pet.
Garden and Yard Safety
* Make sure the plants in your garden and yard are safe for pets
.
* Store lawn fertilizer and insecticides out of reach of your pets.
* Always follow safety instructions on lawn and garden products, particularly the instructions on how long you should keep pets out of the treated areas.
* If you use a lawn service, make sure they are aware that you have pets.
* Avoid using cocoa bean mulch, which contains the same pet toxin found in chocolate.
Signs of Heat Stress
Seek emergency veterinary care if you observe any of these signs:
* Anxiousness
* Excessive panting
* Restlessness
* Excessive drooling
* Unsteadiness
* Abnormal gum and tongue color
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Ross Preparatory School
Parent/Student
Policy Manual
"The Ross Preparatory School provides an enriched U.S curriculum for children of faculty, staff and students of RUSVM, and members of the St. Kitts and Nevis community. Our curriculum is taught by highly qualified teachers who in partnership with parents and the community, motivate students to develop a love for lifelong learning, achieve academic success, and become responsible global citizens."
Table of Content:
10
12
13
13
Please sign and return the last page of this document.
Student Code of Conduct Policy
At the Ross Prep School we endeavor to foster an atmosphere of kindness and mutual respect. We are committed to providing a program designed to develop competent, selfdirected, social interaction in an atmosphere of mutual respect and cooperation. Ultimately, we are striving to give our students the skills and character values to build core ethics such as responsibility, honesty, caring, consideration, compassion, integrity and respect. We believe that education is more than academics, and that we must provide the skills and processes students need to bring together the mind and the heart.
Prep School Rules
1. Take responsibility for learning
2. Respect self, others and place
3. Show readiness to learn
4. Act in a safe manner
Student Responsibilities
Students are responsible for:
attending school on a regular basis and to be on time
completing all academic work as assigned
bringing appropriate materials to class
obeying school/classroom rules
respecting the rights of others
their own actions
using appropriate language
respecting school property
complying with requests of school employees
dressing appropriately for school (following the school dress code)
Student Rights
Students have the right to:
an education
attend a safe school
physical safety and protection of personal property
not be discriminated against
fair and just treatment by school employees
Student Privileges
recess activities
classroom celebrations
extra-curricular school activities (sports, etc.)
class/grade level field trips
special area classes (music, art, IT, library)
Recess/Lunchtime/After School Behavior
On the playground/lunch area, students will:
no rough play (play-fighting, wrestling, pushing, kicking, etc.)
leave personal belongings, such as toys, electronics, etc., at home
speak kindly to others – no inappropriate language
finish eating before going to play
respond immediately, with respect, to instructions from adults
take turns with the equipment
use appropriate meal-time manners
not share food
clean their area and take care of garbage when finished eating
report problems to the teacher/adult in charge
Bathroom Behavior
In the bathroom, students will:
use appropriate voice level
respect the privacy of others
use healthy hygiene habits
keep the bathroom clean and safe
Exceptional Misconduct
Some behaviors that are so serious in nature in terms of the disruptive effect upon the operation of the school/and or safety of students may be deemed exceptional misconduct. These behaviors may warrant immediate short-term removal of child/suspension (in or out of school) or expulsion. An evaluation by a certified counselor may also be deemed necessary for re-entry to school. Exceptional Misconduct includes, but is not limited to:
profane or vulgar language/drawings
fighting and/or assault
harassment
defacing, misuse or destruction of school property
defiance of school authority
possession of dangerous weapons
theft
possession of a controlled substance
When Rules/Expectations are Not Met
Students who break expectations will discuss the incident with a teacher. Students will be given the opportunity to practice the expected behavior.
On the 3 rd offense parents will be notified of the behavior and loss of recess/lunch time will occur. Children in grade one and up will complete a behavior reflection sheet which parents must sign and return. If appropriate, a note of apology may be required to classmate/teacher involved.
Repeated misbehavior may have consequences while rules are being retaught like time out or exclusion from a particular activity.
Continued infractions will result in the child being sent to the principal where they will further discuss the infraction and fill out a problem-solving sheet and the principal will complete a Student Discipline Form which will be sent home for signature. Consequences include but are not limited to:
o Loss of privileges for a prolonged period of time
o In-school suspension
o Short-term suspension
- In certain cases a child may be required to be seen by a psychologist and have a letter deeming them fit to return to school
o Other consequences as deemed appropriate
Plagiarism
Work presented that includes unauthorized assistance from other people, unauthorized use of sources, or failure to cite appropriate documentation.
Taking items such as ideas, writing, art, music, etc. and presenting it as your own (false assumption of authorship).
Cheating include but not limited to:
Copying homework
Copying test answers
Using notes during a test
Students suspected of dishonest acts will be sent immediately to the principal. If it is determined that a student violated the spirit or letter of this policy, these steps will be taken:
First Offense
Teacher will assign a grade of 0 for the assignment or test. Parent and student conference with the principal. Letter in student file.
Second Offense
Teacher will assign a grade of 0 for the assignment or test. Principal, student, and teacher will determine course of action which could be administrative withdrawal.
Student Recognition – "Gotcha Program"
In developing a school environment that fosters positive school values and continued compliance with school rules, positive student efforts need to be recognized.
Students will be 'caught' doing good things in our school wide-recognition program. Students will be spontaneously given tokens that will be placed into our 'Gotcha' bin for demonstrating manners/behaviors that have been identified as important for a safe and supportive school environment.
Target behaviors include:
Being a good friend.
Excelling in school/home work.
Modeling excellent behavior.
At the end of each month, 15 names will be pulled and students will be able to choose prizes from the prize bin or special activities.
General Dress Regulation
Appropriate dress and grooming is expected in an effort to provide a safe, orderly, and positive environment. Students are expected to come to school in appropriate attire for classroom learning. If students are not dressed appropriately for school, they will be asked to change clothing.
1. Ross Prep School dress requires a Prep School shirt and khaki pants, skirt or moderate shorts that are at least fingertip length.
Knee socks are not appropriate unless they are khaki or blue and match the uniform, socks should be ankle length (no knee socks)
Children should refrain from wearing colorful tights or leggings under clothing.
2. Children are expected to wear sneakers and socks everyday.
Hats may not be worn inside the school building.
3. Hats and other belongings with profanity or advertisements of tobacco, alcohol, or violence are prohibited.
4. Students are discouraged from wearing jewelry to school.
5. Students are discouraged from dyeing hair distracting and unnatural colors.
'Chari-tee' Fridays
Typically, on the last Friday of the month children are allowed to wear their own clothes for a fee. The money raised is given to a local charity. Please ensure that children wear school appropriate clothing, nothing too tight or revealing, no strapless or thin straps, clothing is finger-tip length. Sneakers should still be worn.
Theme Days
Throughout the year there will be opportunities for the children to wear their own clothing. Please ensue that it is school appropriate and proper footwear is worn.
Physical Education Dress
Students who come to class without the appropriate clothing will not be allowed to participate in the activities planned for the class that day and will receive a zero for the day. Repeated offences will result in a reduced grade. Grades 3-8 must wear the following:
Shorts or sweatpants with elastic or drawstring waistbands
Tee shirts
Good, sturdy sports shoes
Attendance Policy
Students are expected to be in school whenever class is in session. Regular attendance is important to success in school and establishes good work habits and self-discipline. Keeping children out of school for reasons other than illness is strongly discouraged. In many cases, irregular attendance is the major reason for poor school work; therefore, all students are urged to make appointments, do personal errands, etc., outside of school hours. If your child will not be in school, please notify the teacher or office as soon as possible.
Reasons for which students may be excused include, but are not limited to:
1. personal illness of the student.
- If a child is out sick for three or more days a doctor's note is required for reentry to the school.
2. death in the family
3. quarantine for contagious disease
4. religious reasons
If a student is absent, depending on age of child, it is the parent's responsibility to make arrangements with his/her teacher(s) to make up work missed. Deadlines will be given and parents are encouraged to work closely with their children in getting the work completed and turned in within a timely manner. Vacations and time off island should be arranged during the weeks when school is not in session
The school calendar can be used in planning family vacations.
If your child is out sick please contact the school via phone (465-4161 x.401-1207)or email to notify them of the absence.
Students should not be excused from school for non-emergency trips. Students who are taken out of school for trips or vacations are not given permission to do so by the school. The responsibility for such absence resides with the parent(s), and they must not expect any work missed by their child to be retaught by the teacher. In the event of an emergency and the school is notified in writing, at least two weeks before travel, reasonable efforts will be made to prepare a general list of assignments for the student to do while he/she is absent.
Late Arrival/Tardy
Children are considered tardy if they enter school after their school's start time of 8:00am. Parents are asked to report to the school office to sign in their child. Monthly reports will be sent home if your child has excessive tardiness. Please note that attendance is part of a child's permanent record that will be recorded on their report card and will be sent to future educational institutions.
Homework Policy
Homework at the Prep School will not be "busy work" in nature. It will reflect instruction of that particular day or term. Directions for homework will be clearly spelled out and parents can view assignments by visiting our homework website. Homework assignments may include: weekly assignments; long range projects (such as book reports or research papers); drill (assigned daily or as needed); absence make-up work; review study (often followed by a test); online reinforcement of math and language skills with our curricular programs as well as IXL for supplemental support and studying for tests. Homework varies from grade level to grade level.
Failure to complete homework will result in making it up during recess and lunch times. Three or more missed homework assignments within a two-week period in any subject will result in a parent conference. Children in grades 3-8 will be responsible for completing a "Missing/Incomplete Homework Assignment Form" which will be kept on file. Children will be engaged in the 3-strike system:
Strike 1: Student Responsibility Strike 2: Call/Email Home
Strike 3: Conference
Student's Responsibilities:
* To understand all homework assignments by listening to directions, asking questions when something is unclear, and reading directions
* To gather all materials necessary to complete assignments before leaving the classroom
* To complete all assignments to the best of his/her ability
* To return materials and assignments on time
* To make up any missed homework that the teacher requires within the given timeframe
Family's Responsibilities:
* To provide a routine and environment that is conducive to doing homework (i.e. a quiet and consistent place and time, necessary materials, etc.)
* To offer assistance to the student, but not do the actual homework
* To check that your child has edited his/her homework for spelling (Kindergarten and First Graders may use invented spelling as appropriate), punctuation, neatness, etc.
* To read school notices and respond in a timely manner. Homework and school notices
will travel home in the student's BLUE communication folder. Regular backpack clean-ups can be useful in helping students to organize their materials
Teacher's Responsibilities:
* To provide clear directions and instructions
* To implement a system for routinely checking homework
* To communicate to the student and family what is expected for completing homework successfully
* To communicate with families when students are not consistently completing assignments
Reading Policy
Research shows that there is a strong correlation with the love of reading and success in school throughout elementary school, middle school, high school, and college/university. Reading encourages positive social skills and fewer problems with delinquency, drug abuse, and other significant behavioral and social-emotional difficulties. Considering this, strong emphasis will be placed on "reading for fun" at the Prep School. Parents will be asked to take part in a variety of reading emphasis strategies.
Students at all grade levels are expected to read for a set amount of time each night. Homeroom teachers ask that reading be recorded in various ways. Please be sure to check the homework website to ensure that your child is reading the required amount each evening. This is considered a required part of our program.
Student Absences
Health Policy
Notify the school if your child is ill on a school day and will not be in attendance. Please call the school at 465-4161 x. 401-1207 or e-mail (email@example.com) (firstname.lastname@example.org) or your child's homeroom teacher.
Illness
Children with colds and communicable illnesses should be kept home for their best interest as well as that of the other students. See document on Exclusion Periods for Illness on page 12.
If a child has an ongoing medical condition that may be interpreted as contagious but does not meet the criteria of a communicable illness as per our policy (e.g. allergies), a note signed by a pediatrician detailing symptoms will be required and placed on record.
Getting Sick during the Day:
Since classroom teachers spend several hours a day with students they are often in an excellent position to detect early physical and behavioral changes in students who become ill at school. Indicators might be loss of appetite, change in attitude/behavior, fever, change
in skin color, rash, nasal discharge, cough or pain. If we are in question, we will contact parents for input depending on the symptoms presented.
If a child becomes sick during the school day parents will be notified. Children with a temperature of 100.˚F will be sent home or children who have other medical reasons why they can't stay in school.
Please note that if your child is not well enough to stay in school parents are expected to pick up their children within a maximum of one hour of receiving a phone call. We do not have a nursing station to house sick children. Please ensure that you have a back-up plan in place if you are not able to come for your child right away. Always ensure that your child's emergency contact information is up to date with the Administrative Assistant.
If a child is out sick for three or more days a doctor's note is required for re-entry to the school.
Daycare - Preschool 2 Warning Cards
If your child is showing early sympotoms of illness the staff member will indicate by issuing the following:
* A yellow card indicates that the child is showing symptoms of being ill and should be monitored or kept home.
A red card indicates that the child cannot return to school until symptom free for 24hours or a doctor's note is provided.
10
Ross Preparatory School
Exclusion Periods for Illnesses
| Illness | Infectious Period |
|---|---|
| Colds and Flu | Runny nose and/or coughing/not acting “like self” |
| Fever | This may be the first sign of an infectious illness. Children with a fever above 100F˚ or 38C˚ will usually not feel well. |
| Diarrhea | Diarrhea can be infectious and is easily transferable in a daycare environment. |
| Conjunctivitis | Both viral and bacterial infections are contagious from onset. Easily transmitted via hands. |
| Chicken Pox | From the onset of fever and/or rash. |
| Impetigo | From appearance until successful treatment. |
| Head Lice | From appearance until successful treatment. |
| Ringworm | From appearance until successful treatment. |
| Scabies | From appearance until successful treatment. |
* It is widely recognized that education and health go hand in hand impacting on children's current and future well-being. One of the school's priorities is to ensure our students' health does not have a negative impact upon their education.
* If a child is out sick for three or more days a doctor's note is required for reentry to the school.
Children with flu, colds and other illnesses should remain home for their own comfort and for the good of others. For Daycare and Preschool children, in particular, please keep your child home if there is any indication of illness.
* If it is determined that a child is ill and/or uncomfortable, if the child's health status is in question, or if it is believed the child may have a negative effect on the well-being of others, we will contact parents to come and take the child home.
Health Services
Communicable Diseases
Due to our small size and ease of spreading, we ask parents to let the principal know if a child has a communicable disease so we can advise other parents to take necessary precautions. Extreme confidentiality will be used in sharing this information and no age or grade level will be shared – just the information so parents can be aware of current health concerns.
Disease reporting control
If an outbreak of a contagious disease is determined by school officials and in conjunction with Campus Health Services, the school will liaise with the local Ministry of Health in the identification and control of the infectious disease in the school community. This will be done according to local health policies under the direction of Campus Health Services as the main point of reference. The local health officer will take whatever action deemed necessary to control or eliminate the spread of the disease. An "outbreak" means the occurrence of cases of a disease or condition in any area over a given period of time in excess of the expected number of cases.
RUSVM has nurses on campus from 7:30 am to 3:00 pm each day and limited services are provided for Prep School students. If medical attention is required beyond our abilities, we will notify parents and refer to Campus Health Services. In emergency situations parents will be notified immediately. Please ensure that your emergency contact information is current with the Administrative Assistant. If parents are off island or not available, a written document/email correspondence must be provided to name a guardian who may authorize emergency medical care if required. Contact information for the guardian should be provided as well.
12
Immunizations
All children must be immunized based on the appropriate international schedule from their country of origin OR the local St. Kitts policy. Exemptions will only be accepted for medical or religious reasons. All medical records must be translated into English.
Allergies
For children that have severe allergies parents are required to complete an Allergy Emergency Care Plan. Parents are responsible for updating that information on a yearly or as needed basis. Parents are required to provide written advice from a health care provider which explains the condition, defines the allergy triggers and any required medication. The school will ensure that there is an updated list of all known allergies and all school personnel will be required to review the same.
If EpiPens are required, parents are responsible for providing and keeping current the EpiPen in the school. Documentation from a health care provider is required for the school to have on file. They will be kept in a prominent location centrally located in the library. Campus Health Services will provide training to all staff in the administration of the EpiPen. EpiPens will be brought in first aid kits on all field trips.
Campus Health Services is available for consultation to parents if needed to address individual concerns.
Food Safety
The RUSVM Prep School is an allergy aware zone. Children are not permitted to share food. Children will be educated as to the various reasons to avoid sharing food and to the potential hazards related to do so. Parents are encouraged to adopt this practice at home too and remind children that they should not share food items.
School Lunches:
Parents are asked to be mindful when preparing meals for their children and when possible to avoid sending the more common allergens: peanuts, tree nuts, wheat, soy, milk, egg, fish and shellfish.
If children have specific allergy concerns we will meet with our hot lunch providers to determine if any of the specific allergens are utilized in food preparation so parents can make appropriate selections with confidence.
School Events:
The school will be conscious of allergy concerns for students and work with parents to ensure appropriate meals/snacks are provided for students with specific allergy needs. When preparing food for school events, parents will be asked to provide an ingredients list for food items so that we can ensure that appropriate choices can be made when selecting food items.
Medication:
Over the counter medication: The school cannot administer over the counter medicine to children. This includes cold medicine, pain relievers, etc. If parents need their child to take these, parents should inform the school in advance and come at the appropriate time to give their child medicine. This can only be done by the child's parent or legal guardian.
Prescriptions: Doctor prescribed prescriptions can be given to the Administrative Assistant and the school will administer. All prescriptions need to be clearly labeled with the child's name, dosage and frequency. If refrigeration is required please advise.
Long Term Prescriptions: EpiPens & Inhalers: Documentation must be provided from a child's doctor to indicate that the school should have an EpiPen for allergic purposes or an inhaler. The school will ensure that all personnel are aware of the child's need, know how to administer the EpiPen and keep them in a centralized location. They will also be transported on field trips.
Children with inhalers typically keep them in their possession however, the school must have a doctor's note on file that indicates the child is to have the inhaler with them.
Whenever possible the child's name should be on the EpiPen and inhaler in the form of a prescription label.
It is the responsibility of parents to ensure that EpiPen and inhalers are all current with their expiration dates.
Field Trips:
A first-aid kit is in the school and taken on field trips. In addition, for children that have an EpiPen it will also be brought on the trip.
14
Policy Manual Sign-off Form
Attendance/Homework:
I have read the above policy manual and agree to adhere to the terms and conditions stated above so that I can work in conjunction with the school in ensuring my child has regular attendance and completes their homework as assigned.
Health Policy:
I have read the above policy and will adhere to the rules outlined above as it relates to the health and well-being of my child.
Dress Code:
I will ensure that my child is dressed according to our policy on a daily basis.
Parent/Guardian Name: _____________________________________
Parent Guardian Signature: _________________________________ Date: _________________
Student Code of Conduct:
I have reviewed the above expectations and consequences with my child. I agree to work with the school and my child to ensure that they are meeting the expectations laid out above.
Parent/Guardian Name: _____________________________________
Parent Guardian Signature: _________________________________ Date: ______________
Student Name: _____________________________________
Student Signature: _________________________________ Date: ___________________
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Lesson Two: Making the Decision to Take Control
Small Steps to Health and Wealth Lesson Plan
Learning Objectives
Participants will:
Know how to determine the costs and benefits of changing versus not changing their behaviors.
Understand that feeling in control can help them to better manage their behavior.
Understand the need for balance between spending and income, and between eating and physical activity.
Behavioral Objectives Participants will:
Improve their readiness to change or decide to change.
Determine their locus of control using the survey at http:// www.psych.uncc.edu/ pagoolka/LC.html.
Introduction
The first lesson helped participants get a sense of their readiness to make behavioral changes. Making the Decision to Take Control helps them think of several ways to get started in making behavioral changes. It provides motivating ideas to help the participants take action to change. The concept of seizing control is a theme repeated throughout this program. The cost benefit analysis may only appeal to certain audiences and can be omitted.
Content and Background
Read the relevant sections of the SSHW Handbook, as well as the following article, for background information:
Estimated Time:
Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Psychology, 32(4), pp. 665-683.
60 minutes
Defy Someone or Defy the Odds (5) - Acts of defiance can be used in a positive way to improve health and/or increase wealth. You can defy another person and make a recommended behavior change that they say you'll never be able to do, or you can defy the odds by not being a health or wealth statistic.
Think Balance-Not Sacrifice (6) - When people understand the relationship between inputs and outputs related to health (i.e. energy balance for weight management) and wealth (i.e. cash flows), they can begin to make small changes to achieve their goals.
Control Your Destiny (7) - "The best way to predict the future is to create it." People who have positive attitudes, expect positive outcomes, and work hard to achieve them, often are successful in reaching their goals.
Weigh the Costs and Benefits of Changing (19) -Cost-benefit analysis quantifies the costs and benefits of a project or idea to determine its merit. It is a widely used tool in business and also can help individuals decide whether or not to make a change.
Portions of this lesson were adapted and excerpted from the following book: O'Neill, B. and Ensle, K. (2006). Small Steps to Health and Wealth. Ithaca, NY: NRAES. For additional information about purchasing Small Steps to Health and Wealth, visit www.nraes.org.
Pre-Class Preparation
Read through the lessons and strategies.
Work through each of the activities.
Materials Needed
Workbook for participants
Copies of activities "What do I Have to Gain?" and "Decisional Balance"
Copies of Locus of Control Survey found at http://www.psych.uncc.edu/pagoolka/ LC.html
Dry erase board or flip chart to record ideas generated by the discussion
Markers
Name tags
Activities
Decisional Balance-Health
Decisional Balance-Wealth
Energy Balance Worksheet
Money Balance Worksheet
Discussion
What is locus of control? How does it influence our behaviors or more importantly our ability to change behaviors?
The goal of the discussion is to help participants understand the difference between internal and external locus of control. We often blame an external locus of control for bad things that happen to us. "The banks don't want to work with me." "The portions they give are so big." One who sees these issues as more internal may think of the things they have done or need to do. They see them as decisions or choices that are theirs to make; not someone else's. Ask participants to discuss the following things and to what extent they are in control of each:
1. Growth of my retirement savings
2. Stability of my job
3. My Calorie and fat consumption
4. Getting regular exercise
Note that for each of these, one could argue either way. The point is to have participants understand how they perceive their level of control of their health- and wealth-related behaviors, and hopefully that there are other ways to increase their feelings of control.
"When it comes to eating right and exercising, there is no „I'll start tomorrow.‟ Tomorrow is disease."
- V.L. Allineare
What do I have to gain? Decisional Balance
(SSHW workbook, Weigh the Costs and Benefits of Changing)
Ask participants to think of various health and wealth behaviors they would like to change about their health and wealth behaviors. Focus on health first. Give everyone five minutes to work through this worksheet. They may need suggestions, so think of examples such as smoking cessation, healthier snacking, smaller portions, reducing consumption of fried foods or soda, and getting more exercise. Next, direct them to complete the second worksheet on wealth behaviors. Examples here can include bringing coffee from home, packing a lunch, or cutting another unnecessary expense.
After they fill out the worksheets, ask people to share their ideas either in small groups or as a whole depending on the class size. Participants should share both health and wealth ideas.
Encourage participants to repeat the exercise at home with their spouse or partner, if they are supportive.
Achieving Balance
Some behaviors can be seen as a balance between resources and consumption. For health this includes balancing food intake and physical activity. The more food we eat, the more calories we have to use in order to maintain energy balance. When we take in more calories than we use, the excess energy is stored as body fat. Excess body fat can contribute to health problems such as diabetes and cardiovascular disease. We are in a state of energy balance when our calorie intake and calorie use are equal. In contrast, if we want to lose weight, we need to expend more energy (calories) than we take in.
The same idea is every bit as true for income and expenses. Spending more than our income ("deficit spending") reduces our net worth. This is because deficit spending requires that we either use assets or take on debt to fund this excess consumption. Thus balance is about (1) spending less so we do not spend more than we make, and/ or (2) making more money so we can spend more.
Encourage participants to fill in each activity sheet. Remind them that there are many strategies that will work. They should consider strategies that would be easy for them to implement rather than large undertakings that would drastically change their lifestyle. The more drastic the strategy, the less likely it will be to last.
"First say to yourself what you would be; and then do what you have to do."
-Epictetus
Proposed Behavior Change: _______________________________
| | Changing Behavior |
|---|---|
| Benefits | |
| Costs | |
Proposed Behavior Change: _____________________
| | Changing Behavior | Not Changing Behavior |
|---|---|---|
| Benefits | | |
| Costs | | |
Strategies to Increase/Reduce My Calorie Intake:
Strategies to Increase/Decrease My Physical Activity:
Strategies to Increase My Income:
Strategies to Decrease My Expenses:
Activity (Take Home)
Following the discussion on LOC have participants work through the LOC worksheet.
| | Health Behavior |
|---|---|
| Do you primarily have an internal or external locus of control? | |
| How did childhood experiences affect your locus of control? | |
| List two examples of how your locus of control affects your current practices. | |
| What words and phrases do you use that indicate your locus of control? Examples: “If it is to be, it is up to me” “Why is this happening to me?” | |
| Where do you go for information and support to make behavior changes? | |
| What steps, if any, will you take to change your locus of control? | |
Portions of this lesson were adapted and excerpted from the following book: O'Neill, B. and Ensle, K. (2006). Small Steps to Health and Wealth. Ithaca, NY: NRAES. For additional information about purchasing Small Steps to Health and Wealth, visit www.nraes.org.
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ARIZONA COOPERATIVE
E
TENSION
AZ1500t
small steps to health and wealth ™
Step Down to Change
Instructor Guide Strategy 20
November, 2009
SSHW Materials Developed by: Rutgers, The State University of New Jersey Instructor Guide Developed by: University of Arizona Cooperative Extension
The example given by Professor Alena Johnson at Utah State University is an example to reduce household spending by visualizing a staircase with four steps. On the top is the most expensive way to purchase an item and on the floor below the bottom step is the least expensive purchasing method. Just like spending, the principle can be used to reduce caloric intake.
Objectives:
Participants will:
1. Learn that another way to reduce consumption and spending is to use the step down principle by choosing a lower calorie (eating) or less expensive (spending) alternative.
2. Learn that the odds of successful behavioral change are greater when a person makes small, gradual changes rather than making one large change all at once.
3. Learn they will be more successful and feel less deprived if they reduce an item in gradual stages as opposed to eliminating an item completely.
Glossary:
Step-down principle: Finding a variety of options in making a healthier or lower cost food or spending purchase.
Estimated Time: 20 minutes (1:1 counseling) to 30 minutes (small group activity)
Activity Handout Needed: Step-Down Principle and Buying Clothes, Step Down: Health Practices and Step Down: Wealth Practices Worksheets
Introduction and Instructor Script:
The purpose of this strategy, Step Down to Change is to illustrate that people can still have a particular item, but recommends they look for healthier or lower cost alternatives.
Food Substitutions
Instructions for the Activity:
Individual Counseling: Discuss the examples of the stepdown principle with food substitutions and buying clothes. The participant is asked to apply the "step-down principle" to one or more actions required to reach health and wealth goals using the Step-Down: Health and Wealth Practices Worksheets.
Group Activity: Discuss the examples listed above and ask the participants to share their ideas using the step-down principles to use in reaching health and wealth goals.
Debriefing Questions:
Define current behaviors and four levels to step down to improve health and wealth.
Additional Resources:
Web-sites: http://homecooking.about.com, www.stretcher. com, and www.goodadvicepress.com.
Buying Clothes
$ Expensive Department Store
$ Mid-Priced Department Store
$ Discount Department Store
$ Consignment Store
$Thrift
"The great thing in the world is not so much were you are but in what direction you are going." -Oliver Wendell Homles
The University of Arizona Cooperative Extension —Small Steps to Health and Wealth™ —Strategy 20 1
small steps to health and wealth ™
Step Down to Change
Strategy 20—Health Practices Worksheet
Fill in the blanks with increasingly better alternatives to a current health practice.
________ Top Step (Current Behavior): ___________________________________________
_________ 2nd Step: _____________________________________________________
________3rd Step: ______________________________________________
________4th Step: _______________________________________
________5th Step: ________________________________
Step Down: Wealth Practices Worksheet
Fill in the blanks with increasingly better alternatives to a current financial practice.
________ Top Step (Current Behavior): ___________________________________________
_________ 2nd Step: _____________________________________________________
________3rd Step: ______________________________________________
________4th Step: _______________________________________
________5th Step: ________________________________
ARIZONA COOPERATIVE
E
TENSION
THE UNIVERSITY OF ARIZONA COLLEGE OF AGRICULTURE AND LIFE SCIENCES
2 The University of Arizona Cooperative Extension— Small Steps to Health and Wealth™ —Strategy 20
ARIZONA COOPERATIVE
E
TENSION
THE UNIVERSITY OF ARIZONA COLLEGE OF AGRICULTURE AND LIFE SCIENCES
The University of Arizona College of Agriculture and Life Sciences Tucson, Arizona 85721
inda
L B
lock
, MS, AFC
Associate Agent
Contact: Linda Block email@example.com
This information has been reviewed by University faculty. cals.arizona.edu/pubs/consumer/az1500t.pdf
Any products, services, or organizations that are mentioned, shown, or indirectly implied in this publication do not imply endorsement by The University of Arizona.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, James A. Christenson, Director, Cooperative Extension, College of Agriculture & Life Sciences, The University of Arizona.
The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, or sexual orientation in its programs and activities.
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COORDINATOR BENEFICIARY
ASSOCIATED BENEFICIARIES
PROJECT CO-FINANCED BY
www.globalnature.org/en/home | www.facebook.com/globalnaturefund/ | firstname.lastname@example.org www.bodensee-stiftung.org/en/ | email@example.com
@LifeBlueLakes
Legambiente Onlus
@LegambienteLab
PROJECT, OBJECTIVESAND ACTIONS
The LIFE Blue Lakes project contributes to reducing the contamination of lakes with microplastics.
Exemplary project areas are the lakes Garda, Bracciano and Trasimeno in Italy and Lake Constance and Lake Chiemsee in Germany. Further Italian and European lake communities will be involved in the promotion and dissemination of good practices.
The LIFE programme is the EU's largest funding instrument for the environment and climate action created in 1992 for supporting a wide range of measures and projects to safeguard biodiversity and nature, for enhancing the environmental policy and awareness raising on environmental issues.
NO MICROPLASTICS, JUST WAVES.
www.lifebluelakes.eu | firstname.lastname@example.org
LIFE BLUE LAKES SPECIFIC AIMS AND ACTIONS:
Supporting local administrations and enhancing the engagement of local economic entities located close to lakes by a Participatory Process to draft a Lake Paper. This document may suggest to local communities a set of solutions tailored to their specific territorial context, proposing monitoring programmes or techniques to improve wastewater treatment processes, discharge limits, provisions for reducing the impact resulting from companies and families as well as awareness raising initiatives for residents.
Design and test a standard microplastic monitoring protocol in the two pilot areas of the Trasimeno and Bracciano lakes in order to assess microplastics levels in these basins.
A technical protocol to reduce the release of microplastics from wastewater treatment plants based on the experiences of a pilot plant at Lake Garda. Wastewater treatment plant operators in Italy and Germany are closely involved and trained to ensure a comprehensive transfer of knowledge.
Cooperating with relevant companies (plastics, tyre, outdoor and cosmetics industries) and carrying out an advocacy campaign with the aim of reducing and preventing further contamination of lakes with microplastics.
Raising public awareness in Italy and Germany and promoting behaviours to prevent plastic waste.
Enhancing existing regulatory framework to face local microplastic pollution and influencing national and European political agenda in Italy and Germany through the development of a Lake White Paper which will be presented to the relevant authorities (Ministries of Environment, Agriculture, Health, Economic Development, Regions, Basin Authorities, etc.) to promote a legislative initiative to protect lakes from microplastics at national and European level.
TARGET GROUP AND PARTNERS INVOLVED
LIFE Blue Lakes actions are addressed to local authorities, policy makers and experts to develop solutions and promote participatory processes aimed at adopting good practices, in line with the European Plastics Strategy towards a circular economy. In round tables with operators of wastewater treatment plants and experts in the field of wastewater and plastics treatment, monitoring methods and protocols are being developed to reduce the input of microplastics into lakes. ENEA, the Italian National Agency for New Technologies, Energy and Sustainable Economic Development and the Polytechnic University of Marche, the two scientific partners of the project, are responsible for these actions.
The information campaign is aimed at schools, tourists and residents of Italian and German lake areas. Lake Constance Foundation is involved in these activities through the organisation of workshops and events. In cooperation with the Global Nature Fund and with the support of the other partners, the plastics, tyre, outdoor and cosmetics industries are also addressed and motivated to implement solutions to reduce microplastics. The partner organisations of the Living Lakes Network participate in the development of solutions, support the dissemination of results and experiences and initiate activities in their lake regions.
cooperates to the collection and analysis of best practices on
Arpa Umbria prevention of plastic pollution in aquatic ecosystems at national and international
EXPECTED RESULTS
LIFE Blue Lakes aims at achieving long-term sustainable and replicable results.
The Lake Paper as a voluntary commitment - also for other communities and actors not directly involved in the project. The aim is to extend its adoption by at least 400 Italian and German municipalities and 180 companies after the end of the project
The standard monitoring protocol will be presented to scientific communities and relevant authorities of Italy, Germany and other countries in the European Union. The standardisation of data collection, processing and analysis contributes to a better comparability of data on microplastics in inland waters.
The technical protocol for wastewater treatment plants will be developed together with the operators from Italy and Germany involved in the project and will be presented to around 600 further institutions
A joint awareness-raising campaign by all project partners uses tools such as the project website, environmental education measures and broad media work. In addition, agreements are sought with companies that are active against microplastics in lakes.
The Lake White Paper will be presented to relevant Italian authorities through institutional meetings with the aim of strengthening the national and European regulatory framework for the protection of lakes from microplastics level. Arpa Umbria is also involved in developing and testing the standard monitoring protocol and drafting the Lake Paper .
A key LIFE Blue Lakes action is the establishment of an institutional Working Panel made by relevant stakeholders involved in water policies and regulation and control processes. The aim is improving the existing legal framework. This task is coordinated by The Basin Authority of the Central Apennine District.
Legambiente Onlus is the coordinating beneficiary of the LIFE Blue Lakes project. It is responsible for the communication activities, the involvement of lake communities for drafting the Lake Paper and the awareness raising campaign aimed at lake areas' residents, schools and tourists.
PlasticsEurope is the Pan-European trade association representing plastics manufacturers.
Plastic waste in the environment is unacceptable and – together with its members and value chain partners – PlasticsEurope is committed to tackle this issue at source through a number of projects. LIFE Blue Lakes is supported by PlasticsEurope.
*
*
MICROPLASTICS: FROM THE PRIMARY SOURCES, HOW DO THEY END UP IN LAKES?
*
About one third of the microplastic
is created by the friction of tires
on the asphalt while driving..
PLASTIC WASTE
FASHION AND SYNTHETIC FABRICS
Thirty years ago, cosmetics industry
started inserting plastic microspheres
into skin cleansers, soaps, creams,
peelings, and toothpastes.
Large amounts of micro-fragments are
released when synthetic clothing is
washed in washing machines.
Plastic fragments escape the filters of
sewage treatment plants that are not
yet designed for treating fibers and
particles of minimal dimensions.
*
*
COSMETICS
AND MAKE-UP
MOBILITY
AND TYRES
Secondary microplastics are those formed by the decomposition of large objects, such as bottles or food containers, grated in water, abraded by wind and exposed to ultraviolet radiation of the sun.
Microplastics are defined as
plastic particles that are less than
5 millimeters in size.
What are microplastics?
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Letters and Sounds
Phonics information for parents and carers.
1
Ways you can support your children at home: talking and listening
* Make time to listen to your child talking – as you meet them from their setting or school, as you walk, or travel home by car, in the supermarket as you shop, at meal times, bath times, bedtimes – any time!
* Switch off the TV, radio and mobile phones – and really listen!
* Show that you are interested in what they are talking about – look at your child, smile, nod your head, ask a question or make a response to show that you really have been listening.
* Make a collection of different toy creatures – for example, a duck, a snake, an alien, say the sound it might make as you play together, for example, 'quack-quack', 'ssssssss', 'yuk-yuk', and encourage your child to copy you.
* Listen at home – switch off the TV and listen to the sounds, both inside and outside the home. Can your child tell you what sounds they heard, in the order in which they heard them?
* Play-a-tune – and follow me! Make or buy some simple shakers, drums and beaters, then play a simple tune and ask your child to copy. Have fun!
* Use puppets and toys to make up stories or retell known ones. Record your child telling the story and play it back to them.
Sounds in spoken language – the beginning of phonics
At Beckstone Primary school, when children enter the Reception class they take part in high-quality phonics sessions every day. These are fun sessions involving lots of speaking, listening and games, where the emphasis is on children's active participation. They learn to use their phonic knowledge for reading and writing activities and in their independent play.
The aim of this booklet is to give you a clear picture of how we approach the teaching of phonics and word recognition and how, as a parent or carer, you can support and encourage your child at home.
Not all children will learn at the same rate!
Your child should be supported whatever their rate of learning. There is a very close link between difficulty with phonics and hearing so, if your child is making progress more slowly than might be expected, it would be worth having their hearing checked.
From a very early stage, children develop awareness of different sounds in spoken language. They develop understanding that spoken words are made up of different sounds (phonemes) and they learn to match these phonemes to letters (graphemes). Phonics is about children knowing how letters link to sounds (graphemes to phonemes), for example, c as in 'cat', ll as in 'fell', ee as in 'sheep'.
Children use this phonic knowledge when they are reading and writing. This approach has been shown to provide a quick and efficient way for most young children to learn to read words on the page, fluently and accurately. We want children to develop this skill so that it becomes automatic. This also greatly helps them with their spelling.
At Beckstone Primary school we use a systematic phonics programme called Letters and Sounds alongside Oxford Reading tree's 'Floppy Phonics' which links to our reading scheme.
Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. There are no big leaps in learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell 'tricky words', which are words with spellings that are unusual or that children have not yet been taught.
Phase 1 3 - 4 years old
This paves the way for systematic learning of phonics and usually starts in nursery or playgroup.
Teachers plan activities that will help children to listen attentively to sounds around them, such as the sounds of their toys and to sounds in spoken language. Teachers teach a wide range of nursery rhymes and songs. They read good books to and with the children. This helps to increase the number of words they know – their vocabulary – and helps them talk confidently about books.
Learning how to 'sound-talk'
The teacher shows children how to do this – c-a-t = cat. The separate sounds (phonemes) are spoken aloud, in order, all through the word, and are then merged together into the whole word. The merging together is called blending and is a vital skill for reading.
Children will also learn to do this the other way around – cat = c-a-t. The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, all through the word. This is called segmenting and is a vital skill for spelling.
This is all oral (spoken). Your child will not be expected to match the letter to the sound at this stage. The emphasis is on helping children to hear the separate sounds in words and to create spoken sounds.
Ways you can support your children at home
Sound-talking
Find real objects around your home that have three phonemes (sounds) and practise 'sound talk'. First, just let them listen, then see if they will join in, for example, saying:
'I spy a p-e-g – peg.'
'I spy a c-u-p – cup.'
'Where's your other s-o-ck – sock?'
'Simon says – put your hands on your h-ea-d.'
'Simon says – touch your ch-i-n.'
'Simon says – pick up your b-a-g.'
Beckstone Primary School – Helping your child with speaking, listening, reading and writing.
Phase 2 4 – 5 years old
In this phase children will continue practising what they have learned from phase 1, including 'sound-talk'. They will also be taught the phonemes (sounds) for a number of letters (graphemes), which phoneme is represented by which grapheme and that a phoneme can be represented by more than one letter, for example, 'll' as in b-e-ll. They may be using pictures or hand movements to help them remember these.
VC and CVC words
C and V are abbreviations for 'consonant' and 'vowel'. VC words are words consisting of a vowel then a consonant (e.g. am, at, it) and CVC words are words consisting of a consonant then a vowel then a consonant (e.g. cat, rug, sun).
Words such as tick and bell also count as CVC words – although they have four letters, they have only three sounds. For example, in the word bell, b = consonant, e = vowel, ll = consonant.
Now the children will be seeing letters and words, as well as hearing them. They will be shown how to make whole words by pushing magnetic or wooden letters together to form little words, reading little words on the interactive whiteboard and breaking up words into individual sounds, which will help their spelling. These will be simple words made up of two phonemes, for example, am, at, it, or three phonemes, for example, cat, rug, sun, tick, bell.
Tricky words
They will also learn several tricky words: the, to, I, go, no.
Children will still be practising oral blending and segmenting skills daily. They need plenty of practice at doing this.
Saying the sounds
Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier.
Sounds should be sustained where possible (e.g. sss, fff, mmm) and, where this is not possible, 'uh' sounds after consonants should be reduced as far as possible (e.g. try to avoid saying 'buh', 'cuh'). Teachers help children to look at different letters and say the right sounds for them. (Please see the attached sheet which will help you with the correct pronunciation of the phonemes).
Getting ready for writing
Teachers will model how to form letters (graphemes) correctly, so that children can eventually acquire a fluent and legible handwriting style. These skills develop over a long period of time. A child's ability to form a letter correctly is a separate skill from phonics. Holding a pen or pencil needs considerable co-ordination and practice in making small movements with hands and fingers.
In the early phonic phases children can use letter cards or magnetic letters to demonstrate their knowledge of phonics.
Writing in lower-case letters
We shall be teaching lower-case letters, as well as capital letters. As most writing will be in lower-case letters it is useful if you can use these at home. A good start is for your child to write their name correctly, starting with a capital letter followed by lower-case letters. (Please see the attached letter formation sheet for the schools style of hand writing that is taught).
Phase 3 4 – 5 years old
The purpose of this phase is to:
* teach more graphemes, most of which are made of two letters, for example, 'oa' as in boat
* practise blending and segmenting a wider set of CVC words, for example, fizz, chip, sheep, light
* learn all letter names and begin to form them correctly
* read more tricky words and begin to spell some of them
* read and write words in phrases and sentences.
CVC words containing graphemes made of two or more letters,
Here are some examples of words your children will be reading: tail, week, right, soap food, park, burn, cord, town, soil
Their confidence from the daily experience of practising and applying their phonic knowledge to reading and writing is really paying off!
Tricky words
The number of tricky words is growing. These are so important for reading and spelling: he, she, we, me, be, was, my, you, her, they, all.
Phase 4 5 – 6 years old
Children continue to practise previously learned graphemes and phonemes and learn how to read and write:
CVCCwords: tent, damp, toast, chimp
For example, in the word 'toast', t = consonant, oa = vowel, s = consonant, t = consonant.
and CCVC words: swim, plum, sport, cream, spoon
For example, in the word 'cream', c = consonant, r = consonant, ea = vowel, m = consonant.
They will be learning more tricky words and continuing to read and write sentences together.
Tricky words
said, so, do, have, like, some, come, were, there, little, one, when, out, what
Phase 5 6 – 7 years old
In phase 5 children will:
Be taught further graphemes for reading.
Be taught alternative pronunciations for graphemes.
Be taught alternative spellings for phonemes.
Recognise graphemes in reading words.
Practice reading and spelling of high-frequency (common) words.
Practice reading and spelling two-syllable and three-syllable words.
Practice reading and writing sentences.
Children entering Phase Five are able to read and spell words containing adjacent consonants and some polysyllabic words.
The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
For example;
Learn new phoneme 'zh' in words such as treasure.
Teach reading the words oh, their, people, Mr, Mrs, looked, called, asked.
Teach spelling the words said, so, have, like, some, come, were, there.
Teach reading the words water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please.
Teach spelling the words little, one, do, when, what, out.
Teach spelling the words oh, their, people, Mr, Mrs, looked, called, asked.
Beckstone Primary School – Helping your child with speaking, listening, reading and writing.
Phase 6 6 - 7 years old
In phase 6 children will:
Be introduced to and taught the past tense.
Investigate and learn how to add suffixes.
Be taught how to spell long words.
Be taught how to find and learn the difficult bits in words.
Learn and practice spellings.
For example;
The past tense dealt with in this section is simple past tense, e.g. I looked, not continuous past tense, e.g. I was looking.
To reinforce understanding and application of the -ed suffix for the past tense (e.g. rounded, helped, turned, begged, hissed, wanted, sorted, hummed, waded, washed, hated, greased, lived)
Strategies
Explanations
1. Syllables To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep - tem - ber , ba - by )
2. Base words To learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men)
3. Analogy To learn my word I can use words that I already know to help
me (e.g. could: would, should)
4. Mnemonics To learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people eat orange peel like elephants)
– people | <urn:uuid:14d4335c-00ad-42f2-a3d7-57243e20a970> | CC-MAIN-2017-34 | http://beckstone.cumbria.sch.uk/2010_2011/parenting_factsheets/letters_and_sounds.pdf | 2017-08-22T12:48:53Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00312.warc.gz | 46,214,024 | 2,895 | eng_Latn | eng_Latn | 0.996482 | eng_Latn | 0.998596 | [
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Abstract
I am seeking a grant to help primary grade children at Cook Hill School improve attention to task, increase understanding of Common Core instruction, practice their reading fluency, and publically share aloud written work. Funding in the amount of $1,200 is requested for the purchasing of a portable Front Row To Go Speaker system with a receiver/speaker column, teacher-worn transmitter, and hand-held microphone. The use of the system will benefit the entire school community and be used for multiple purposes. Teachers can utilize the Front Row To Go Speaker system as a means to help deliver classroom instruction and promote Common Core skills. The speaker system will also be utilized by the Cook Hill school community during classroom literacy celebrations, fluency intervention activities, and school-wide assemblies.
Statement of Need and Rationale
Research has shown that hearing properly is essential for the development of spoken communication and literacy skills. Children can spend up to 70% of the school day listening. Cook Hill School is a community of young learners who range in age from 4 years old to 8 years old. Children in this age range have very short attention spans, get distracted easily, and can have difficulty staying on-task. There are also many physiological barriers, such as lack of language proficiency and attention disorders, which can impede listening as well. The use of a speaker system benefits all students and enables them to decrease their listening effort, therefore helping to reduce listening fatigue. Speaker systems can also help to block our background noise so that instruction can be heard more clearly and easily and students can remain engaged throughout the entirety of the lesson. During classroom celebrations and school-wide assemblies, the speaker system will also enable parents and community members to hear their child's voice without straining.
Award Purposes and Objectives
The Front Row to Go Speaker System provided through the grant would enable primary grade students (K-2) to hear literacy and math Common Core instruction more clearly on a daily basis. Through the use of the teacher-worn transmitter, all students will be able to listen to classroom instruction effortlessly, even if the teacher's back is turned, moves about the classroom, or if there is background noise. At the primary level, there are many students with both diagnosed and undiagnosed attention disorders. The use of the speaker system will directly benefit these learners and allow them to focus their attention on the person who is speaking and minimize the opportunity for distractions to occur. I will model the use of the Front Row To Go Speaker System in my kindergarten classroom. I will keep notes of how I integrated the use of the system in my daily lessons in order to promote Common Core skills. I will also keep data on how the use of a speaker system can promote on-task behavior and help to keep students engaged.
In addition to using the system as a means of articulating instruction and integrating Common Core skills, another purpose of the speaker system is to use it to help celebrate student accomplishments in mastering Common Core state standards. Cook Hill is community of young learners and the classroom teachers at our school commonly have literacy celebrations for parents and family members to publicly display student work in reading and writing. The Front Row To Go Speaker System will benefit the entire school community and will allow this sharing to be more audible. Teachers will be able to borrow the system to use as needed with their own students. The speaker column, charger, teacher-worn transmitter and hand-held microphone are stored in a large bag and are very easy to transport from one classroom to another. No installation is necessary and set-up is minimal. With the use of the hand-held microphone included in the sound system, students can share aloud into the microphone, thus making it easy for parents and guests to hear. Furthermore, teachers can also utilize the system during grade level intervention activities such Reader's Theater, or as a means for children to orally practice their fluency. Currently, our school does not have any speaker systems of this type. Our school would truly benefit from obtaining a speaker system such as the one described. There are so many instances this school year when it would have come in handy!
Responsibility
The following steps will be taken by the project director, Jessica Harris.
* Purchase Front Row To Go Speaker Systems (August 2013)
* Set up the Front Row To Go Speaker System in my kindergarten classroom (September 2013)
* Use the speaker system in the classroom daily as a means to deliver Common Core instruction and integrate it into lessons, keeping notes on how the system was integrated (September 2013- June 2014)
* Utilize the speaker system during class literacy celebrations and intervention activities for parents and students to more clearly hear children's oral expression (September 2013 – June 2014)
* Share with staff members ways in which the Front Row To Go speaker system was integrated into Common Core lessons, intervention activities, and classroom celebrations (May/June 2014)
Source of Funding
Currently, each classroom teacher receives an allocation of $300 and the school budget is $18,178. There is no money budgeted for this program.
Personnel
I, Jessica Harris, a Kindergarten teacher at Cook Hill School, will be responsible for ordering the Front Row To Go Speaker Systems. The system will be set-up in my classroom, which I can do myself. I will be responsible for letting teachers use the system for a day or small periods of time to utilize for class celebrations, Common Core lessons, or for students to practice their oral reading fluency during intervention. I will aid faculty members in how to use the sound system and help with set-up as needed.
Plan for Evaluation and Follow Up
Cook Hill School has a school-wide behavior program called, "Go For the Green". Each student has four colored pieces of paper in a class pocket chart. The goal of each day is for students to stay on green and not change their color. Staying on green means that a student did their personal best to follow both class and school rules. Every six weeks, children are awarded a "Go For the Green" certificate for having less than four color changes. As the year progresses I can monitor the decrease in student off-task behavior, especially students who demonstrate attention concerns, by keeping track of the number of students in my class who earn a "Go For the Green" certificate. I can compare this data to other classrooms where the system is not used on a daily basis. Hopefully the data would show that the Front Row to Go system will enhance the focus for students and engagement for all will increase, thus decreasing off-task behavior as students often demonstrate behavior issues when they are not engaged.
At a spring grade level meeting/faculty meeting, I will share ways in which I integrated the Front Row to Go speaker system into lessons promoting Common Core standards. I will also share the data regarding the on-task behavior of my kindergarten students with the implementation of the system. Other teachers who used the system during the year will share ways they incorporated it into their classroom celebrations, Common Core lessons, or intervention activities.
If awarded this grant, it will be communicated to parents in a weekly newsletter that I write to the parents of my students. I will share ways in which the use of the sound system was incorporated into lesson activities. The grant will also be communicated in our school's monthly newsletter, "The Cook Hill Crier". News of the grant will also be shared with Cook Hill Staff members at a faculty meeting in the fall. At this time, I will explain uses of the sound system, how to set it up, and its possible uses. | <urn:uuid:11327413-e5cc-4174-8ae4-fc7b8b7f963a> | CC-MAIN-2017-34 | http://www.wallingfordeducationfoundation.org/wp-content/uploads/2014/08/Grant-Sample.pdf | 2017-08-22T12:43:48Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00310.warc.gz | 703,007,680 | 1,526 | eng_Latn | eng_Latn | 0.998729 | eng_Latn | 0.99876 | [
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Curriculum activity risk assessment
Rugby Union
Activity scope
This document relates to student participation in Rugby Union as a curriculum activity. The nature of the activities makes it unsuitable for very young students. This document relates to student participation in Rugby Union as a curriculum activity. The nature of the activities makes it unsuitable for very young students.
Rules for the game of Walla Rugby and other approved modified forms of the game should be used for the specific age-groups. Rules for the game of Walla Rugby and other approved modified forms of the game should be used for the specific age-groups.
Risk level
The actual risk level will vary according to the specific circumstances of the activity and these must be considered when assessing the inherent risk level and planning the activity. As a starting point, ask the following questions: The actual risk level will vary according to the specific circumstances of the activity and these must be considered when assessing the inherent risk level and planning the activity. As a starting point, ask the following questions:
- Which students will be involved? Which students will be involved?
- Where will the students be? Where will the students be?
- What will the students be doing? What will the students be doing?
- Who will be leading the activity? Who will be leading the activity?
- What will the students be using? What will the students be using?
| Inherent risk level | | | Action required / approval |
|---|---|---|---|
| | Medium | Rugby Sevens and Walla Rugby age 6–8 years, Mini age 9–10 years, Midi age 11–12 years | |
| Start date: 2 M a r c h 2017 | Finish date: 2 M a r c h 2017 |
|---|---|
| Class groups: Y e a r 9 - 12 | |
Date Modified: 13 August 2010
Listed below are the minimum recommendations for this type of activity. For any items ticked 'No', provide further information regarding the additional or alternate controls to be implemented for the safe conduct of the activity.
Minimum supervision
Adequate adult supervision is to be provided. In determining what is adequate, consider the number of students, their individual needs, and the nature of the activity. If an adult other than a registered teacher is engaged for instruction, a teacher should be present to take overall responsibility. Blue Card requirements must be adhered to.
Registered teacher with minimum qualifications as outlined below OR
An adult with minimum qualifications as outlined below, in the presence of a registered teacher
Further information:
Minimum qualifications
The qualifications listed in this section are minimums for each type of situation. Leaders are encouraged to seek training to raise their qualification level above the minimum listed.
Current first aid qualifications including Cardio Pulmonary Resuscitation (CPR) or ready access to first aid facilities, including qualified personnel.
Blue Card requirements met
Medium — Rugby Sevens, Walla Rugby age 6–8 years, Mini age 9–10 years, Midi age 11–12 years
Smart Rugby — safety course mandatory for all coaches and referees
For a registered teacher:
Get Active QLD accreditation rugby union coaching course
OR
Smart Rugby qualifications from Queensland Rugby
OR
Competence (demonstrated ability/experience to undertake the activity) in the teaching of Rugby Union OR
Coaching kids’ rugby qualifications from Queensland Rugby
OR
Foundation course qualifications from Queensland Rugby
A teacher could demonstrate their competency through their:
knowledge of the activity and the associated hazards and risks
experience (i.e. previous involvement) in undertaking the activity
Minimum qualifications
The qualifications listed in this section are minimums for each type of situation. Leaders are encouraged to seek training to raise their qualification level above the minimum listed.
demonstrated ability and/or expertise to undertake the activity
possession of qualifications related to the activity.
For a leader other than a registered teacher:
Get Active QLD accreditation rugby union coaching course
OR
Smart Rugby qualifications from Queensland Rugby
High — Rugby Union
For a registered teacher or for a leader other than a registered teacher:
Get Active QLD accreditation rugby union coaching course
OR
Smart Rugby qualifications from Queensland Rugby
Competition games must be controlled by competent coaches and officials. The minimum requirements are qualifications in Smart Rugby.
A referee who is currently a student of a participating school should not be appointed to referee a game in which his/her school is playing, unless there is agreement by officials of both teams for that to occur.
In competition games, where touch judges are not provided by the Referees' Association, each school should endeavour to provide a competent touch judge (such as an older student or parent).
For further information, refer to Queensland Rugby coaching courses and accreditation.
Further information:
Minimum equipment/facilities If ‘No’ is ticked, provide further information.
Yes
No
First aid kit suitable for activity
phone-line at location
mobile phone student/adult messenger
Communication system:
walkie talkies/UHF radio
Other: Staff to arrange for first aid kit and ice.
Sun safety equipment (hat, sunscreen, shirt etc)
Drinking water (students should not share drinking containers)
Padding on goal posts
Minimum clearance of five metres surrounding playing area
Some suggested alternate controls where minimum boundary clearance is not met:
Reduce the size of the playing filed to achieve an adequate clearance zone.
Remove spectators/dangerous obstacles within the clearance zone.
Provide instructions to the official/supervisors and players about the limited clearance zone.
Station supervisors near any obstacles within the clearance zone.
Mouth guard – it is recommended that players wear a specially made and fitted mouth guard during matches and training sessions
Player equipment – includes footwear and headgear; All should comply with age standard levels appropriate to the laws of the game.
Injury management procedure (including head injuries) in place
Further information:
Governing bodies/associations If ‘No’ is ticked, provide further information.
Yes No
Guidelines/codes of practice are established for this activity. See Queensland Rugby, Australian Rugby Union.
Have these been considered during the planning of this activity?
If you are organising competitions or other events, have you referred to Queensland School Sport Unit?
Further information:
Hazards and suggested control measures
All persons engaging in this activity should:
- identify the hazards, including any additional hazards not mentioned here
- assess their significance
- manage the potential risks.
Listed below are indicative hazards/risks and suggested control measures. They are by no means exhaustive lists. After checking these, add details of any other identified hazards/risks and additional controls you intend to implement.
| Hazards/risks | Control measures | Yes | No | Implementation plan / |
|---|---|---|---|---|
| | | | | Additional controls |
| Biological material Body fluids (e.g. blood, saliva, sweat) | Comply with Infection Control Guideline. Remove students with open cuts and abrasions from the activity and treat immediately. If bleeding cannot be controlled completely, the participant should not be allowed to return to the activity. All clothing, equipment and surfaces contaminated by blood should be treated as potentially infectious. Have sufficient and suitable containment material (bandages etc.) available. Ensure that personal items such as mouthguards, towels, and drink bottles are not shared. | | | |
| Environmental conditions Temperature Weather conditions Playing field and surrounds | Assess weather conditions before and during activity (e.g. temperature, storms). Assess suitability of playing field (e.g. level, debris, pot holes/divots, line markers) before and during activity | | | |
| Physical contact Breaks Bruises, cuts and abrasions | Ensure there is strict adherence to modified rules of rugby union. Provide instruction in laws, safety procedures and prerequisite skills before students play the game. Mouthguards and other body padding (especially headgear) should be considered for full- contact games. | | | |
| Physical exertion | Have appropriate warm-up and warm-down activities. | | | |
| Strains Sprains Fatigue | Follow progressive and sequential skills development. Have ice packs available. Continuously monitor students for signs of fatigue and exhaustion. | |
|---|---|---|
| Students Special needs High risk behaviours Medical conditions Student numbers | Refer to Individual education plan/Educational adjustment plan/Behaviour management plan and other student documents. Obtain parental permission, including relevant medical information. When students with medical conditions are involved, ensure that relevant medical/ emergency plans and medications are available (insulin, Ventolin, Epipen, etc.) Where necessary, obtain advice from relevant advisory visiting teachers or specialist teachers. Ensure there is adequate adult supervision. | |
Additional control measures
These would relate to the specific student needs, location and conditions in which you are conducting your activity.
Hazards/Risks
Control Measures
Submitted by:
Troy Braund
List the names of those who were involved in the preparation of this risk assessment.
Troy Braund.
Date: 21 February 2017
Approval
Approved as submitted:
Approved with the following condition(s):
Not approved for the following reason(s):
By:
Designation:
Signed:
Date:
Once approved, activity details should be entered into the School Curriculum Activity Register by administrative staff.
Reference no.
Monitor and review
To be completed during and/or after the activity and/or at the
completion of the series of activities.
Yes No
Are the control measures still effective?
Have there been any changes?
Are further actions required?
Details:
Important links
- SCM-PR-002: School Excursions http://education.qld.gov.au/strategic/eppr/schools/scmpr002/
-
HLS-PR-003: First Aid http://education.qld.gov.au/strategic/eppr/health/hlspr003/
- HLS-PR-004: Infection Control and Management of Prescribed Contagious Conditions http://education.qld.gov.au/strategic/eppr/health/hlspr004/
- Infection Control Guideline
http://education.qld.gov.au/health/pdfs/healthsafety/infection_control_guideline.pdf
- HLS-PR-005: Health and Safety Incident Recording and Notification http://education.qld.gov.au/strategic/eppr/health/hlspr005/
- HLS-PR-013: Developing a Sun Safety Strategy http://education.qld.gov.au/strategic/eppr/health/hlspr013/
- HRM-PR-010: Working with Children Check – Blue Cards http://education.qld.gov.au/strategic/eppr/hr/hrmpr010/
- HLS-PR-006: Managing Occupational Risks with Chemicals http://education.qld.gov.au/strategic/eppr/health/hlspr006/hs16.pdf
-
Queensland School Sport Unit www.schoolsport.qld.edu.au
- Get Active Queensland Accreditation Program http://www.sportrec.qld.gov.au/CommunityPrograms/Schoolcommunity/GetActiveQueenslandAccreditation Program/Courseinformation.aspx
- Queensland Rugby http://www.qru.com.au/
- Australian Rugby Union http://www.rugby.com.au/
Further information
For further information on incorporating risk management strategies into curriculum activity planning refer to HLS-PR-012 Managing Risks in Curriculum Activities and the associated list of Curriculum Activity Risk Assessment Guidelines. (See: http://education.qld.gov.au/strategic/eppr/health/hlspr012/index1.html)
For further support with risk management training and advice, contact trained staff in schools such as Workplace Health and Safety Officers (WHSOs) and Workplace Health and Safety Representatives (WHSRs), and regional staff such as Senior Health and Safety Consultants. | <urn:uuid:0982af85-3073-4b83-bb59-11ed7adb2c3a> | CC-MAIN-2017-34 | http://bdsss.qld.edu.au/LinkClick.aspx?fileticket=CuLmxysB_FI%3D&tabid=77&mid=412&forcedownload=true | 2017-08-22T12:45:12Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00312.warc.gz | 45,086,080 | 2,603 | eng_Latn | eng_Latn | 0.948975 | eng_Latn | 0.990019 | [
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Sunday, March 15, 2009
1:13 AM
English Vocabulary Litener
To use this program you need to have Access 2007.
The guide bellow will tell you how to
Add words ○
Do the Daily Review ○
Review words that have left the system. ○
Add Words
When you first open this file, this is the screen you will see (if there is a pop up saying the content is disabled, enable it) 1.
Double click on the form titled "English Add or Revise" 2.
To add a word, fill out the boxes accordingly, you should have a dictionary open, so you can just copy and paste most of this information. Bellow I have provided an example of what this might look like. 3.
You do not have to fill out all the boxes, the important ones are the "reference" and the "word" 4.
General Page 1
Once you have finished entering, close the tab by pressing the "x" mark under the help sign. The words are now in the review part of the system, so if you open this screen again you will not see them. You will only see them when you are doing your daily review if they are at their review day. 5.
Note that this is the screen you will see if you have just started using this program. Once you get to a point where some words have finished the 50 days, this is where you would see them and be able to review them if you. More on this later. 6.
Daily Review
The word you just entered the system was at "day" 0. in the review section of the program you will only see words that are at days 1,3,7,15,30 or 50. So you will not see the word until the next day, which is good, because right now its fresh in your memory, so its better to take some time before you test yourself on it. Now open the form "English Daily Review". This is what you will see: 1.
Here you see one side of the flash card. Based on that try to guess the word. I usually have a talking dictionary open on the side to type the word in, to first see if I have spelt it right and also to learn the pronunciation. After you have typed the word click on reveal to see the whole flash card. This is what you will see: 2.
General Page 2
Before you press pass or fail read through the whole flash card. This helps you learn it. If you knew the word press pass, otherwise press fail. You don't have to memorize all the boxes, then again its up to you what standards you use to pass or fail a word. If I can recall the word and spell it correctly it's enough for me. Pressing either "pass" or "fail" will open the next word and hide the revealed content. Continue the process until you have reviewed all the words. If you press pass, the word stays at the day it is, and in the next step you will run a function that adds a day to every card. If you press fail, the word is set to day "0" so when you add a day to everything , it becomes day "1" ready to be reviewed the next day. Once you are done everything close the form. 3.
The final step is to add a day to all the flash cards in the system. To do that double click on the macro called "Move Cards Forward" and when it asks for confirmation press yes. You can find it in the side bar, look at the picture bellow: 4.
5.
Review Completed Words
1. To review words that have finished the 50 day process successfully, open "English Add/ Revise". Completed words will appear bellow like this:
General Page 3
2. Later on, you will get to a point where you have hundereds of words that have left the system, and you might want to take a quick look at them. Flipping through them one by one might be a bit slow. You can switch to a chart view where you see the words in a chart format like bellow.
Notes:
* Like all your data, remember to back this up regularly.
* You can freely distribute this software, you can change and modify it, you may not use it for commercial purposes.
* If you have questions you can contact me at firstname.lastname@example.org o
Systems for Change www.systemsforchange.ca
© Saeid Chavoshi 2009.
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Introduction
Communities along the Willamette River have attempted to control the movement of the river since the floods of 1860 and 1861. Large stone is placed in riprap, wing deflectors, and levees to redirect the flow of the river and to prevent banks from eroding. While such revetments make sense to property owners on the edge of the river because they protect land at a specific location, they are inconsistent with the natural tendency of a river to erode and deposit sediments. Channel meandering is a natural process by which a river dissipates its energy during floods. Channel straightening and hardening of banks tends to increase the energy of the river during floods and potentially creates accelerated erosion at other locations.
Sources of Information
To identify the channel modifications that have occurred along the mainstem Willamette River, we digitized U.S. Army Corps of Engineer maps of structures on the Willamette River for 1850, 1895, 1932, and 1995. We worked with USACE to verify all channel modification projects from 1865 to 1995 on the GIS maps of the Willamette River. We then field surveyed all revetments and identified all non-Corps revetments. Total extent of revetment was determined from these GIS maps of Corps and non-Corps revetments.
Extent of Revetments
In the Willamette River, more than 96 miles of revetments have been constructed (Fig. 46). Approximately half of the length of revetments were constructed by the U.S. Army Corps of Engineers and are managed by the Corps or by the Corps and sponsors of the projects (Fig. 43). Revetments downstream of Newberg are not operated or constructed by the Corps of Engineers. The Corps has constructed and maintains the majority of revetments in the middle reach of the river. Revetments in the upper river are a combination of Corps project and cooperative efforts between the Corps and sponsors. Most revetments built and/or sponsored by the Corps were constructed between 1938 and 1968.
REVETMENT OWNERSHIP
Corps
Corps and Sponsor
Non-Corps
Newberg to Albany
Albany to Eugene
Total River
Columbia to Newberg
Figure 43. Revetment ownership along the mainstem Willamette River in the different river reaches. The responsibility for maintenance varies, with the U.S. Army Corps of Engineers being largely responsible for those in the middle and upper portions. "Corps only" revetments are both built and maintained by USACE. "Corps and sponsor" structures are constructed by USACE, but maintained by a sponsor. "Non-corps" revetments are both built and maintained by an entity other than USACE. However, the Corps must issue permits for the construction of these revetments.
| LENGTH OF REVETMENTS BY MAINTENANCE TYPE IN THE MAINSTEM WILLAMETTE RIVER | | | | | | | |
|---|---|---|---|---|---|---|---|
| | Corps Only | | Corps & Sponsor | | Non-Corps | | Total |
| Reach | km | miles | km | miles | km | miles | km |
| Columbia to Newberg | 0.00 | 0.00 | 0.00 | 0.00 | 62.38 | 38.76 | 62.38 |
| Newberg to Albany | 18.44 | 11.46 | 4.95 | 3.08 | 11.94 | 7.42 | 35.33 |
| Albany to Eugene | 24.92 | 15.48 | 26.75 | 16.62 | 5.63 | 3.50 | 57.30 |
TOTAL RIVER
43.36 26.94 31.71 19.70 79.95 49.68 155.02 96.32
Table 11. Length of revetments in the Willamette River.
As a result of the attempts by agencies and communities to control the river, more than 25% of the length of river has revetments on one or both banks (Table 12). The lower river, near the Portland metropolitan area, is more heavily revetted, and the middle reach of the river contains the least channel control. Revetments in the lower river tend to be located adjacent to built or urban lands (Table 13).
| Reach | Unrevetted | One Side |
|---|---|---|
| Columbia to Newberg | 54.2 | 10.2 |
| Newberg to Albany | 85.4 | 13.5 |
| Albany to Eugene | 76.3 | 19 |
| TOTAL RIVER | 73.5 | 14.5 |
Table 12. Percent of bank length revetted in the Willamette River. A given length of the mainstem river can have revetments on both sides, one side only, or no revetments at all.
Table 13. Number of revetments in three main reaches of the Willamette River, and the features they are designed to protect.
| REVETMENTS AND LAND USE | | | | | |
|---|---|---|---|---|---|
| | Number of Revetments Adjacent to: | | | | |
| Reach | Bare | Forest | Ag | Built | Total |
| Columbia to Newberg | 7 | 31 | 11 | 89 | 138 |
| Newberg to Albany | 4 | 39 | 44 | 30 | 117 |
| Albany to Eugene | 3 | 16 | 69 | 25 | 113 |
| TOTAL RIVER | 14 | 86 | 124 | 144 | 368 |
Figure 44. Land use adjacent to revetments along the mainstem Willamette River. The "built" category refers to both municipal and rural residential land uses. "Forest" refers to occurrence of tree cover and not necessarily commercial industrial forest land use.
REVETMENTS AND LAND USE
Bare
Forest
Ag
Built
Newberg to Albany
Albany to Eugene
Total River
Columbia to Newberg
far greater than this statistic may imply. Changes in river channels occur at meander bends and side channels. Even though only 26% of the length has bank revetments, 65% of the meander bends are revetted. The majority of the dynamic sections of the river have been armored to eliminate or reduce change in channel form and position. This diminished ability of the channel to adjust its bed and sediment storage coupled with the active elimination of side channels has greatly simplified the river and diminished the complexity and abundance of aquatic habitats.
Revetments in the middle reach are located in urban, agricultural, and forest lands to roughly equal extents (Fig. 44). Most of the revetments in the upper river are located adjacent to farm lands and were constructed to prevent loss of agricultural lands. The potential for social pressure to continue channel control projects is high, especially in view of the projected increase of the human population over the next 50 years in the Willamette Basin. Almost three billion dollars has been spent in channel alteration and dam operation in the Willamette Basin since 1860 (Fig. 45). Costs for additional control and flow modification should be evaluated relative to the degree of protection possible and the potential loss of habitat, aquatic and terrestrial communities, and floodplain function.
Though almost three quarters of the length of the Willamette River has no riprap or bank revetment on either bank, the degree of channel control is
Figure 45. Cumulative dollars spent by USACE on modifications to the Willamette River and its tributaries. Amounts are expressed in 1995 dollars (adjusted for inflation). The sharp increase in the 1950s reflects the cost of construction and maintenance of the major flood control dams on Willamette tributaries, as well as costs for revetments and other bank protection measures.
32 32
PNW Ecosystem Research Consortium
Willamette River Basin Atlas
2nd Edition
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CS-202: Law For Computer Science Professionals
Class 5: Introduction To Copyrights
David W. Hansen, Instructor October 26, 2006
© 2006 Skadden, Arps, Slate, Meagher & Flom LLP
Tidbit Of The Week
"An Act for the Encouragement of Learning, by securing the Copies of Maps, Charts and Books, to the Authors and Proprietors of such Copies, during the Times therein mentioned."
The first Copyright Act to protect books, maps and other original materials. Rights were granted only to citizens of the United States, a policy which continued until 1891. Passage was due mainly to Noah Webster who worked unceasingly on its behalf.
The Act provides that "the author and authors of any map, chart, book or books already printed within these United States, being a citizen or citizens thereof....shall have the sole right and liberty of printing, reprinting, publishing and vending such map, chart, book or books...."
The Act gave protection for a period of 14 years, with the right of renewal for another 14 years.
Violators of the new law "shall forfeit all and every copy....and all and every sheet....to the author or proprietor....who shall forthwith destroy the same."
Violators also required to "forfeit and pay the sum of fifty cents for every sheet which shall be found in his or her possession...."
The Act was signed by the Speaker and the President of the Senate on May 25, 1790. It was signed by George Washington on May 31, 1790, shown in this issue of The Centinel with his signature printed in script type.
Current Copyright Law
Copyright Sources
Article 1, section 8 of the U.S. Constitution:
"The Congress shall have power to ... promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries . . . ."
The Copyright Act:
The U.S. copyright laws were enacted by Congress pursuant to its Constitutional grant of authority to secure for "limited times" to "authors" the "exclusive right to their . . . writings."
U.S. Copyright Law
* Protection provided by Title 17 of the U.S. Code.
* Protects authors of "original works of authorship."
* Protects both published and unpublished works.
* Secures "a fair return for an author's creative labor" while seeking "to stimulate artistic creativity for the general public good." Twentieth Century Music Corp. v. Aiken (U.S. 1975).
* It is illegal for anyone to violate any of the rights provided by the copyright law to the owner of copyright.
Exclusive Rights
Copyright owners are given the exclusive right to do and to authorize others to do the following (section 106):
– Reproduce the work in copies or phonorecords.
– Prepare derivative works based upon the work
– Distribute copies or phonorecords of the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.
– Perform the work publicly (literary, musical, dramatic, movies and other audiovisual works).
– Display the copyrighted work publicly (including the individual images of a motion picture or other audiovisual work).
– In the case of sound recordings, perform the work publicly by means of a digital audio transmission.
Permission has been granted by the Sergeant at Arms, U. S. Senate Office of the Sergeant at Arms, for the use of this photograph on this Web site, "I Do Solemnly Swear . . .": Presidential Inaugurations, but one must seek permission from the Sergeant at Arms to obtain a copy of this photograph, reproduce it, or use it for any other purpose. Permission must be obtained from the Office of the Sergeant at Arms, U. S. Senate, Suite S-321, The Capitol, Washington, D. C., 20510-7200.
Protected Works
* Copyright protects "original works of authorship" that are fixed in a "tangible" form of expression.
* Copyrightable works include the following categories:
– literary works.
– musical works, including any accompanying words.
– dramatic works, including any accompanying music.
– pantomimes and choreographic works.
– pictorial, graphic, and sculptural works.
– motion pictures and other audiovisual works.
– sound recordings.
– architectural works.
* The categories are interpreted broadly.
Computer Programs
* Computer programs may be registered as "literary works."
* The Copyright Act defines a "computer program" as "a set of statements or instructions to be used directly or indirectly in a computer to bring about a certain result."
* Copyright protection extends to all of the copyrightable "expression" embodied in the computer program.
* Copyright protection is not available for ideas, program logic, algorithms, systems, methods, concepts or layouts.
* Protection is only available for the "particular expression" of the foregoing embodied in the program.
What Is Not Protected
* The categories of material generally not eligible for federal copyright protection:
– Ideas, procedures, methods, systems, processes, concepts, principles, discoveries, or devices (versus particular "expression").
– Works that have not been fixed in a tangible form of expression (e.g., choreographic works or speeches that are not recorded).
– Titles, names, short phrases, and slogans; familiar symbols or designs; mere variations of typographic ornamentation, lettering, or coloring; mere listings of ingredients or contents.
– Works consisting entirely of information that is common property and containing no original authorship (e.g., standard calendars, tape measures and rulers, and lists or tables taken from public documents).
Derivative Works
* Defined as a work that is derived from or based on one or more already existing works.
* Separately copyrightable if it includes an "original work of authorship."
* The copyright only covers the additions, changes or other new material.
* It does not extent to any preexisting material and does not imply a copyright in those materials.
* The owner of the original copyrighted materials has the exclusive right to create derivative works.
* Minor changes are not copyrightable.
"Work Made For Hire"
Defined in the Copyright Act as:
(1) a work prepared by an employee within the scope of employment; or
(2) a work specially ordered or commissioned for use as:
– a contribution to a collective work
– a part of a motion picture or other
audiovisual work
– a translation
– a supplementary work
– a compilation
– an instructional text
– a test
– answer material for a test
– an atlas
The parties can agree in writing that the work will be a WMFH.
Joint/Collective Works
* A "joint work" is defined as a work prepared by 2 or more authors with intent to create a "unitary whole."
* A "collective work" is defined as a work that includes a number of separate and independent copyrightable works.
* The authors of a "joint work" are coowners of the copyright in the work, absent agreement to the contrary.
* The copyright in each separate contribution to a periodical or other "collective work" is distinct from the copyright in the "collective work" as a whole.
– Ownership of each work vests initially with the author of the contribution.
– Ownership in the "collective work" is separate.
Infringement
* Infringement exists if a copy of a copyrighted work is made without the permission of the copyright owner.
* "Copyright infringement may occur by reason of a substantial similarity that involves only a small portion of the work."
– "No plagiarist can excuse the wrong by showing how much of his work he did not pirate."
* Independent creation of a work is a complete defense to a copyright claim, even if the accused work is identical:
– "if by some magic a man who had never known it were to compose anew Keats's Ode on a Grecian Urn, he would be an 'author.'"
* "Independent creation" is undercut by the rule that access can be inferentially proven by "striking similarity" even if there is no other proof of "access" to the copyrighted work.
Defenses To Infringement
* "Fair use":
Preserves public access to the ideas and functional elements of copyrighted works (e.g., reverse engineering of computer code).
* The "elusive boundary line" between "idea" and "expression":
– The "merger" doctrine: only one/very few ways of expressing an idea; the "idea" and "expression" are deemed to have "merged."
– The "scenes a faire" doctrine: the elements are dictated by "practical realities" (hardware/software standards, compatibility requirements)
* Compulsory license:
– Streaming music royalty rates set by
Copyright Arbitration Royalty Panel.
– Copyright owner must license at this rate.
Who Can Claim Copyright?
* Copyright protection exists from the moment a work is created in fixed form.
* The copyright in the work of authorship immediately becomes the property of the author who created the work.
* Only the author or those deriving their rights through the author (WMFH) can rightfully claim copyright.
* In the case of works made for hire, the employer and not the employee is considered to be the author.
Possession Not Ownership
* Mere ownership of a book, manuscript, painting, or any other copy or record does not give the possessor ownership of the copyright.
* Transfer of ownership of any material object that embodies a protected work does not of itself convey any rights in the copyright.
* The copyright must separately be transferred.
National Origin
* Copyright protection is available for all unpublished works, regardless of the nationality or domicile of the author.
* Published works are eligible for US copyright protection if:
– On the date of first publication, one or more of the authors is a national or domiciliary of the United States, or
– The work is first published in the United States (or a treaty party), or
– The work is published in the United States (or a treaty party) within 30 days after publication in a foreign nation that is not a treaty party.
Securing A Copyright
* No publication or registration or other action in the Copyright Office is required to secure a copyright.
* A copyright is secured automatically when the work is created (i.e., when it is fixed in a copy or phonorecord for the first time).
– "Copies": material objects from which a work can be read or visually perceived either directly or with the aid of a machine or device (e.g., books, manuscripts, sheet music, film, videotape, microfilm).
– "Phonorecords": material objects embodying fixations of sounds (e.g., cassette tapes, CDs, or LPs.
* Songs (the "work") can be fixed in sheet music ("copies"), in records/CDs/DVDs ("phonorecords"), or both.
Publication
* Before 1978, US copyright was secured generally by:
– "publication" with notice of copyright.
– Registration with the Copyright Office.
* The 1976 Copyright Act defines publication as follows:
– Distribution of copies or phonorecords of a work to the public by sale or other transfer of ownership, or by rental, lease, or lending.
– The offering to distribute copies or phonorecords to a group of persons for purposes of further distribution, public performance, or public display constitutes publication.
– A public performance or display of a work does not of itself constitute publication (not in a "fixed" medium).
Publication Still Important
* Publication must be to persons under no restrictions regarding disclosure.
* Importance of publication:
– Works that are published in the United States are subject to mandatory deposit with the Library of Congress.
– The year of publication may determine the duration of copyright protection for anonymous and pseudonymous works (when the author's identity is not revealed in the records of the Copyright Office) and for works made for hire.
– When a work is published, it may bear a notice of copyright to identify the year of publication and the name of the copyright owner and to inform the public that the work is protected by copyright.
Notice Of Copyright
* The use of a copyright notice is no longer required under U.S. law, although it is often beneficial.
* The notice requirement was eliminated when the U.S. adhered to the Berne Convention, effective March 1, 1989.
* Notice may be important because it:
– informs the public that the work is protected by copyright.
– identifies the copyright owner.
– shows the year of first publication.
– In the event that a work is infringed, if a proper notice of copyright appears on the published copy or copies, no weight is given to infringer's defense of "innocent infringement" (the infringer claims that (s)he not realize that the work was protected).
Form Of Notice
1. The symbol ©, the word "Copyright," or the abbreviation "Copr."
2. The year of first publication of the work.
– In the case of compilations or derivative works incorporating previously published material, the date of first publication of the compilation or derivative work.
3. The name of the owner of copyright in the work, or an abbreviation by which the name can be recognized, or a generally known alternative designation of the owner.
* The form should "give reasonable notice of the claim of copyright."
Work Made For Hire
Length Of Protection
* A work that is created (fixed in tangible form for the first time) on or after January 1, 1978, is automatically protected from the moment of its creation.
* Works are ordinarily given a term enduring for the author's life plus an additional 70 years after the author's death.
* Joint works (not WMFH): 70 years after the last surviving author's death.
* WMFH: 95 years from publication or 120 years from creation, whichever is shorter.
Copyright Transfer
* Any or all of the copyright owner's exclusive rights or any subdivision of those rights may be transferred.
* The transfer of exclusive rights is not valid unless:
– The transfer is in writing, and
– signed by the owner of the rights conveyed or the owner's duly authorized agent.
* Transfer of nonexclusive rights does not require a writing.
* May be transferred in a will.
International Protection
* There is no such thing as an "international copyright" that will automatically protect an author's writings throughout the entire world.
* Protection in a particular country depends on the national laws of that country.
* Most countries offer protection to foreign works under certain conditions, which have been greatly simplified by international copyright treaties and conventions.
Registration
* A legal formality intended to make a public record of the basic facts of a particular copyright.
* Not a condition of copyright protection.
* Advantages of registration:
– Establishes a public record of the copyright.
– Required for filing an infringement lawsuitt.
– If within 5 years of publication, prima facie evidence of the validity of the copyright and of the facts stated in the certificate.
– If within 3 months of publication or prior to an infringement of the work, statutory damages and attorney's fees are available to the copyright owner.
– Allows the copyright owner to record the registration with the U. S. Customs Service for protection against the importation of infringing copies.
Software Registration
* One visually perceptible copy in source code of the first 25 and last 25 pages of the program.
* For a program of fewer than 50 pages, a copy of the entire program.
* If the work is in a CD-ROM format, the CD-ROM, the operating software, and any manual(s) accompanying it must be registered.
* If registration is sought for the computer program on the CD-ROM, the deposit should also include a printout of the first 25 and last 25 pages of source code for the program.
* If object code, the registrant must certify that it contains copyrightable authorship.
Screen Displays
* Copyright Office takes the position that a single registration protects the copyright in the program and all related screen displays, including videogames.
* A claim to the copyright in the screen displays can be made in the registration, in which case identifying materials for the screen displays must be deposited with the Copyright Office.
Registration Examples
Patents v. Copyrights
* A copyright protects only particular expression:
– "unoriginal" portions of a software program can freely be copied.
* A patent may protect an algorithm if it is used to produce a "useful, concrete and tangible result."
* A patent may also protect the "business method" implemented by the program.
* Patents are required to be new and nonobvious.
* Patent prosecution can take years.
* Costs of obtaining a patent are high.
* Copyright protection is automatic and relatively inexpensive.
Patents v. Copyrights
* The life of patent is 20 years; copyright life is much longer.
* A preliminary injunction typically available in copyright cases; much harder to obtain in patent cases.
* Must show copying in a copyright case – copyright does not protect "independent development."
* Copying/independent development irrelevant in patent cases.
* Because only part of the program is required to be registered, it is possible to maintain trade secrets.
* Trade secrets likely lost with patent ("best mode" must be disclosed).
Patents v. Copyrights
* If a patentable process and its expression are "indistinguishable" or "inextricably intertwined," then "the process merges with the expression and precludes copyright protection." Atari v. Nintendo (Fed. Cir. 1992).
* Commentators dispute whether copyright and patent protection for computer software should be mutually exclusive.
* Some opponents of software patents argue that copyright protection should be expanded.
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Rio Rancho Middle School 2017-2018 Course Catalog
Required Courses for Sixth-Grade Students
| Core Subject | Course Description |
|---|---|
| Language Arts | The 6th grade follows Common Core State Standards for Reading Literature, Reading for Information, Writing, Lang Listening. Within these standards 6th graders are required to understand and write narratives both nonfiction and fict essay, and they will write an argument essay They will analyze and reflect on literary elements, literature, informatio texts to support an argument. |
| Math | This core subject gives students the opportunity to integrate prior knowledge with new information that relates to real students. Students will continue to investigate graphs and statistics, decimal operations, pattern and number sense, and ratio relationships, percent, area and volume, integers, and be introduced to algebraic expressions and equation |
| Earth Science | Students will study the structure of Earth systems, Earth’s history, weather, and Earth in the solar system. Life and p the curriculum throughout the school year. The understanding of scientific process, basic measurement tools, and or laboratory and safety skills are emphasized through student centered activities, with emphasis given to practical impl that are meaningful to students. |
| World History/Geography | The focus of this course is on the development of civilization from early humans to the age of exploration. Students civilizations on the modern world through primary and secondary sources, literature, and classroom technology. The the Five Themes of Geography using maps, globes, and atlases. |
| Physical Education (semester long) | This course is designed to introduce students to basic physical fitness and health concepts that promote total health. cooperative games, dance and tumbling activities, fitness activities and assessments, and team sports. A fee of $15 |
Special Education services offered at RRMS are designed to meet the Individual Educational Program (IEP) requirements at each grade level for individual students. The services are for those students possessing identified exceptionalities.
Related Arts/Electives Your class selections help to determine if a class is going to be offered. If too few people sign up for a class, the class will not be offered.
Full-Year Classes
| Course Name | Course Description |
|---|---|
| Beginning Band | This class is for all students who wish to play a band instrument. No previous experience is necessary to enroll in this of playing a woodwind, brass or percussion instrument. Daily practice is required. Attendance at all performances is m band shirt (which can be purchased from the director,) and black pants/skirt are required for performances. Fundraisin year. Class fee: $30 (includes shirt) |
| Beginning Orchestra | This class is for all students who wish to play a stringed instrument. No previous experience is necessary to enroll in t basics of playing a violin, viola, cello or bass. Daily practice is essential. Attendance at all performances is mandatory black pants/skirt are required for performances. Fundraising may be done during the school year. |
| Intermediate Band | This class is for students who have previously played in band. Emphasis is placed on developing the student’s basic m performance of quality wind band literature while preparing them to progress to advanced band. Theory, scales and m rate necessary for the development of the student and the group. Daily practice is required. Attendance at all performa shirt (which can be purchased from the director,) and black pants/skirt are required for performances. Fundraising ma Class fee $30. |
| Intermediate Orchestra | This class is for orchestra students who have played an orchestra instrument in elementary school. This class is to fur abilities of students who are currently playing stringed instruments. Daily practice is essential. Attendance at all perfor Performances at festivals are part of this class. A white shirt and black pants/skirt are required for performances. Fund school year. |
| Beginning Chorus | This class is for all students who wish to sing in chorus. No previous experience is required. In this class students wil singing which includes theory, history, vocal singing basics, breathing, & diction. We will sing simple choral songs, oc instruments, learn about music from other cultures, and music history. Literature could be anything from Medieval to music. Beginning choir will perform along with other school choirs throughout the year both in and out of school hou mandatory. Class fee is $10 with payment options available. Students will also purchase a t-shirt & polo shirt. Fundr cover these costs. |
|---|---|
| Gifted Seminar | In this IEP (Individualized education plan: Special education services) driven class, gifted students will complete indivi needs for enrichment. They will focus on their own IEP goals and gifted topics and issues via Socratic Seminar discus will write, build, and explore multiple topics and themes, focusing on writing, literature, problem-solving, creative and c |
| Course Name | Course Description |
|---|---|
| Explor Art/ Art_Beg | This class is an introduction to 2-dimensional and 3-dimensional design using the elements and principles of art to sol explore a variety of art techniques and materials, while developing an awareness of artwork through history and variou first time art students as well as those students who have had art with new projects each year. There is a $10 art supp |
| Explor Foods | This introductory class in foods and Nutrition introduces safety, first aid, nutrition, personal development, cooking and charged. |
| Dance | Students will be introduced to and learn the fundamentals of several dance techniques such as: Ballet, Modern, Broad topics included in the curriculum are: improvisation, choreography, dance history, writing for dancers, dance anatomy, world. |
| Drama | This exploratory course introduces students to three broad areas of theatre. Performance activities include pantomime performance of short scenes and one-act plays. Production activities include managing props, designing makeup, cos graphics. Creative dramatics includes the history of theatre, storyboarding and script writing, directing, critiquing, film Activity fee: $10.00. |
| Explor Journalism | Students will be introduced to the different types of media in the United States, both print and electronic. They will lear and analyze the effectiveness of media, which includes understanding propaganda and persuasion techniques. They various topics that are relevant to events in our country and the world. |
| Explor Spanish | Students will explore Spanish cultures in the Spanish speaking countries, and learn about their traditions, food, music, introduced to speaking, reading and writing the basics in the target language. |
| Keyboarding | Students will be introduced to proper technique, learning all of the letters, numbers and symbols on the keyboard. The their speed and accuracy throughout the semester. In addition, students will practice with the standard MS Office appl Publisher, and PowerPoint. Correct formatting of basic documents in each application will be emphasized. |
| Explor Music | This course introduces students to various aspects of the art of music including: music notation, music reading, music composition, and music history. Several important musical composers and genres will also be explored. |
| Automation and Robotics | In this class students will use robotics to explore the fundamentals of engineering and electronics. The course will con of engineering, physics, electronics, mechanics, and computer programming. Laboratory experiments will require stud demonstrate these principles. While building the robots, students will learn the function of basic electronic component transistors. Students will learn to solder these components together to make simple robots. The design process will be tested and their designs are modified. Robotics instruction will also introduce other concepts such as serial communic common components that are used to make robots. |
| Enriched Reading | Course offers the opportunity for students to study and reflect upon reading themes. |
| Seminar | This is a project-based learning class. It is student driven. Students will work on creating projects based on their own a problem solving, creative and critical thinking. They will work on creating goals, timelines, and planning for these proje component (i.e. performance, artwork, poster, etc), a written component, and a technical component (i.e., use of Powe present their projects to the class. This class is for self-motivated, independent students. The class also includes self- as short projects assigned by the teacher, to be determined by needs of particular section |
Semester Classes
Rio Rancho Middle School 2017-2018 Seventh-Grade Course Catalog
Required Courses for Seventh-Grade Students
grade
Special Education services offered at RRMS are designed to meet the Individual Educational Program (IEP) requirements at each grade level for individual students. The services are for those students possessing identified exceptionalities.
| Core Subject | Course Description |
|---|---|
| English | Seventh grade middle school students will be taught a rigorous, highly engaging, student-centered, interactive, and with the end in mind, they will identify and ultimately learn the skills and knowledge needed in order to be successfu introduced to the following writing components through the writing process: writing a nonfiction narrative, writing an essay and an informative essay.. They will also be engaged in various performance activities as well as respond to a variety of texts throughout the school year. |
| Math | This course will expand on skills acquired in previous grades with a concentration in rational number operations, ex proportions in addition to statistics and probability. Geometry concepts will be integrated into the prior units. |
| Pre-Algebra (Required: NWEA >243, 4or5 on PARCC; teacher recommendation) | The purpose of this course is to prepare the student for 8th grade Algebra. This is a very rigorous class with high ex standards plus half of the 8th grade standards are covered in the school year. Throughout this course students wil Operations (including proportions, rates, ratios, similarity, indirect measurement, percentages, order of operations), equations, as well as linear relationships), Geometry (Two dimensional and Three Dimensional Geometry) and final |
| Life Science | Students will concentrate on the study of nature and methods of science while examining the concepts of biological life, geologic time, ecology, animal diversity, bacteria, plants, and Earth’s systems and atmosphere. Earth and phys curriculum throughout the school year. The understanding of scientific process, basic measurement tools, and orga and safety skills are emphasized through student centered activities, with emphasis given to practical implications a meaningful to students. |
| New Mexico History | This course gives students the opportunity to examine the history, geography, and culture that compose New Mexic Students will study the multi-cultural environment of the Land of Enchantment, and learn to appreciate and understa Spanish and Anglo American), their traditions, and challenges they faced while connecting the material to their lives |
| Physical Education (semester long) | PE offers students opportunities to participate in a variety of individual and team sports and fitness activities which p development. Physical fitness will be emphasized. A fee of $15 will be charged for the uniform (If the student has la be purchased). |
Related Arts/Electives Your class selections help to determine if a class is going to be offered. If too few people sign up for a class, the class will not be offered.
Full-Year Classes
| Course Name | Course Description |
|---|---|
| AVID | AVID is a 7th – 12th grade program designed to prepare students for four-year college eligibility. Acceptanc through an application process. The curriculum consists of reading and writing strategies, inquiry, team buil organization skills. Weekly tutoring and additional support is provided to assist students in advanced classes a encourage college aspirations. |
| Beginning Band | This class is for all students who wish to play a band instrument. No previous experience is necessary to enrol basics of playing a woodwind, brass or percussion instrument. Daily practice is required. Attendance at all perf black band shirt (which can be purchased from the director,) and black pants/skirt are required for performance school year. Class fee: $30 (includes shirt) |
| Beginning Orchestra | This class is for all students who wish to play a stringed instrument. No previous experience is necessary to en basics of playing a violin, viola, cello or bass. Daily practice is essential. Attendance at all performances is man black pants/skirt are required for performances. Fundraising may be done during the school year. |
| Intermediate Orchestra | This class is for orchestra students who have played an orchestra instrument in elementary school. This class and abilities of students who are currently playing stringed instruments. Daily practice is essential. Attendance Performances at festivals are part of this class. A white shirt and black pants/skirt are required for performance school year. |
|---|---|
| Intermediate Band | This class is for students who have previously played in band. Emphasis is placed on developing the student’s performance of quality wind band literature while preparing them to progress to advanced band. Theory, scale at a rate necessary for the development of the student and the group. Daily practice is required. Attendance at band shirt (which can be purchased from the director,) and black pants/skirt are required for performances. Fu school year. Class fee $30. |
| Advanced Band | This class is for students who have previously played in band and perform at the most advanced level. This gr graders with director permission may audition into the group. Emphasis is placed on developing the student’s of quality wind band literature while preparing them to progress to high school band. Theory, scales and music necessary for the development of the student and the group. Daily practice is required. Attendance at all perfor shirt (which can be purchased from the director,) and black pants/skirt are required for performances. Fundrais year. Class fee: $30. |
| Beginning Chorus | This class is for all students who wish to sing in chorus. No previous experience is required. In this class stud choral singing which includes theory, history, vocal singing basics, breathing, & diction. We will sing simple ch percussion instruments, learn about music from other cultures, and music history. Literature could be anything Classical (Pop) music. Beginning choir will perform along with other school choirs throughout the year both in hours. Participation in these events is mandatory. Class fee is $10 with payment options available. Students shirt. Fundraising opportunities are available to cover these costs. |
| Intermediate Chorus | This is a year long class that is open to 7th & 8th grade students who have previous choral experience or have director. This class is for all students who wish to sing in chorus. In this class students will continue with the f includes theory, history, vocal singing basics, breathing, & diction. We will sing simple choral songs, occasion about music from other cultures, and music history. Literature could be anything from Medieval to Contempora music. Intermediate choir will perform along with other school choirs throughout the year both in and out of s events is mandatory. Class fee is $10 with payment options available. Students will also purchase a t-shirt & are available to cover these costs. |
| Gifted Seminar | In this IEP (Individualized education plan: Special education services) driven class, gifted students will complet on needs for enrichment. They will focus on their own IEP goals and gifted topics and issues via Socratic Semi build, and explore multiple topics and themes, focusing on writing, literature, problem-solving, creative and criti |
Semester Classes
| Course Name | Course Description |
|---|---|
| Art_Int (No prerequisite required) | This class is an introduction to 2-dimensional and 3-dimensional design using the elements and principles of a will explore a variety of art techniques and materials, while developing an awareness of artwork through histor both first time art students as well as those students who have had art with new projects each year. There is a |
| Food and Nutrition | This intermediate class reviews basics and students learn more advanced cooking, sewing, nutrition and cons |
| Multi Media | This class is an introductory course in using graphics in a multimedia environment. The course is project-base knowledge in the use of a wide variety of hardware and software, such as scanners, digital cameras, video equ The course will prepare students to work with Internet and design multimedia presentations. |
| Intro to Spanish | This course will give students the opportunity to learn the basics of Spanish, including numbers, colors, vocabu Students will learn to write in complete sentences. They will learn how to conjugate verbs and use adjective d explored. |
| Drama | This exploratory course introduces students to three broad areas of theatre. Performance activities include pan and performance of short scenes and one-act plays. Production activities include managing props, designing m and digital graphics. Creative dramatics includes the history of theatre, storyboarding and script writing, directi production. Activity fee: $10.00. |
|---|---|
| Journalism | Students will be introduced to the different types of media in the United States, both print and electronic. They and analyze the effectiveness of media, which includes understanding propaganda and persuasion techniques and ethics governing media. As a major project, students will plan and create a media campaign for a product technology to present their campaigns to the class. |
| Automation and Robotics | In this class students will use robotics to explore the fundamentals of engineering and electronics. The course principles of engineering, physics, electronics, mechanics, and computer programming. Laboratory experiment robots to demonstrate these principles. While building the robots, students will learn the function of basic electr capacitors, and transistors. Students will learn to solder these components together to make simple robots. Th the robots are tested and their designs are modified. Robotics instruction will also introduce other concepts su programming, and common components that are used to make robots. |
| Enriched Reading | Course offers the opportunity for students to study and reflect upon reading themes. |
| Seminar | This is a project-based learning class. It is student driven. Students will work on creating projects based on the problem solving, creative and critical thinking. They will work on creating goals, timelines, and planning for the component (i.e. performance, artwork, poster, etc), a written component, and a technical component (i.e., use will present their projects to the class. This class is for self-motivated, independent students. The class also inc as well as short projects assigned by the teacher, to be determined by needs of particular section |
Rio Rancho Middle School 2017-2018 Eighth-Grade Course Catalog
Required Courses for Eighth-Grade Students
Course
118098
128098
138098
| Core Subject | Course Description |
|---|---|
| English | 8th grade middle school students will be taught a rigorous, highly engaging, student-centered, interactive, an Beginning with the end in mind, they will identify and ultimately learn the skills and knowledge needed in ord Students will be introduced to the following writing components through the writing process: nonfiction narra essay, argument, and analysis of a text. They will also be engaged in various performance activities as well they will read a variety of texts throughout the school year. |
| Math | Math 8 is a yearlong course that will expand the skills acquired in seventh grade and concentrate on algebra equations), statistics, linear functions, Pythagorean theorem, graphing, and three dimensional geometry. E investigations, problem solving activities, along with formative assessments. |
| Pre-AP Algebra I (Required: NWEA >247, 4 or 5 on PARCC; teacher recommendation) | Algebra is recommended for students who took Pre-algebra in 7th grade and scored a B or higher. This is a course offered at the 9th grade level, and will be counted as a High School math elective credit. It will serve Geometry, Geometry, and Introduction to Statistics. This course is designed to teach students how to solve work with rational numbers. Students will learn the basic structure of the real number system and recognize inequalities, Pythagorean theorem, exponential functions, graphing, operations with polynomial expressions systems of equations and quadratic equations. Evaluation of knowledge will include presentations, projects, maintain a 73% or above by the end of 1st semester will be moved from Algebra into Math 8 and receive NC |
| Physical Science | Science 8 is a yearlong course devoted to teaching Earth and Physical Science. The areas of concentration Oceanography, Astronomy, Physics, and Chemistry. Skills of measuring and testing the world by working w energy will be the under-lying theme. Emphasis is given to laboratory techniques, cooperative work, math a students to grow as problem solvers. |
148098
158108
| American History | This course covers US history from the Age of Exploration through the US Civil War and Reconstruction. Du be placed on the Colonization, Revolutionary, and Constitutional eras. Students will learn about the consequ Revolution and creation of a government as provided by the US Constitution. The second semester will furth their ability to show evidence of this through writing. The curriculum will focus on Westward expansion, indu slavery, and the causes and consequences of the US Civil War. Throughout this course students will develo events, interpret these events, and defend their interpretations using fact-based evidence. |
|---|---|
| Health (semester long) | Health is a semester course (and is a required course for graduation) that will guide students through the ma will develop skills needed in confronting difficult situations; understand health prevention and promotion tech personal health education; and become health literate in making positive and healthy decisions. |
Special Education services offered at RRMS are designed to meet the Individual Educational Program (IEP) requirements at each grade level for individual students. The services are for those students possessing identified exceptionalities.
Related Arts/Electives Your class selections help to determine if a class is going to be offered. If too few people sign up for a class, the class will not be offered.
Course Numb
Full-Year Classes
er
183008
Course Name
AVID
Course Description
AVID is a 7
th
– 12
th grade
| Beginning Band | This class is for all students who wish to play a band instrument. No previous experience is necessary to en basics of playing a woodwind, brass or percussion instrument. Daily practice is required. Attendance at all p black band shirt (which can be purchased from the director,) and black pants/skirt are required for performan school year. Class fee: $30 (includes shirt) |
|---|---|
| Beginning Orchestra | This class is for all students who wish to play a stringed instrument. No previous experience is necessary to basics of playing a violin, viola, cello or bass. Daily practice is essential. Attendance at all performances is m black pants/skirt are required for performances. Fundraising may be done during the school year. |
| Intermediate Orchestra | This class is for students who have previously played in band. Emphasis is placed on developing the studen performance of quality wind band literature while preparing them to progress to advanced band. Theory, sca a rate necessary for the development of the student and the group. Daily practice is required. Attendance at band shirt (which can be purchased from the director,) and black pants/skirt are required for performances. year. Class fee: $30. |
| Intermediate Band | This class is for students who have previously played in band. Emphasis is placed on developing the studen performance of quality wind band literature while preparing them to progress to advanced band. Theory, sca a rate necessary for the development of the student and the group. Daily practice is required. Attendance at band shirt (which can be purchased from the director,) and tan or khaki pants/skirt are required for performa school year. Class fee: $10. |
| Advanced Band | This class is for students who have previously played in band and perform at the most advanced level. This graders with director permission may audition into the group. Emphasis is placed on developing the student’ quality wind band literature while preparing them to progress to high school band. Theory, scales and music necessary for the development of the student and the group. Daily practice is required. Attendance at all per shirt (which can be purchased from the director,) and black pants/skirt are required for performances. Fundr Class fee: $30. |
| Beginning Chorus | This class is for all students who wish to sing in chorus. No previous experience is required. In this class st choral singing which includes theory, history, vocal singing basics, breathing, & diction. We will sing simple instruments, learn about music from other cultures, and music history. Literature could be anything from Me music. Beginning choir will perform along with other school choirs throughout the year both in and out of s is mandatory. Class fee is $10 with payment options available. Students will also purchase a t-shirt & polo available to cover these costs. |
| Intermediate Chorus | This is a year long class that is open to 7th & 8th grade students who have previous choral experience or hav director. This class is for all students who wish to sing in chorus. In this class students will continue with th includes theory, history, vocal singing basics, breathing, & diction. We will sing simple choral songs, occasi about music from other cultures, and music history. Literature could be anything from Medieval to Contemp music. Intermediate choir will perform along with other school choirs throughout the year both in and out o events is mandatory. Class fee is $10 with payment options available. Students will also purchase a t-shirt available to cover these costs. |
| Gifted Seminar | In this IEP (Individualized education plan: Special education services) driven class, gifted students will comp on needs for enrichment. They will focus on their own IEP goals and gifted topics and issues via Socratic Se build, and explore multiple topics and themes, focusing on writing, literature, problem-solving, creative and c |
program designed to prepare students for four-year college eligibility.
Acceptance into the program is determined th
118598
Semester Classes
| Course Name | Course Description |
|---|---|
| Art_Adv (No prerequisite required) | This class is an introduction to 2-dimensional and 3-dimensional design using the elements and principl Students will explore a variety of art techniques and materials, while developing an awareness of artwor It is designed for both first time art students as well as those students who have had art with new projec fee. |
| Consumer Science | This class expands on the basic skills of cooking and nutrition, covering shopping skills, recipe math, m nutrition. This class charges a $15 lab fee. |
| Multi Media | This class is an introductory course in using graphics in a multimedia environment. The course is projec basic knowledge in the use of a wide variety of hardware and software, such as scanners, digital camer Power Point. The course will prepare students to work with Internet and design multimedia presentation |
| Office Aide | This class provides students with opportunities to assist classroom teachers, front office staff, or the Lib to be a student aide an application must be completed and signed by a recommending and accepting te |
| Dance | Students will be introduced to and learn the fundamentals of several dance techniques such as: Ballet, hop. Additional topics included in the curriculum are: improvisation, choreography, dance history, writin dances from around the world. |
| Physical Education | PE offers students opportunities to participate in a variety of individual and team sports and fitness activ individual skill development. Physical fitness will be emphasized. A fee of $15 will be charged for the u uniform, a new one need not be purchased). |
| Drama | This exploratory course introduces students to three broad areas of theatre. Performance activities inclu monologues, and performance of short scenes and one-act plays. Production activities include managin scenery, lighting and digital graphics. Creative dramatics includes the history of theatre, storyboarding a film making and radio production. Activity fee: $10.00. |
| Journalism | Students will be introduced to the different types of media in the United States, both print and electronic purpose and analyze the effectiveness of media, which includes understanding propaganda and persua about the laws and ethics governing media. As a major project, students will plan and create a media ca choice, and use technology to present their campaigns to the class. |
| Automation and Robotics | In this class students will use robotics to explore the fundamentals of engineering and electronics. The principles of engineering, physics, electronics, mechanics, and computer programming. Laboratory exp simple robots to demonstrate these principles. While building the robots, students will learn the function as resistors, capacitors, and transistors. Students will learn to solder these components together to mak will be emphasized as the robots are tested and their designs are modified. Robotics instruction will als serial communication, computer programming, and common components that are used to make robots. |
| Enriched Reading | Course offers the opportunity for students to study and reflect upon reading themes. |
| Seminar | This is a project-based learning class. It is student driven. Students will work on creating projects based focus on problem solving, creative and critical thinking. They will work on creating goals, timelines, and include visual component (i.e. performance, artwork, poster, etc), a written component, and a technical other software). They will present their projects to the class. This class is for self-motivated, independen selected writing and reading as well as short projects assigned by the teacher, to be determined by nee |
| Math Intervention (Class pending) | The purpose of the math Intervention class at RRMS is to help students achieve grade-level math proficiency. one elective and is primarily for students who are 2 to 3 grade levels behind in math. Students are screened fo NWEA scores, or when a member of the academic team notices a concern, and/or or when a parent requests quarterly to see how they are progressing toward their grade-level goals. Students are exited from math Interv goals, when they have completed the program, or when the academic team decides placement in another elec individual needs. |
|---|---|
| Reading Intervention | The purpose of Reading Intervention class at RRMS is to help students achieve grade-level reading proficienc reference.) We use teacher (and parent) recommendations, along with test score data, to determine which stu classes. There are two classes at RRMS designed for students who are reading below grade level. In both Re quarterly to see how they are progressing toward their grade-level goals. Movement between Reading classes throughout the year as needed. Students are exited from Reading Intervention classes when they reach grade the program, or when the academic team decides placement in another elective is a better fit for that student’s 1. Reading Intervention (Decoding) takes one elective period. This class is primarily for students readin a 4th grade reading level), as it focuses on building oral fluency and reading speed. 2. Reading Intervention (Read 180) is an intensive reading course that takes two elective periods, and i a lexile of 650. It focuses on increasing comprehension and independent reading skills, and can prov achieving grade-level goals. RRMS Grade Level Lexile Goal Chart 6th grade 800-900 7th grade 900-1000 8th grade 1000 to 1100 |
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Seeing Inside a Child's Heart
Calgary, AB (February 11, 2008) – In ancient times, the heart was thought to be the centre of all emotions. This perception has persisted throughout the ages, which is why the heart is still associated with love and Valentine's Day. Today, most of us know from biology class that the heart is not a storage place for feelings; it is a complex muscular pump which delivers blood to the lungs to pick up oxygen and then delivers the oxygenated blood back to the body. Still, the complex workings of the heart can be a mystery. We can feel it beat. We can hear it. But we cannot easily see how this amazing organ gives us life, until now.
Today, imaging systems are being used to do just that. Here in Calgary, Cardiac MRI (Magnetic Resonance Imaging) is being used to see images of the heart and to see how it is working.
Dr. Patton and Dr. Abou-Reslan at the Alberta Children's Hospital (ACH) are working in collaboration with Dr. Friedrich at Foothills Hospital, doing clinical and research work in Cardiac MRI (also known as CMR). CMR is a high-tech way of imaging the heart in patients of all ages, from newborn babies to adults with congenital heart problems. CMR images are useful in evaluating the structure and function of the heart, and are used to help decide how to best treat heart problems.
CMR is a non-invasive imaging technique, meaning no surgery or catheters are needed. It is used to create detailed images of the heart and its function. CMR studies are done on special MRI scanners that use radio waves, magnets, fast computers, and specialized software to produce moving and still pictures of the heart and blood vessels in two and three dimensions.
In a typical week, four to six CMR exams are performed on pediatric patients at ACH, and six to eight exams are performed on adults with "grown-up" congenital heart problems at the Stephenson CMR Centre at Foothills Hospital.
CMR is extremely useful for evaluating complex types of congenital heart problems at all ages, especially after surgery, or for older patients when echocardiography is sometimes difficult. CMR is also used to diagnose and follow-up on many other types of heart problems including heart failure and inflammation, heart muscle and valve problems, coronary artery disease, damage after a heart attack, and heart tumours.
CMR helps elaborate on results from other tests such as echocardiograms. It is often used in place of invasive procedures and tests that use radiation (such as CT scans), or contrast dyes that may be harmful to patients with allergies or kidney problems. Unlike CT scans or conventional chest X-rays, CMR doesn't use radiation, so CMR studies can be repeated over many years without the risk of radiation exposure. CMR also provides information about the heart that is not available any other way. Using CMR cardiologists can check for scars or edema (swelling) in the heart, and precisely evaluate cardiac function and blood flow.
In the next few years, CMR studies will become faster and provide even more information from one single test. New hardware for the MRI scanner will allow the whole heart to be seen in half the time it now takes. Techniques are being developed for looking at abnormal blood flow in the heart and assessing areas of low oxygen in heart tissue.
For those who are interested in more information about Cardiac MRI, see the following two websites: Society for Cardiovascular Magnetic Resonance: http://www.scmr.org
Stephenson Cardiovascular MR Centre, Calgary:
http://www.cmrcentre.ucalgary.ca
February 7-14 is Congenital Heart Defect Awareness week in Calgary. An estimated 180,000 Canadians have Congenital Heart Disease (CHD) of which, approximately 8,000 reside in the Calgary area. How can you help during this week? Visit the Heart Beats' Website (www.heartbeats.ca) to learn more about Congenital Heart Disease. You may send an e-card to let others know that you care about children with this condition. You may also donate to Heart Beats to help provide financial assistance to families having difficulties meeting expenses related to their child's heart defect.
The Heart Beats Children's Society of Calgary (www.heartbeats.ca) is a grassroots, registered charitable organization offering information, resources and emotional support to families dealing with Congenital Heart Disease (CHD). Since 1987, our group of parents, caregivers and professionals have provided practical and compassionate service to children and families impacted by Congenital Heart Disease (CHD).
-30-
For further information, please contact:
Karen Perl-Pollard Heart Beats Communications Manager
Phone: (403) 270-7335
E-mail: firstname.lastname@example.org
Website: www.heartbeats.ca
Patty Wiebe Heart Beats Chairperson
Phone: (403) 256-7423
E-mail: email@example.com
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Discoveries about the tilma of the Virgin of Guadalupe
Empress of America
Translated from Spanish by the TIA desk click anywhere on page to continue
* Would you like to read something that will not only surprise you, but change your way of thinking forever?
* Then, read what science has discovered about the tilma of the Virgin of Guadalupe:
* 1. Ophthalmalgic studies made on the eyes of Mary detected that when the eye is exposed to light, the retina contracts, and when the light is withdrawn, it returns to a dilated state, just as happens with a living eye.
* 2. The temperature of Juan Diego's tilma, made of a material that comes from fibers of the maguey cactus, maintains a constant temperature of 98.6 degrees, the same as that of a living human body.
* 3. One of the doctors who analyzed the tilma placed his stethoscope below the black band at Mary's waist, and heard rhythmic beats at 115 pulses per minute, the same as that of a baby in the maternal womb.
* 4. No sign of paint has been discovered on the tilma. From a distance of 3-4 inches from the image, one can see only the maguey cactus fibers of the material: the colors disappear.
Scientific studies have not been able to discover the origin of the coloration, nor the way the image was painted. They cannot detect vestiges of brush strokes or any other known painting technique. NASA scientists confirm that the paint material does not belong to any known element on earth.
* 5. When the material was examined under a laser ray, it was shown that there is no coloration on the front or the back of the cloth, and that the colors hover at a distance of 3/10 th of a millimeter (1/100 th of an inch) over the cloth, without touching it.
above the surface of the tilma. Isn't that amazing?
The colors actually float
* 6. The rough material of the tilma has a lifespan of no more than 20-30 years. Several centuries ago, a replica of the image was painted on an identical piece of maguey cloth, and it disintegrated after several decades.
Nonetheless, during the almost 500 years of the miracle, the cloth with the image of Mary remains as strong as it was on the first day. Science cannot explain why the material has not disintegrated.
* 7. In the year 1791, muriatic acid accidentally spilled on the upper right side of the tilma. During the period of 30 days, without any special treatment, the affected fabric re-constituted itself miraculously.
* 8. The stars that appear on the Mantle of Mary reflect the exact configuration and positions that could be seen in the sky of Mexico on the day the miracle happened.
* On the right side of the Virgin's mantle, the southern constellations are indicated:
* Below it to the left, one finds Libra, and to its right, at what seems an arrow point, is the beginning of Scorpio.
* At the top are four stars that form part of the Orphiuchus constellation.
* In the middle are the constellations of Lupus and to its left, an end point of Hydra.
* Further down, one can clearly see the Southern Cross; above it appears the slightly inclined square of the Centaurus constellation.
* On the left side of the Virgin's mantle one sees the northern constellations:
* Below the two parallel stars (which still form part of the Big Bear), one finds stars from another pair of constellations: the Auriga and at the bottom, three stars of Taurus.
* At her shoulder, a fragment of the stars of the Herdsman constellation; below it and to the left is the Great Bear. To its right is Berenice's Hair; below it, Hunting Dogs, and to its left, the Thuban, which is the brightest star of the Draco constellation.
* Thus, in their totality and proper places, the 46 most brilliant stars that can be seen on the horizon of the Valley of Mexico are identified.
* 9. In the year 1921, a man concealed a high power bomb in a flower arrangement, and placed it at the feet of the tilma. The explosion destroyed everything around it, except for the tilma, which remained intact.
* 10. Scientists discovered that the eyes of Mary have the three refractive characteristics of a human eye.
* 11. In the eyes of Mary (only about 1/3 rd inch in size), miniscule human figures were discovered that no artist could have painted. The same scene is repeated in each eye.
Do you know the size of this scene? One fourth of a millimeter (1/100 th of an inch).
Using digital technology, the images in the eyes were enlarged many times, revealing that each eye reflected the figure of the Indian Juan Diego opening his tilma in front of Bishop Zumarraga.
* It is evident that all these unexplainable things were given to us for a reason:
To catch our attention.
Have they caught yours?
* To close, let us look at three surprising facts:
* 2. The image also depicts a detail from Apocalypse 12: "And a great sign appeared in Heaven: A woman clothed with the sun and the moon under her feet."
* 1. In the Indian language, "Guadalupe" means to "crush the head of the serpent." It properly refers to Genesis 3:15: Mary, the conqueror of evil.
* 3. The Virgin wears a black band at her waist, which symbolizes pregnancy, to indicate that God wanted Jesus to be born in the three Americas, in the heart of each American.
"While I live I will praise the Lord: I will sing praise unto my God while I have any being" (Ps 146:2).
* This presentation has the single purpose of demonstrating to you that the Virgin will be with you always, whenever you need her, that she will never abandon you, and that you will always be her special son or daughter.
* Never forget the words she spoke to Juan Diego:
* My little child, the smallest of all, let nothing afflict you.
* Do you not know that you are in my lap?
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Oklahoma School Testing Program
Oklahoma Core Curriculum Tests
2009–2010 Released Items
End-of-Instruction ACE English II
Acknowledgements
Harriet Jacobs edited by Michele Stepto from Our Song, Our Tail: The Story of American Slavery As Told By Slaves, Published by The Millbrook Press. © 1994 Michele Stepto.
"Inspiring Justice: An Interview with Gordon Hirabayashi" by W. Michael Gillette and Beth Haverkamp, COBBLESTONE's April 1996 issue.
"Tecumseh" by Theresa Netherton from COBBLESTONE's January 1988 issue: An Introduction to the War of 1812, © 1988, Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All Rights Reserved. Used by permission of Carus Publishing Company.
Copyright © 2009 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may copy, download and/or print the document, located online at www.sde.state.ok.us/studentassessment. Any other use or reproduction of this document, in whole or in part, requires written permission of the Oklahoma State Department of Education.
Section 1
1
Directions
People can learn about the past in many ways. One way is to study what people in the past used every day, wore as clothing, or made as decorations or works of art.
Write an expository essay about a current everyday object that might help people in the future learn about and understand how we live today. Explain what the object is, how it is used, and what it reveals about how people live today. Be sure to use specific details to inform the reader.
2
You will now read two related passages and answer questions that follow. Some of these questions will ask you to compare the two passages.
Harriet Jacobs
Excerpt from Our Song, Our Toil: The Story of American Slavery as Told by Slaves Edited by Michele Stepto
1 Harriet Jacobs escaped from North Carolina with her family, but it took a long time. Afraid to leave her son and daughter behind, Jacobs hid for seven years in her grandmother's attic. Finally, in 1840, her daughter was taken north, and in 1842 Harriet Jacobs made her own escape. A year later, she had her son brought north, and the family was reunited.
2 Jacobs traveled north by boat, from Edenton, North Carolina, to Philadelphia, with another enslaved woman, Fanny. Jacobs wrote of escaping in her autobiography, in which she called herself "Linda Brent."
* * *
3 When I entered the vessel the captain came forward to meet me. He was an elderly man, with a pleasant countenance. 1 He showed me to a little box of a cabin, where sat my friend Fanny. She started as if she had seen a spectre. 2 She gazed on me in utter astonishment, and exclaimed, "Linda, can this be [you]? or is it your ghost?" When we were locked in each other's
arms, my overwrought 3 feelings could no longer be restrained. My sobs reached the ears of the captain, who came and very kindly reminded us, that for his safety, as well as our own, it would be prudent for us not to attract any
1 countenance:
facial expression
2
spectre: ghost
3 overwrought: excessively nervous or excited
3
attention. He said that when there was a sail in sight he wished us to keep below; but at other times, he had no objection to our being on deck. . . .
4 Fanny and I now talked by ourselves, low and quietly, in our little cabin. She told me of the sufferings she had gone through in making her escape, and of her terrors while she was concealed in her mother's house. Above all, she dwelt on the agony of separation from all her children on that dreadful auction day. She could scarcely credit 4 me, when I told her of the place where I had passed nearly seven years. "We have the same sorrows," said I. "No," replied she, "you are going to see your children soon, and there is no hope that I shall ever even hear from mine."
5 The vessel was soon under way, but we made slow progress. The wind was against us. I should not have cared for this, if we had been out of sight of the town; but until there were miles of water between us and our enemies, we were filled with constant apprehensions that the constables 5 would come on board. Neither could I feel quite at ease with the captain and his men. I was an entire stranger to that class of people, and I had heard that sailors were rough, and sometimes cruel. We were so completely in their power, that if they were bad men, our situation would be dreadful. Now that the captain was paid for our passage, might he not be tempted to make more money by giving us up to those who claimed us as property? I was naturally of a confiding disposition, 6 but slavery had made me suspicious of everybody. Fanny did not share my distrust of the captain or his men. She said she was afraid at first, but she had been on board three days while the vessel lay in the dock, and nobody had betrayed her, or treated her otherwise than kindly.
6 The captain soon came to advise us to go on deck for fresh air. His friendly and respectful manner, combined with Fanny's testimony, reassured me, and we went with him. He placed us in a comfortable seat, and occasionally entered into conversation. He told us he was a Southerner by birth, and had spent the greater part of his life in the Slave States, and that he had recently lost a brother who traded in slaves. "But," said he, "it is a pitiable 7 and degrading business, and I always felt ashamed to acknowledge my brother in connection with it." . . .
7 I shall never forget that night. The balmy 8 air of spring was so refreshing! And how shall I describe my sensations when we were fairly sailing on Chesapeake Bay? O, the beautiful sunshine! the exhilarating breeze! and I could enjoy them without fear or restraint. I had never realized what grand things air and sunlight are till I had been deprived of them.
4
credit: believe
5 constables:
local officials
6 confiding disposition: trusting character
7
pitiable:
sad
8 balmy: mild and pleasant
4
1 In the introduction of "Harriet Jacobs," the cruelty associated with slavery is illustrated through a description of
A what slaves are required to do each day.
B the way slaves behave toward each other.
C what happens to slaves when they are caught escaping.
D the way slaves and their families are forced to separate.
2 "Harriet Jacobs" is mostly about a woman who
F endeavors to save herself from slavery.
G learns an important lesson from a friend.
H seeks revenge against those who mistreated her.
J tries her best to help a stranger with his problem.
3 "Harriet Jacobs" is considered autobiographical because the author
A expresses her thoughts on a controversial issue.
B describes events that are of historical importance.
C narrates the story from the first person point of view.
D provides an account of experiences from her own life.
4 Which conclusion about slavery in the 1840s is best supported by the information in "Harriet Jacobs"?
F Slavery caused people to care more about freedom than family.
G Slavery was fading as a major controversial issue in the country.
H Opponents of slavery were willing to take many risks to help slaves.
J Laws about slavery were changed to require better treatment of children.
5
Read this passage, which goes with the previous passage. Then answer the questions that follow.
Inspiring Justice An Interview with Gordon Hirabayashi
by W. Michael Gillette and Beth Haverkamp, National Archives
1 When W. Michael Gillette was a college student in the 1960s, he enrolled in a class on constitutional law. There the future state supreme court justice from Oregon first read law cases related to the internment 1 of Japanese American citizens during World War II. Young and idealistic, he was shocked to learn how Japanese Americans on the West Coast had been forced to leave their homes and businesses in the wake of the attack on Pearl Harbor. Upon further study, his indignation turned to admiration for the few courageous individuals who had resisted relocation by claiming that the relocation was a violation of their rights as American citizens. In particular, the case of a young University of Washington college student, Hirabayashi v. United States, inspired Gillette to become a defender of the U.S. Constitution and eventually a judge.
2 Years later, an educational video company asked Gillette to interview Gordon Hirabayashi for a program on the Constitution. Gillette was eager to meet his personal hero and inspiration. Excerpts from that interview follow. They illustrate how one heroic example can inspire others to greatness.
Q: Up until the time of the attack on Pearl Harbor, had you ever had any reason to think about what your position was as an American citizen under the Constitution?
internment: confinement
6
1
A: No, because I had the assumption of my rights from the very beginning, even though on the West Coast there was discrimination against Japanese in housing and professional opportunity.
Q: After the war broke out, what were your first thoughts concerning your own personal future?
A: Well, I knew that the situation would be kind of rough. It was rough already against Asians, and with Japan, an enemy nation, in my heritage, I feared running into extra trouble. In spite of that, I was learning in school about the Founding Fathers and the Constitution, the rights of citizens regardless of race, religion, or national origin. I read that, and I just took it literally.
Q: When Executive Order 9066 was first published, how did you learn about it?
A: A proclamation was issued. Under this order, the Western Defense Command [the military command concerned with the security of the West Coast] began to issue restrictions. First, a curfew. Then shortly after that, district by district, on telephone poles and in post offices were posted exclusion orders. Japanese Americans were asked to leave their homes and businesses to be put into one of ten permanent camps called relocation centers. But these were barbed-wire enclosures with sentries, guns pointed in.
Q: What were you doing that summer [of 1942]?
A: I subscribed to the curfew upward to a week. I would be at the library or at the coffee shop with my friends, and they would say "Hey, Gordon, it's five minutes to eight." I would gather up my stuff and dash back to the dorm. One of those trips back, I suddenly stopped and wondered why I was dashing back while the other fellows were still where they were. So I decided I couldn't accept the curfew, or I would have to modify my belief in American citizenship. I turned around and went back to the library.
Q: Had you decided at that time to make a test case out of your set of circumstances?
A: I hadn't planned to be an objector; citizenship just cropped up on me, and I couldn't obey the curfew. In a couple of days' time, the question arose to me: If I couldn't conform to the curfew regulations, how could I accept relocation? The principle is the same. I was subject to it not because of my conduct, my dangerous behavior, or whatever, just on my ancestry. This was such a violation of the Constitution as I understood it that I decided I couldn't go for this either.
Q: You actually turned yourself in to the FBI, did you not?
A: That's right. I went with an attorney the morning after I violated the exclusion order.
7
Q: After you were indicted for violating the exclusion order and violating the curfew, you were taken into custody and kept in jail. What happened when you went to trial?
A: When I had my trial, to my disappointment, constitutional questions were not allowed. The judge instructed the jury that the proclamation was the law. The proclamation required all persons of Japanese ancestry, alien and nonalien, to obey the orders. It's easier to lock up a nonalien than a citizen. The judge told the jury to determine if I was of Japanese ancestry, and if I was, whether I had obeyed the two orders. The jury was gone only ten minutes. They came back with a guilty verdict.
Q: Once you lost in trial court, you must have felt very discouraged.
A: Not really. I thought, I got that Supreme Court yet.
Q: When the Supreme Court announced its decision affirming your conviction, how did you feel?
A: I was very disappointed and depressed, but I didn't give up hope. The Constitution was part of my philosophy of life and reason for living. I couldn't give it up. I learned something in this process. An injustice could happen. In fact, I realized that the Constitution is just a scrap of paper unless citizens are willing to commit themselves and vigilantly 2 uphold it.
Q: Almost fifty years after you were first arrested, how do you feel about the United States Constitution?
A: It's a great document. We don't need any more laws, really. What we need are commitments. I went through periods in jail only to come out with a higher respect for it.
3 In total, Gordon Hirabayashi served six months in jail for asserting his rights as an American citizen. To the satisfaction of Hirabayashi and many Japanese Americans, in 1988 Congress passed Public Law 100-383, which acknowledged the injustice of the internment of Japanese Americans, apologized for it, and provided monetary settlements to the citizens who were wronged. Today Hirabayashi is retired from a position teaching sociology at a Canadian university. He still lives in Canada but travels frequently to the United States to champion the U.S. Constitution.
2 vigilantly: attentively; watchfully
8
5
7
Upon further study, his indignation turned to admiration for the few courageous individuals who had resisted relocation by claiming that the relocation was a violation of their rights as American citizens.
In this sentence from "Inspiring Justice," the word indignation means
A humiliation.
B surprise.
C outrage.
D fear.
6 In the passage "Inspiring Justice," Hirabayashi most clearly explains his reasons for challenging the curfew and exclusion orders aimed at Japanese Americans in responding to which question?
F ''When Executive Order 9066 was first published, how did you learn about it?''
G ''Had you decided at that time to make a test case out of your set of circumstances?''
H ''After you were indicted for violating the exclusion order and violating the curfew, you were taken into custody and kept in jail. What happened when you went to trial?''
J ''When the Supreme Court announced its decision affirming your conviction, how did you feel?''
Based on this interview "Inspiring Justice," which statement best summarizes Gordon Hirabayashi's opinion of the United States Constitution?
A The United States Constitution is a document that deserves the respect and support of every citizen.
B The United States Constitution contains language that is too complex for most citizens to understand.
C The United States Constitution needs to be replaced by a more modern version that reflects today's society.
D The United States Constitution is a document that is constantly improving because of decisions made by the Supreme Court.
9
Section 1
8 When using this interview "Inspiring Justice" as a source in a report on the internment of Japanese Americans, it is most important to be aware that
F the information given is from Gordon Hirabayashi's point of view.
G the information covers a difficult period in Gordon Hirabayashi's life.
H Gordon Hirabayashi has retired from a teaching position at a Canadian university.
J Gordon Hirabayashi and Michael Gillette met for the first time during this interview.
9 The actions of both Harriet Jacobs in the 1840s and Gordon Hirabayashi in the 1940s best illustrate the tendency of humans
A to take risks to overcome injustice.
B to use violence to protect their rights.
C to forgive those who have mistreated them.
D to accept punishment when they are wrong.
10 Which idea is best supported by the information in both "Harriet Jacobs" and "Inspiring Justice"?
F The effects of historic events are usually easy to predict.
G People are able to triumph despite difficult circumstances.
H Citizens turn to their government for help in critical times.
J The life of one individual can influence even a total stranger.
Read this essay about a butterfly collector, think about what suggestions you would make, and then answer the questions that follow.
Butterflies
1 You may have heard of coin collectors, stamp collectors, or baseball card
2 collectors, but have you ever heard of someone who will collect butterflies?
3 One such man was Herman Strecker, a nineteenth-century artist who not only
4 collected butterflies and moths but also taught the world much of what we
5 currently know about them.
6 Herman Strecker was born in Pennsylvania in 1836. As early as his teenage
7 years, he collected and studied butterflies and moths. As his interest in these
8 insects grew, he begun to confer with specialists around the world. By 1872,
9 Strecker had published his first bookion Lepidoptera oributterflies and moths,
10 in which he classified and described over 250 different varieties.
Section 1
11
What is the best
A collect
B collects
C have collected
D no change
12 What is the best change, if any, to make to begun in line 8?
F begin
G began
H begins
J no change
13 What is the best change, if any, to make to the sentence in lines 8 through 10?
A By 1872, Strecker had published his first book on Lepidoptera or butterflies and moths in which he classified and described over 250 different varieties.
B By 1872, Strecker had published his first book on Lepidoptera or butterflies, and moths in which he classified and described over 250 different varieties.
C By 1872, Strecker had published his first book on Lepidoptera, or butterflies and moths, in which he classified and described over 250 different varieties.
D no change
12
change, if any, to make to will collect
in line 2?
Read the next part of the essay, think about what suggestions you would make, and then answer the questions that follow.
11 Strecker's work has taught, both amateurs and professionals, a great deal
12 about butterflies and moths. For example, butterflies have knobbed antennae,
13 smooth bodies, and colorful "scales," whereas moths tend to have straight
14 antennae, fuzzy bodies, and earth-tone colors. Butterflies usually fly during
15 the day while nightly is when you will see moths flying. Though different in
16 color, butterflies and moths both use their colors as camouflage. To protect
17 themselves further, some butterflies even drink milkweed, which make them
18 bitter and poisonous to birds that try to eat them.
Section 1
14 What is the best way, if any, to rewrite the sentence in lines 11 and 12?
F Strecker's work has taught both amateurs and professionals a great deal; about butterflies and moths.
G Strecker's work has taught both—amateurs and professionals, a great deal about butterflies and moths.
H Strecker's work has taught both amateurs and professionals a great deal about butterflies and moths.
J no change
What is the best way, if any, to rewrite the sentence in lines 14 and 15?
A Butterflies usually fly during the day while moths fly at night.
B Moths fly during the night, and butterflies are usually seen in the day.
C Butterflies usually fly during the day while you see moths flying nightly.
D no change
16 What is the best change, if any, to make to make in line 17?
F makes
G making
H have made
J no change
15
Read the following selection about Tecumseh. Then answer the questions that follow.
Tecumseh
by Theresa Netherton
1 In 1768, near the modern-day city of Springfield, Ohio, a Shawnee boy named Tecumseh was born. Tecumseh, which means "Shooting Star," was an appropriate name, for this man's life would be brief and brilliant.
2 When the troubles leading to the War of 1812 began, Tecumseh was a chief of his tribe. He was greatly respected by his people, for he was a strong leader and powerful speaker. Tecumseh was worried about the relationship between the Indians and the whites. He felt that the whites were a bad influence on his people, and he was especially upset that the Indians had lost so much land through their treaties with the whites. He believed that the land was owned by all Indians and that no tribe had the right to sell or trade that land.
3 Many Americans were alarmed by Tecumseh's plan to create an Indian state or confederation, for they believed this state would have British protection. It would include land on the southern shore of the Great Lakes, and if it came under the influence of the British, they could split the country.
4 In 1809, Tecumseh became angry when several tribes signed the Treaty of Fort Wayne with William Henry Harrison, the governor of Indiana Territory. For only a few thousand dollars, Harrison gained nearly three million acres of land. Tecumseh visited Harrison twice to protest both this treaty and the white man's continuing interference with the Indians. The two men were
unable to settle their differences.
5 In the summer of 1811, Tecumseh went south to persuade the Creeks to join his confederation of tribes. He left his brother in charge of their Shawnee settlement on the Tippecanoe River in Indiana. In the meantime, white settlers had become concerned about the large number of Shawnee in the area. They asked the U.S. government for help, and not long after, President Madison authorized Harrison to attack the Indian settlement if he felt it was necessary. Harrison led his militia to Tippecanoe, where they defeated the Indians and destroyed their village.
6 When Tecumseh returned, he went once more to visit Harrison. The Shawnee chief told the territorial governor that he did not want war. He told Harrison that if President Madison would agree not to make any more treaties without the consent of all the tribes, he and his warriors would fight with the Americans in the war with Great Britain. If the president refused, the Indians would join the British.
7 Tecumseh asked Harrison for permission to go to Washington to visit the president himself. Harrison gave his permission, but only if Tecumseh would go alone, unescorted by his warriors. Tecumseh refused and instead offered his services to the British. They were pleased to have the support of Tecumseh and his people. They awarded him the rank of brigadier general and gave him a special sword to wear as a symbol of that rank.
8 For the next year and a half, Tecumseh led the Indians in many battles against the Americans. It was he who suggested the plan by which the British captured Detroit. Then, in October 1813, he had a premonition of his death. He called his people together on the day before the Battle of the Thames River and told them he expected to die in the battle.
9 Tecumseh was in fact killed at the Battle of the Thames, but exactly how and where he died remains a mystery, for the Americans never found his body. Most likely the Indians removed it from the battlefield, but many members of his tribe did not believe he died. Long after the battle, they claimed to hear his voice in the wind over the prairies.
10 When Tecumseh died, the idea of an Indian confederation died with him. The tribes made peace with the Americans and returned to their homes, only to be pushed farther and farther west in the years to come.
17 Why did Harrison send the militia to Tippecanoe?
A Tecumseh threatened Harrison.
B The Shawnee attacked a white settlement.
C Harrison responded to the settlers' concerns.
D The Shawnee took over U.S. government land.
18 Which of these ideas would fit best in paragraph 5?
F The Tippecanoe River flows through Indiana.
G White settlers expressed fear during Tecumseh's absence.
H William Henry Harrison later became President of the United States.
J The United States government bought the Louisiana Territory from France in 1815.
19 What caused Tecumseh to join the British ranks?
A the disagreement between Tecumseh and Harrison
B the anger of other tribes over Tecumseh's efforts
C the president's refusal to talk with Tecumseh
D the British offering Tecumseh land
20 In paragraph 8 what does the phrase "premonition of" mean?
F plan for
G concern about
H intuition about
J communication with
Section 1
21 Which idea from the article best shows that Tecumseh was respected by his people?
A Tecumseh left his brother in charge.
B Tecumseh died at the Thames River.
C Tecumseh was concerned about the whites.
D Tecumseh's voice was still heard after the battle.
22 The author of this selection probably wants the reader
F to understand what motivated one Shawnee leader.
G to understand British tactics during the War of 1812.
H to learn about the battles during the War of 1812.
J to feel sorry that Indians lost so much territory.
23 Based on this passage the reader can conclude that
A the British treated the Indians poorly.
B Tecumseh was the most powerful Indian leader.
C Tecumseh wanted all Indian tribes treated as one.
D the United States government regretted its treatment of the Indians.
24 Which states the author's opinion?
F Tecumseh protested government treaties.
G The life of Tecumseh was brief and brilliant.
H The name Tecumseh means "Shooting Star."
J President Madison authorized an attack on the Shawnee.
25
26
Which would be most important to include in a summary of this passage?
A Tecumseh's birthplace
B the outcome of the Battle of 1812
C Tecumseh's plan for all Indian tribes
D the site of the Thames River conflict
This selection can best
be described as
F a literary biography.
G a historical account.
H a personal journal.
J a fictional account.
Read this poem by Henry Wadsworth Longfellow. Then answer the questions that follow.
The Day is Done
by Henry Wadsworth Longfellow
1 THE DAY is done, and the darkness Falls from the wings of Night, As a feather is wafted downward From an eagle in his flight.
2 I see the lights of the village Gleam through the rain and the mist, And a feeling of sadness comes o'er me That my soul cannot resist:
3 A feeling of sadness and longing, That is not akin to pain, And resembles sorrow only As the mist resembles the rain.
4 Come, read to me some poem, Some simple and heartfelt lay, That shall soothe this restless feeling, And banish the thoughts of day.
5 Not from the grand old masters, Not from the bards sublime, Whose distant footsteps echo Through the corridors of Time.
6 For, like strains of martial music, Their mighty thoughts suggest Life's endless toil and endeavor; And to-night I long for rest.
7 Read from some humbler poet, Whose songs gushed from his heart, As showers from the clouds of summer, Or tears from the eyelids start;
8 Who, through long days of labor, And nights devoid of ease, Still heard in his soul the music Of wonderful melodies.
27
9 Such songs have power to quiet The restless pulse of care, And come like the benediction That follows after my prayer.
10 Then read from the treasured volume The poem of thy choice, And lend to the rhyme of the poet The beauty of thy voice.
11 And the night shall be filled with music, And the cares, that infest the day, Shall fold their tents, like the Arabs, And as silently steal away.
All of these stanzas contain a simile except
A stanza 1.
B stanza 3.
C stanza 5.
D stanza 7.
28 According to stanzas 4 through 9, why does the speaker long to hear poetry from a humbler poet?
F He wants to celebrate.
G He wants peace and quiet.
H He wants to be entertained.
J He wants mental stimulation.
Section 1
29 What does the speaker imply about humbler poets?
A Their voices are beautiful.
B They are restless people.
C They are idle people.
D Their work is sincere.
30 What is the rhyme scheme of the poem?
F abab
G abba
H abca
J abcb
END OF SECTION 1 | <urn:uuid:2456de1d-e11c-42e7-a45b-9130caaa642f> | CC-MAIN-2017-34 | http://sde.ok.gov/sde/sites/ok.gov.sde/files/OCCT_EnglishII09-10.pdf | 2017-08-22T12:54:14Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00322.warc.gz | 372,400,061 | 6,137 | eng_Latn | eng_Latn | 0.978089 | eng_Latn | 0.999198 | [
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Ellipsis worksheets
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17-5-2017 · You were hoping for a worksheet on ellipses ? Well, here it is. This one focuses on using an ellipsis to designate a pause. It's compatible with 8th. Ellipsis . Showing top 8 worksheets in the category - Ellipsis . Once you find your worksheet , just click on the Open in new window bar on the bottom of the worksheet. Punctuation Worksheets . 4.8 (171) Prepared by Created by TheConnaughtSchool. Save.. Ellipsis worksheet . doc, 32 KB. Presentation. 6. Hyphens & Brackets answers.
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Resources on ellipsis (grammar) for teachers and students of English as a foreign or second language (EFL / ESL), including printable worksheets , online quizzes and. Ellipsis . Showing top 8 worksheets in the category - Ellipsis . Once you find your worksheet , just click on the Open in new window bar on the bottom of the worksheet. Definition. An ellipsis (plural: ellipses ) is a punctuation mark consisting of three dots. Use an ellipsis when omitting a word, phrase, line, paragraph, or more from. Ellipses Worksheet Category: Punctuation. Use this Ellipses Worksheet to check your ability to properly use this punctuation. Each of the exercises requires you to. Punctuation Worksheets . 4.8 (171) Prepared by Created by TheConnaughtSchool. Save.. Ellipsis worksheet . doc, 32 KB. Presentation. 6. Hyphens & Brackets answers. Writing with an Ellipsis – We use an ellipsis when working with the thought of time passage, unfinished thoughts, and quotations.
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Contractions from EnchantedLearning.com. can't, I'll, shouldn't List o' Contractions Tables of common contractions. Rules and Examples. The ellipsis (. ) is a form of punctuation used in written English language. Click Here for Step-by-Step Rules, Stories and Exercises to Practice. We initially designed these worksheets to be used in 20 minute tutor periods across the whole of KS3 as part of a Literacy drive. However, they could also be used as. Ellipsis Academy provides Math, Coding, Technology and Engineering enrichment programs (Ellipsis Math and Ellipsis Tech) for grade 2 to 12 students. Contents | Index | Previous | Next Ellipses An ellipsis is a series of three points with spaces between them (. . .) inserted into a quotation to indicate the.
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Here you can find worksheets and activities for teaching Ellipsis to TEENs, teenagers or adults, beginner intermediate or advanced levels. 17-5-2017 · You were hoping for a worksheet on ellipses ? Well, here it is. This one focuses on using an ellipsis to designate a pause. It's compatible with 8th. Ellipsis . Showing top 8 worksheets in the category Ellipsis . Once you find your worksheet , just click on the Open in new window bar on the bottom of the worksheet. Writing with an Ellipsis – We use an ellipsis when working with the thought of time passage, unfinished thoughts, and quotations. Definition. An ellipsis (plural: ellipses ) is a punctuation mark consisting of three dots. Use an ellipsis when omitting a word, phrase, line, paragraph, or more from.
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Definition. An ellipsis (plural: ellipses) is a punctuation mark consisting of three dots. Use an ellipsis when omitting a word, phrase, line, paragraph, or more from. Contents | Index | Previous | Next Ellipses An ellipsis is a series of three points with spaces between them (. . .) inserted into a quotation to indicate the. Title: The Ellipsis to Show a Pause | Punctuation Worksheets Author: http://www.k12reader.com Created Date: 5/29/2014 4:28:45 PM
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ellipsis+worksheets
Ellipsis worksheets
Jun 22, 2012. We initially designed these worksheets to be used in 20 minute tutor periods across the whole of KS3 as part of a Literacy drive. However, they . Here you can find worksheets and activities for teaching Ellipsis to TEENs, teenagers or adults, beginner intermediate or advanced levels. English Worksheets that are aligned to the 8th Grade Common Core Standards for. This is the language worksheets section.. Commas Ellipses Dash CCSS. An ellipsis often shows a hesitation or a pause. There are certain rule that go with. Punctuation Worksheet - Using an Ellipsis to Show Pause Click to View/Print . See what you know about the use of ellipses and dashes in text. Before, during, or after the lesson, use the interactive quiz/worksheet combo to. Indicate Omission – What is the point of the use of each ellipsis in every sentence we. Uses of the Ellipsis – A quick matching activity to get students on the ball. Free, printable parenthesis, ellipsis, and bracket worksheets to develop strong grammar, language and writing skills. More than 1500 ELA activities. Click to .
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Ellipsis worksheets - Créer un blog - CGU - Signaler un abus | <urn:uuid:a78a8192-9d05-479b-ba6e-ab7da40e5334> | CC-MAIN-2017-34 | http://nzmj.hn.org/v4M | 2017-08-22T12:47:21Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00320.warc.gz | 297,754,452 | 1,995 | eng_Latn | eng_Latn | 0.991087 | eng_Latn | 0.992564 | [
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Aster (Peach) - Plant
Asters get their name from the Latin word for "star," and their flowers are indeed the superstars of the fall garden
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Description
Description for Aster (Peach)
Asters get their name from the Latin word for "star," and their flowers are indeed the superstars of the fall garden. Some types of this native plant can reach up to 6 feet with flowers in white and pinks but also, perhaps most strikingly, in rich purples and showy lavenders.
Not all asters are fall bloomers. Extend the season by growing some of the summer bloomers, as well. Some are naturally compact; tall types that grow more than 2 feet tall benefit from staking or an early-season pinching or cutting back by about one-third in July or so to keep the plant more compact.
Aster is a genus of flowering plants in the family Asteraceae. Its circumscription has been narrowed, and it now encompasses around 180 species, all but one of which are restricted to Eurasia; many species formerly in Aster are now in other genera of the tribe Astereae.
Asters are beautiful flowers that have lovely fringed petals. Some varieties of asters are annuals, but most asters are perennials, which means they come back year after year. Some asters look a lot like miniature daisies, and they are every bit as charming. Other varieties of asters have a single row of fringe-like petals. The petals of asters appear to be very delicate since they are narrow and fine, and although asters appear to be fragile flowers, there are very hardy varieties to choose from.
Asters come in a wide variety of colors, and they are available in many different shades. You can find asters in various shades of pink, white, mauve, blue, purple, and red. There are numerous varieties and colors of asters, so you can be sure there are asters that will coordinate well with your unique garden or flower bed.
Depending on the variety, asters grow to a height ranging between sixteen and twenty-four inches. Asters produce blooms for weeks at a time, and they are a wonderful choice for anyone wanting a beautiful flower that will create drama and add uncomparable beauty to their yard or garden.
1 / 2
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Planting and care
Asters are easily grown from division. Aster plants do best, if divided every two to three years. Simply dig out half to two thirds of the plants, leaving the remainder in place. Then separate the portion you dug out into two sections and plant in another location or give them to a friend.
Aster seeds can also be directly seeded into your flower garden, or seeded indoors for transplanting later. We recommend planting Asters in pots and containers indoors, then transplanting the seedlings outdoors in early spring. This allows you to make the proper spacing.
Sunlight Select a site with full sun to partial sun.
Soil Add compost or other organic material to your soil if necessary weeks in advance of planting your asters. Even if your soil is fine in texture, compost and organic material is beneficial to asters since it adds beneficial nutrients that will naturally enhance growth and improve the overall health of your asters.
Water Water plants in well. Soil should be moist, well- drained, and average to humus-rich.
Temperature Fertilizer Asters prefer climates with cool, moist summers, especially cool night temperatures Fertilize soil prior to planting
Caring for Aster
Add a thin layer of compost with a 2â€"inch layer of mulch around the plants every spring.
However, many asters are moisture-sensitive; if your plants have too much moisture or too little moisture, they will often lose their lower foliage or not flower well.
If you receive less than 1 inch of rain a week, remember to water your plants regularly during the summer.
Keep an eye out for any stressed plants and try a different watering method if your plants are losing flowers.
Divide every 2 to 3 years in the spring to maintain your plant s vigor and flower quality.
Cut asters back in winter after the foliage has died.
Typical uses of Aster
Special features: Attracts Butterflies
Ornamental use: The plant is used for ornamental purpose. Its generally kep indoor in living room and in terrac area. You can find an aster for almost any garden and they have many uses, such as in borders, rock gardens, or wildflower gardens. Asters also attract butterflies to your garden!
References
2 / 2 | <urn:uuid:edd087de-f44c-4e2f-99e8-41af8362c09e> | CC-MAIN-2017-34 | https://nurserylive.com/shop/aster-peach-plants-in-india?tmpl=component&format=pdf | 2017-08-22T12:55:00Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00322.warc.gz | 825,508,213 | 973 | eng_Latn | eng_Latn | 0.998512 | eng_Latn | 0.998549 | [
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Spelling Punctuation & Grammar Overview
Year 1
Terminology for pupils:
- letter, capital letter
- word, singular, plural
- sentence
- punctuation, full stop, question mark, exclamation mark
Spelling, Punctuation & Grammar
Grammar:
Pupils should be taught to:
- develop their understanding of the concepts set out in English Appendix 2 by:
o leaving spaces between words
o joining words and joining clauses using and
o learning the grammar for Year 1 in English Appendix 2
- use the grammatical terminology in English Appendix 2 in discussing their writing.
Punctuation:
Indicate grammatical and other features by:
- beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
- using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
Spelling (See Appendix 1 for teaching points):
The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:
- all letters of the alphabet and the sounds which they most commonly represent
- consonant digraphs which have been taught and the sounds which they represent
- vowel digraphs which have been taught and the sounds which they represent
- the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
- words with adjacent consonants
- guidance and rules which have been taught
The sounds /f/, /l/, The /ŋ/ sound spelt Division of words -tch
The /v/ sound at Adding s and es to
Adding the endings Adding –er and –
–ing, –ed and –er est to adjectives
| Example words (non-statutory) bank, think, honk, sunk | Example words (non-statutory) pocket, rabbit, carrot, thunder, sunset | | Example words (non-statutory) catch, fetch, kitchen, notch, hutch | Example words (non-statutory) have, live, give | Example words (non-statutory) cats, dogs, spends, rocks, thanks, catches | Example words –ing and –er always add an extra syllable to the word and –ed sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt – ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. |
|---|---|---|---|---|---|---|
| | | Example words (non-statutory) | | Vowel digraphs and trigraphs | | |
| | rain, wait, train, paid, afraid oil, join, coin, point, soil | | | oo (/u:/) | | |
| | day, play, say, way, stay boy, toy, enjoy, annoy | | | oo (/ʊ/) | | |
| | made, came, same, take, safe | | | oa | | |
| | these, theme, complete | | | oe | | |
i–e o–e
u–e ar
ee er (/ə/)
ir ur
ou
| five, ride, like, time, side | ow (/aʊ/) ow (/əʊ/) ue ew |
|---|---|
| home, those, woke, hope, hole | ie (/aɪ/) |
| June, rule, rude, use, tube, tune | ie (/i:/) |
| car, start, park, arm, garden | igh |
| see, tree, green, meet, week | or |
| sea, dream, meat, each, read (present tense) | ore |
| head, bread, meant, instead, read (past tense) | aw |
| (stressed sound): her, term, verb, person | au |
| (unstressed schwa sound): better, under, summer, winter, sister | air |
| girl, bird, shirt, first, third | ear |
| turn, hurt, church, burst, Thursday | ear (/ɛə/) |
| out, about, mouth, around, sound | are (/ɛə/) |
Terminology for pupils
- noun, noun phrase
- statement, question, exclamation, command,
- compound, adjective, verb,
- suffix
- adverb
- tense (past, present)
- apostrophe, comma
Spelling, Punctuation & Grammar
Grammar
Develop their understanding of the concepts set out in English Appendix 2 by:
- Using subordination (using when, if, that, because) and co-ordination (using or, and, but)
- Use expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
- Understand how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Correct choice and consistent use of present tense and past tense throughout writing
- Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming he was shouting]
Punctuation
Indicate grammatical and other features by:
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl's name]
- Commas to separate items in a list,
Year 3
Terminology for pupils
- preposition conjunction
- word family, prefix
- clause, subordinate clause
- direct speech
- consonant, consonant letter vowel, vowel letter
- inverted commas (or 'speech marks')
Punctuation & Grammar
Grammar: Develop their understanding of the concepts set out in English Appendix 2 by:
- extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
- Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
- choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
Punctuation: Indicate grammatical and other features by:
- using commas after fronted adverbials
- indicating possession by using the possessive apostrophe with plural nouns
- Introduction to inverted commas to punctuate direct speech
- use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.
-
-
Year 4
-
Year 5
] or tense
| Word | Word |
|---|---|
| Sentence | |
| Text | |
| Punctuation | |
| Terminology for pupils | |
Overall spelling objectives for Year 5.
| Term 1 | Term 2 |
|---|---|
| To revise prefixes and learn new suffixes and understand the guidance for adding them Spell some words with ‘silent’ letters [for example, knight, psalm, solemn] Use dictionaries to check the spelling and meaning of words Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Use a thesaurus. Write from memory simple sentences dictated by the teacher which includes words and punctuation taught so far. | To revise prefixes and learn new suffixes and understand the guidance for adding them Use dictionaries to check the spelling and meaning of words Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Use a thesaurus. Write from memory simple sentences dictated by the teacher which includes words and punctuation taught so far. |
| Statutory requirements | Statutory requirements |
| Endings spelt –cious or –tious. (pg 56) Endings which sound like –sial. (pg 56) Words ending in –able and –ible. (pg 57) Words ending in –ably and –ibly. (pg 57) | Words ending in –ant, –ance/–ancy, –ent, – ence/–ency. (pg 56) Words with the sound spelt ei after c. (pg 58) |
Year 6
| | Year 6: Detail of content to be introduced (statutory requirement) |
|---|---|
| Word | |
| Sentence | |
| Text | |
| Punctuation | |
| Terminology for pupils | | | <urn:uuid:e8acd832-4885-4816-bb7d-9cc739687b57> | CC-MAIN-2017-34 | http://burdettcoutts.co.uk/wp-content/uploads/2014/10/BurdettCoutts.Policy.Curriculum.2014.Spelling.pdf | 2017-08-22T13:02:25Z | crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00323.warc.gz | 68,014,242 | 1,969 | eng_Latn | eng_Latn | 0.988677 | eng_Latn | 0.990754 | [
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Good Health Begins with a Good Night's Sleep
Essential for Health
A good night's sleep is important to a healthy lifestyle. Sleep affects all aspects of your day – from how you feel, to your relationships, productivity and ultimately your quality of life.
The average adult requires 7-8 hours of sleep per night. However, some people may need as much as 10 hours a night, while others need much less.
If you tend to sleep longer on the weekends than you do during the week, you probably are not meeting your personal sleep requirement.
Better Sleep Tips
* Try to go to bed and wake up at the same time every day – this helps keep your 'biological' clock in sync.
* Establish a regular bedtime routine.
* Sleep in a dark, quiet, comfortable and cool sleep environment.
* Finish eating at least two to three hours before bedtime.
* Be Physically Active! People who exercise a few times a week sleep better than those who are not physically active. Plan to complete your workout a few hours before bedtime.
* Avoid nicotine, caffeine and alcohol.
How Stressed Are We?
The Better Sleep Council reveals the following statistics:
* 66% of Americans are losing sleep due to stress.
* 32% of Americans are losing sleep at least one night per week.
* 16% of Americans experience stress-induced insomnia (inability to fall asleep).
Starting each day with a good night's sleep and taking control of your sleep environment can reduce stress and improve the quality of your life.
Sleep Debt
Can you make up for lost sleep during the week by sleeping more on the weekends? NO. If you sleep more on the weekends than during the week – this equals a 'sleep debt.' The only way to reduce the debt is to sleep as much as your body needs every night.
Sleep needs to be a health priority! Research shows a link between lack of enough sleep and obesity. Adults who sleep 7 to 9 hours per night are less likely to be obese. This is true even when adjusted for other health factors.
Make Your Bedroom 'Sleep-Friendly'
* Be sure your mattress is comfortable and supportive. If you sleep with a partner, your mattress should allow both of you enough space to move easily.
* Your pillow should hold your head in the same position to your shoulders and spine as if you were standing with correct upright posture.
* Light is one of the body's most powerful time cues. The rising sun can wake up the brain long before the alarm goes off.
* Sudden loud noises can disrupt sleep. Steady, low sounds, such as a fan are soothing because they help block distracting noises.
* The ideal bedroom temperature is 60° to 65° Fahrenheit. A room that is too warm or too cool can disrupt comfortable sleep. | <urn:uuid:2f196a2d-548d-4e3d-97b4-d252d581e6f1> | CC-MAIN-2021-39 | https://www.dhhs.nh.gov/dphs/nhp/documents/bettersleep.pdf | 2021-09-24T18:55:14+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00368.warc.gz | 755,249,899 | 578 | eng_Latn | eng_Latn | 0.999217 | eng_Latn | 0.999215 | [
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Clarkson College Writing Lab
Common Mistakes
Point of View
Eliminate I, me, my, you, we, our, and one from scientific writing, unless it is absolutely necessary, such as an experiment that you personally performed.
- APA style recommends the third-person.
- Instead of "One may think that everyone gets divorced these days," use "It is common to think that everyone gets divorced these days."
- Work to be conscious of your point of view. It will take some practice to eliminate the first- and second-persons from your writing, but you can do it.
Sentence Structure
Where is your subject, where is your verb?
- Sentences should read smoothly.
- Nothing will kill a paper like an invasion of awkward wording.
- Think lucid; think clear; think logical; think coherent.
- Does each sentence flow smoothly off the tongue? Or, is it difficult to read out loud?
- Begin to recognize the subject and the verb within each sentence. After this, you will begin to notice how many of your sentences begin with a subject and how many begin with introductory material.
- If most of your sentences begin with introductory material, you will likely need to simplify your prose.
- If few to none of your sentences begin with introductory material, you may need to complexify your prose.
- Either way, sentence structure needs to vary. Sentence structure that does not vary lacks luster and is repetitive to read.
Verb Tense & Voice
Verbs must agree with one another and remain active.
- In order for your writing to improve, it is paramount that you begin to recognize your verb tenses. Notice when your tenses are in past, present, and future.
- Most academic writing requires an active voice, in which the subject of the verb performs the action. (In the passive voice, the subject of the verb receives the action.) Note that the 6th edition APA Publication Manual instructs writers to "Prefer the active voice" (2009, p. 77).
- For example, "Johnny throws apples" is active, and "The apples are thrown by Johnny" is passive. In the first sentence, the subject is the performer (Johnny) of the act; in the second sentence, Johnny sits in the back seat (and could easily be omitted) while the objects he throws, apples, sit in the front seat.
- Notice the simplicity of the active voice versus the passive voice. The passive voice is wordy (three words versus six), awkward, and, well, passive.
- The active voice is clear and concise, vigorous and direct.
- As you write for different assignments, you will inevitably have to use verb tenses and voices other than the present and the active. For example, when writing an evidence-based practice, you will use the past tense to discuss the experiments you performed. The key is to be conscious of your verb choices and then to make a conscious decision to use one tense or voice over the other. That way, if someone questions your choice of voice, you can defend your use with a logical argument.
Typos
You must actually proofread your paper for mistakes; read it out loud; have a friend read it out loud. Notice where your friend stumbles over the words. Then, fix that area.
- Spell-check does not catch misused words, such as through/though/thorough or two/to/too. It is your job to read your paper carefully to eliminate these simple errors.
- When a paper contains typos, the author immediately loses credibility. If an author does not take the time to accurately check their paper, they likely did not take the time to accurately check the results from their experiments.
- DO NOT lose credibility due to typos. They are easy to fix. They just take time and concentration.
Too Much Summary & Research
I know, I know, too much research sounds like a joke. But, after reading too many student papers that showed no trace of the student's ideas in the paper, I can no longer laugh at the idea. Instead, in these papers, I end up learning a lot about other people's ideas.
- Just because the assignment calls for a "research paper" does not preclude your voice and ideas from entering the paper.
- You must learn that summary and research exist in a paper (even in a research paper) only to support your ideas.
- Thus, a good rule of practice is to read through your paper and highlight other people's ideas. Do they make up the majority of the paper? Or, do they seem to exist only in tandem with your ideas?
- Of course, in scientific writing, much research is used, summarized, and cited; however, you need to learn how to make your voice and your ideas the main focus of your paper.
- Follow the three-step quotation guideline: When using quotes and paraphrases, you must (1) state your own ideas in relation to the quote, (2) introduce the person who is being quoted and what qualifications make his or her quote credible, and (3) document the quote in APA style. | <urn:uuid:90021934-306b-452c-b02f-a0f56cbd6fa2> | CC-MAIN-2021-39 | https://www.clarksoncollege.edu/default/assets/File/WritingLabCommonMistakes.pdf | 2021-09-24T19:07:33+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00370.warc.gz | 712,577,099 | 1,043 | eng_Latn | eng_Latn | 0.998654 | eng_Latn | 0.999037 | [
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Healthy stories
You can use storybooks to introduce, discuss, and develop Our Healthy Year's themes and ideas. These books can also be used as topics. You could invite parents to come in for a reading session.
Traditional stories
The Enormous Turnip
* How turnips grow
* Health benefits of vegetables
* Sizes and weighing, portion sizes
* Things you can make with turnips (turnip soup)
* Everything needs water to grow, staying hydrated
Jack and the Beanstalk
* How beans grow (investigation – where do baked beans come from?)
* Health benefits of vegetables
* How things grow
* Sorting bean activities, e.g. by size, colour, portion sizes
* Things you can make with beans (bean salad)
* Everything needs water to grow, staying hydrated
* Markets
* Grow beans
The Little Red Hen
* Discover where bread comes from
* Explore farms and crops
* Use stalks of corn to grind flour
* Make bread
* Grow yeast
* Story sequencing
Goldilocks and the Three Bears
* Explore and discuss sugar and sweetening of foodstuffs and drinks
* Talk about healthy breakfasts
* Make porridge
* Numbers/counting/sets of/matching/sorting by size/colour
* Small world play
* Drama/role play
Storybooks
The Very Hungry Caterpillar, Eric Carle
* Some foods are healthier, e.g. apples, pears, plums, strawberries and oranges, and some are for special occasions, e.g. cake
* Numbers and counting
* Weighing scales
* Visit to shops
* Write shopping lists
Handa's Surprise, Eileen Browne
* Explore food from different countries
* Learn about vitamins
* Tasting and smelling sessions
* Make a seven fruit salad
* Devise a bar chart 'which fruit do you like best?'
* Draw or make paper mache fruit, use for role play activities or make a mobile for display
Storybooks with a food theme
Use and share some other stories that have a food theme such as:
Trying new foods
Green Eggs and Ham, Dr Seuss
I Will Never Not Ever Eat a Tomato, Lauren Child
Daisy: Eat your Peas, Kes Gray
Eating the Alphabet, Lois Ehlert
* Can pupils remember trying something new?
* How did they feel before they tried it?
* Did they like it? Would they have it again?
Energy in / energy out
Six Dinner Sid, Inga Moore
The Tiger who came to Tea, Judith Kerr
* Do pupils understand the relationship between the energy you put into your body, and the energy you use? Search Change4Life/schools to find out more.
* What would happen to the tiger / Sid if they kept eating so much?
Healthy soups
Stone Soup, Ann McGovern
Growing Vegetable Soup, Lois Ehlert
* Before reading the story, show pupils pictures of the vegetables mentioned.
- Can they identify them all?
- How do they grow?
* After reading the story, discuss:
- Do pupils grow any fruit or vegetables in a garden, allotment, window box or indoor pots? What do they use them for?
- What type of soup do pupils like?
Storybooks with a food theme
Pancakes
Pancakes, Pancakes, Eric Carle
* Before reading the story, ask pupils what you need to make pancakes
* After reading the story, discuss:
- Is jam a healthy topping for the pancakes?
- What would be healthier?
Growing
You'll Soon Grow into Them, Titch, Pat Hutchins
* Do pupils know what will help Titch to grow?
Storybooks with a movement theme
Use these storybooks to talk to pupils about the importance of exercise, and different ways of exercising that they enjoy.
We're Going on a Bear Hunt, Michael Rosen From Head to Toe, Eric Carle Get Up and Go, Nancy Carlson I.Q. Gets Fit, Mary Ann Fraser Willy the Champ, Anthony Browne
Giraffes Can't Dance, Giles Andreae and Guy Parker-Rees
* Can pupils think of a day out where they did a range of activities and exercises?
* Can pupils make a list of movements and make sounds to go with them like in 'We're Going on a Bear Hunt'?
* Can pupils think of an activity they tried like Willy that they did not enjoy or feel they were good at, but that they improved at over time.
* Give each pupil an animal to try to mimic in class and ask them to think up and act out a story in small groups. | <urn:uuid:ae76b14b-76ef-4b1e-b4f3-37cef1466eb3> | CC-MAIN-2021-39 | https://www.justonenorfolk.nhs.uk/media/2477/healthy-stories.pdf | 2021-09-24T18:38:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00369.warc.gz | 850,797,508 | 964 | eng_Latn | eng_Latn | 0.995834 | eng_Latn | 0.996698 | [
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Adam and Eve Lived the Gospel of Jesus Christ
Lesson
6
Purpose
To help the children understand that the gospel of Jesus Christ is eternal and is based on truths that will help us gain exaltation.
Preparation
Suggested Lesson Development
Attention Activity
1. Prayerfully study:
* Moses 5:58–59—The gospel was preached to Adam by angels.
* Moses 6:1—Adam obeyed God and called upon his sons to repent.
* Moses 6:48–63—Adam was taught the plan of salvation.
* Moses 6:64–68—Adam was baptized and received the Holy Ghost and the priesthood.
2. Additional reading:
* 2 Nephi 31:5, 9–12, 15–21—Nephi teaches the same principles that were taught to Adam.
3. Study the lesson and decide how you want to teach the children the scripture account (see "Preparing Your Lessons," p. vi, and "Teaching from the Scriptures," p. vii). Select the discussion questions and enrichment activities that will best help the children achieve the purpose of the lesson.
4. Materials needed:
a. A Pearl of Great Price and a Book of Mormon for each child.
b. A Doctrine and Covenants.
c. A piece of bread or fruit and a rock, a picture of a rock, or a piece of metal that does not rust (see the attention activity).
Invite a child to give the opening prayer.
Show the children the piece of bread or fruit, and ask questions similar to the following ones:
* Will this be different if I keep it a month? a year?
* Will it change if the hot sun shines on it for a week?
* Will it change if I keep it in water for a week?
* Will it change if I step on it?
Show the children the rock, piece of metal, or picture, and ask the same questions about the object or the object in the picture.
Explain that some things around us change and some do not. Ask the children to think of other examples of things that change and things that do not.
* Does the gospel of Jesus Christ change? Help the children understand that the gospel of Jesus Christ existed before the creation of the earth to give us the opportunity to become like Heavenly Father, and it is part of his plan for
Scripture Account
Discussion and Application Questions us (see Mosiah 3:17). The gospel that Adam and Eve received after they ate the forbidden fruit and became mortal is the same gospel we have today.
Teach the children the account from Moses 5:58–59; 6:1, 48–68 of Adam and Eve being taught and then living the gospel. (For suggested ways to teach the scripture account, see "Teaching from the Scriptures," p. vii.)
Study the following questions and the scripture references as you prepare your lesson. Use the questions you feel will best help the children understand the scriptures and apply the principles in their lives. Reading and discussing the scriptures with the children in class will help them gain personal insights.
* What did angels teach Adam and Eve? (Moses 5:58.) Why do you think we are taught the same gospel that Adam and Eve were taught? (The gospel is based on unchanging, eternal truths.)
* Why did Adam and Eve need the gospel of Jesus Christ? (Moses 6:48–52, 57.) Why do we all need the gospel?
* What are the first principles and ordinances of the gospel? (Articles of Faith 1:4.) What principles and ordinances were Adam and Eve taught? (Moses 6:52.) Point out that the first principles and ordinances of the gospel were the same in Adam's day as they are today.
* What is the difference between a principle of the gospel and an ordinance? (A principle is a basic doctrine or law. An ordinance is a sacred ceremony with spiritual meaning that is performed by someone with priesthood authority.)
* What did Adam do that showed he had faith in Jesus Christ? (Moses 5:4–6.) Help the children understand that after Adam learned these teachings, he lived them. How do we show that we have faith in the Savior?
* How do we know that Adam repented of his transgression in the Garden of Eden? (Moses 6:53.) How can we be forgiven for the wrong things we do? Why must we repent? (Moses 6:57.)
* By what method was Adam baptized? (Moses 6:64.) Point out that "laid under the water" means being immersed in the water. How are we baptized?
* What was Adam taught about the Holy Ghost? (Moses 6:61; He is a Comforter, giver of peace, teacher of truth.) What did Adam receive after he was baptized? (Moses 6:65–66.) How do we receive the gift of the Holy Ghost? (D&C 20:41.) How can the Holy Ghost help you?
* What is the difference between the Holy Ghost and the gift of the Holy Ghost? (The Holy Ghost is a member of the Godhead and a personage of spirit who can help anyone who is worthy. The gift of the Holy Ghost is the right we receive after baptism, when we are confirmed, to have the Holy Ghost as a constant companion if we keep our baptismal covenants.) "A person may be temporarily guided by the Holy Ghost without receiving the gift of the Holy Ghost" (Gospel Principles, p. 138).
* Why are the first principles and ordinances of the gospel important throughout our lives? Explain that we need to always have faith in Jesus Christ and obey his commandments. We need to repent daily. We renew our baptismal covenants each Sabbath day as we partake of the sacrament. We can be guided and blessed throughout our life by listening to the promptings of the Holy Ghost. We can eventually become like Heavenly Father.
Enrichment Activities
You may use one or more of the following activities any time during the lesson or as a review, summary, or challenge.
1. Display the plan of salvation cutouts used in lesson 1.
* Where are we in this plan right now?
Remove all the cutouts except Birth, Earth Life, Death, and Celestial Kingdom. Explain that we are all trying to go from Earth Life to the Celestial Kingdom. Point out that there are certain things we must do in order to achieve this goal. Have each child look up one or more of the following scriptures to find these key words:
2 Nephi 31:19—Faith in Christ
2 Nephi 31:11—Repentance
2 Nephi 31:5—Baptism
2 Nephi 31:12—Receiving the Holy Ghost
2 Nephi 31:15—Enduring to the end
Discuss the information in 2 Nephi 31:17–21 to help the children understand what we must do throughout our lives to reach the celestial kingdom. Help them realize the importance of our life here on earth.
2. Read statements similar to the following to emphasize how the gospel of Jesus Christ does not change. Have the children stand if the statement is true.
* Jesus Christ was baptized by immersion, so we are to be baptized by immersion. (True)
* My parents were taught to dress modestly and appropriately, but I should be able to dress any way I want. (False)
* Adam and Eve prayed to Heavenly Father, and I pray to Heavenly Father. (True)
* Adam and Eve were taught the same principles and ordinances of the gospel as we have in the fourth article of faith. (True)
* The Holy Ghost helped only those people who lived long ago. (False)
* The people we read about in the scriptures were taught to have faith in Jesus Christ, and I am taught to have faith in Jesus Christ. (True)
* Adam and Eve repented of their transgressions, so I don't have to repent when I do wrong. (False)
* We read about paying tithing in the scriptures, but that law was only for people who lived long ago. (False)
* Jesus Christ taught people to love and serve others, and I have been taught to love and serve others. (True)
3. Discuss the meaning of faith in Jesus Christ. It is a strong belief in Jesus that inspires us to obey his teachings. Help the children understand that when we have faith in Jesus Christ, we not only believe in him but we also do what he wants us to do.
4. Discuss the meaning of repentance. "Repentance is the way provided for us to become free from our sins and to receive forgiveness for them." To repent, we must feel sincere sorrow for our sins. We must stop sinning and begin keeping the commandments. (See Gospel Principles, pp. 123–25.)
Conclusion
Testimony
Suggested Family Sharing
Suggested Home Reading
5. Share your feelings about your baptism, and let the children tell what they remember about their baptisms.
6. Help the children understand the importance of receiving the gift of the Holy Ghost. Share an experience you have had or someone you know has had of being helped by the Holy Ghost. Invite the children to share experiences they have had.
7. Explain what it means to "endure to the end." Help the children understand that baptism into The Church of Jesus Christ of Latter-day Saints is just the beginning. We endure to the end and receive eternal life by obeying the commandments for the rest of our lives. Give the children each a piece of paper and have them write down things they can do throughout their lives, such as pray, pay tithing, attend church, read the scriptures, and so on, that will help them endure to the end. Encourage the children to take these papers home and discuss with their families how they can help each other endure to the end.
8. Sing or read the words to "Faith" (Children's Songbook, p. 96), "When I Am Baptized" (Children's Songbook, p. 103), or "The Holy Ghost" (Children's Songbook, p. 105).
Express your feelings about Jesus Christ and what he has done for you. Emphasize the importance of developing faith in him and living his gospel, which includes repenting of our sins, being baptized, receiving the gift of the Holy Ghost, and enduring to the end by obeying his commandments.
Encourage the children to share with their families a specific part of the lesson, such as a story, question, or activity, or to read with their families the "Suggested Home Reading."
Suggest that the children study Moses 6:52, 64–68 and 2 Nephi 31:15–21 at home as a review of this lesson.
Invite a child to give the closing prayer. | <urn:uuid:85ecf957-f0cf-4c42-aeac-c1d21417c921> | CC-MAIN-2021-39 | https://media.ldscdn.org/pdf/manuals/primary-manual-6/2012-01-09-lesson-6-adam-and-eve-lived-the-gospel-of-jesus-christ-eng.pdf?lang=eng | 2021-09-24T18:00:31+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00369.warc.gz | 431,835,120 | 2,265 | eng_Latn | eng_Latn | 0.995431 | eng_Latn | 0.995795 | [
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Elementary Enrichment Activity Matrix - Grade 5
Please visit the Curriculum & Instruction page of the district website for more Information.
Physical Education/
the sounds around you. Pay human sounds. The world is
an interesting place to listen!
Practice your spelling words
Check how many calories in
| Mathematics | Science and Social Studies | Health & Social/ Emotional Learning | Art & Music |
|---|---|---|---|
| Math Facts! Practice multiplication and division facts for at least 15 minutes. | What Are You Wondering? Explore at Wonderopolis. | “Try Not To Laugh” Challenge! Act like a goofy goober and make someone laugh. | Be an Artist! Think of someone who matters in your life and create a unique picture/drawing for him/her. |
| Choose an activity on NRICH Math. | Start a Science Sketch Book! Draw what you observe around you. | Encouraging Kindness! Write a note or draw a picture to someone you noticed was kind or helpful to you. | Draw/Paint to Music! Letting your creativity flow in response to music is a great way to let out feelings and relax. |
| Design Your Dream Home! Determine the measurements of all the rooms. Find the area and perimeter of each room. | Extend Your Learning! Select a science topic from school. Visit NSTA or Science Fun to learn more. Bonus: Research a topic of your choice. | Be a Sugar Detective! Foods like yogurts, cereals, granola bars, sauces, dressings, and condiments are sneaky sources of sugar. The American Heart Association recommends kids should have less that 25 grams or 6 teaspoons of added sugars daily for a healthy heart. | Photojournalism! With your parent’s permission, use a camera to make a digital photo journal on an interesting topic. ● Your vision of a perfect day ● Things you find beautiful ● A special family moment |
| Choose one fifth grade activity on: ● Khan Academy ● Math At Home | Explore Perspective! Write a journal or a postcard from the point of view of an explorer or scientist. | Chore Champion! Help fold the laundry, do the dishes, or another chore. | Dance! Dance! Dance! Choreograph a dance and do not be afraid to turn out your best moves. |
| Design Your Dream Home! Determine how much paint and carpet you would need. | Be an Inventor! Invent a machine or device to solve a problem. | Crunch Your Veggies! Snack on crunchy stuff like carrots or celery throughout the day. | Imagine It! Draw yourself as a warrior. Think about how strong and capable you would be. |
nonfiction book on:
* ● ● ●
two.
the game.
✦ For more resources visit Cora J Belden's Children Department
| <urn:uuid:8ab77038-92cb-4419-92dc-aef14c8843a0> | CC-MAIN-2021-39 | https://content.schoolinsites.com/api/documents/f992decce61c48da9268e69af2d20acf.pdf | 2021-09-24T18:48:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00369.warc.gz | 236,251,712 | 597 | eng_Latn | eng_Latn | 0.979814 | eng_Latn | 0.979814 | [
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Harvard Formatting and Style Guide
Cover Page
Harvard formatting requires a very specific title page. About halfway down the page is the title of the paper, in all capital letters. Following this (about three lines down) is the name of the author. This is not in capital letters. Move four lines down and then put the name of the class, and, on the line after that, the name of the professor. Next line is the name of the school, then the city and state where it is located, and, finally the date.
Header
The header contains a short description of the title and a sequential the page number. Using the example title "The American Presidency"…a partial title and page number in Harvard format could look like:
Presidency 1
There are several key components to note. First, the title is right justified instead of the normal left or center. There is only a partial title expressing the main idea in the essay. Between the partial title and the number are exactly five spaces. Always use the space bar and use just five spaces. To access the header in MS WORD, go to the top of any page in the document and double click. A blue dotted line will appear with a small box on the lower left-hand corner that reads "Header" and above this will be your cursor. A box will drop down simultaneously. Click the "Page Number" box and follow these directions. Click on the first option- "Top of the Page." Then click the one that reads "Plain Number 3." A number corresponding to the page you are on will appear on the right-hand side of the header. The cursor is now on the left side of the number. Type your partial title and then press the space bar exactly five times. Now double click anywhere in the body of the main document and the page number header is set.
The Harvard Essay Template 1
THE HARVARD ESSAY TEMPLATE
by (Name)
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State where it is located
The Date
The Harvard Essay Template: The Essay Title is Centered and Capitalized The first paragraph of the essay introduces the reader to your topic with a "hook," which might be an interesting fact, a statistic, a lively quotation, or an anecdote that sheds light on your essay. The introduction then leads to the thesis statement, which is sometimes underlined, depending on your professor's preference. The thesis statement is the main idea of the essay, telling the reader in one sentence what the body of your essay will demonstrate or prove, and the rest of the essay supports the thesis with facts, evidence, and reasoning.
If You Have a Long Essay, Use Centered Headings to Break Up the Body of the Essay Use Italicized Headings for Subsections
The first sentence of the first body paragraph should be the topic sentence, which tells the reader what the paragraph will discuss – this sentence should relate to the thesis and provide support for the claim made in the thesis statement. After the topic sentence, supporting details are used to back up the topic sentence and provide more information about it. Each detail should relate back to the topic sentence. Details can include analysis, explanation, quotations about the subject, and/or facts and figures that support the topic sentence. The paragraph should conclude with a sentence that sums up the paragraph and leads into the next body paragraph.
New Subheadings May Be Used to Introduce New Subtopics
Transition words, such as "similarly," "however," "therefore," etc. can be helpful in linking paragraphs. You should show how your next paragraph connects to the one that came before. The paragraph should have its own topic sentence and follow the same format as the first body paragraph, with supporting details and a closing sentence. Each body paragraph should repeat the topic sentence, supporting details, and closing sentence format.
Use a New Heading When You Change Major Topics
Within your paragraphs, you should be sure to cite your sources using in-text citations. In Harvard style, these citations use the author's name and first initial, the year of publication, and the page number on which the information appears. You should provide a citation for each fact, summary, paraphrase, or quotation you use from an outside source. If you don't do this, it is plagiarism, a serious academic offense. An in-text citation to a quote from page 12 of a book by Christopher Clark would look like this (Clark, C. 2006, 12). Then, you list your source at the end of the paper in the reference list. Such citations make it easy for readers to see where you gathered your information to check it for themselves.
Additionally, Harvard style typically asks students to use a standard font (such as Times New Roman, Arial, or Courier New for Windows, or Times, Helvetica, or Courier for Mac) at size 12. You should not use fancy fonts, colors in the text, or excessive amounts of boldface, underlining, or italics. The whole paper should be double-spaced with smooth left margins and jagged right margins. In Harvard style, the titles of books, movies, long plays, TV shows, journals, newspapers, magazines, and websites are Italicized. Short stories, poems, episodes of TV shows, and short plays are placed in "Quotation Marks." (This is for in-text mentions; the rules are different for the reference list.) Following these conventions makes it easy for readers to recognize what you are referring to quickly and accurately.
The Conclusion Finishes the Essay
The first sentence of the conclusion should restate the thesis statement, reminding the reader in different words what the essay has shown or proved. You should then offer a brief discussion of your topic, reminding the reader what the most important parts of the essay were. You should finish your essay with the "take home" message, the single most important point you want the reader to remember after the reader has put down your paper. This could take the form of a quotation, a fact, a statistic, or a well-developed, original thought. Following the conclusion is the reference list, which lists on a separate page all the sources used in the in-text citations, and only the sources used in-text.
References
(This template will provide samples for Harvard style references for a book, a journal article, and a website. An actual References list is alphabetized by author’s last name and is double
spaced with a hanging indent, which means that the first line of each entry is flush against the left margin while the second and subsequent lines are indented one-half inch.
Note:
There are several variations of Harvard style used in different countries; the following is the most common
format but is not the only one in use. If in doubt, consult your school's Harvard style guide.)
General Format:
Book Author's Last Name, First Initial, Year of Publication.
Title of book capitalized like a sentence.
City of Publication: Publisher.
Article Author's Last Name, First Initial & Second Author's Last Name, First Initial, Year of
Publication. Article title capitalized like a sentence without quotation marks. Journal
Title,Volume Number(Issue Number): pp.Pages.
Internet Author's Last Name, First Initial, Year of Publication.
Web page title capitalized like a sentence and italicized
. [Online] (updated Date of Update) Available at: <
Website Underlined
Address of the
> [Accessed Date of Access].
Examples:
Clark, C., 2006. Iron kingdom: the rise and downfall of Prussia, 1600-1947
Belknap Press.
, Cambridge:
Keller, M. & Horne, S., 1976. Take back the knight: reinterpreting medieval poetry from a feminist perspective. Journal of Medieval Literature, 12(5), pp.66-89.
Nevins, S., 2010. Most men don't cry—why? [Online] (updated 4 Feb. 2010) Available at: <http://www.wowowow.com/relationships/most-men-dont-cry-why-sheila-nevins439529> [Accessed 5 Feb. 2010].
Note: If there is no author listed, begin with the corporate author or publisher, like this: The Economist, 2010. Facing up to China. [Online] (updated 4 Feb. 2010) Available at: <http://www.economist.com/opinion/displayStory.cfm? story_id=15452821&source=hptextfeature> [Accessed 5 Feb. 2010]. | <urn:uuid:19ca633c-cb4d-4733-9b37-7dbe176694e1> | CC-MAIN-2021-39 | https://www.collegeessay.org/blog/research-paper-example/harvard-research-paper-sample.pdf | 2021-09-24T19:29:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00371.warc.gz | 735,653,956 | 1,783 | eng_Latn | eng_Latn | 0.926811 | eng_Latn | 0.996835 | [
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Pre-AP World History and Geography and World History Since 1450 Social Studies Curriculum Framework and World Geography Social Studies Framework: Alignment Summary
Pre-AP courses focus deeply on a limited number of concepts and skills with the broadest relevance for high school coursework and college and career success. The course framework serves as the foundation of the course and defines these prioritized concepts and skills.
When teaching a Pre-AP course, teachers have purposeful time and space to bring their own voice and lessons into each unit to best meet the needs of their students and address the full range of state standards. This alignment summary demonstrates the deep connections between the Pre-AP World History and Geography Course Framework and the World History Since 1450 Social Studies Curriculum Framework and World Geography Social Studies Framework to support teachers and schools in their planning. Along with the corresponding standards crosswalk, teachers and schools can use this alignment summary when planning and preparing to implement Pre-AP World History and Geography.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
World History
and Geography
COURSE GUIDE
Alignment at a Glance: Very Strong
Discipline Highlights
World History Since 1450:
* Era 6: Emergence of First Global Ag e fourteen fifty through seventeen seventy
* Era 7: Age of Revolutions seve nteen fifty through nineteen hundred
World Geography:
* Environment and Society
= Very strong alignment
= Partial alignment
Overall, the alignment between the Pre-AP World History and Geography Course Framework and the World History Since 1450 and World Geography Standards is very strong.
Across all eight strands of the World History Since 1450 and World Geography Standards, the majority of standards are covered in full or in part by the Pre-AP course framework.
The World History Since 1450 standards and the Pre-AP framework share the deepest alignment within the Era 6 and Era 7 content strands.
The World Geography Standards and the Pre-AP course framework share the deepest alignment within the Environment and Society content strand.
Alignment between the Pre-AP World History and Geography Course Framework and the World History Since 1 450 and World Geography standards is described as very strong or partial. A very strong alignment is one in which t he majority of standards are fully addressed by the mapped Pre-AP Learning Objectives (LOs). A partial alignment i s one in which the standards are partially addressed by the corresponding Pre-AP Learning Objectives. Partial a lignment can occur when one framework includes greater specificity or extends beyond the scope of the other f ramework. Given the focused nature of the Pre-AP course framework, some partial alignments are to be expected.
Alignment at a Glance: Partial
World History Since 1450:
* Era 8: Crisis and Achievement 1900 dash 1945
* Era 9: Contemporary World Since 1945
World Geography:
* World in Spatial Terms
* Places and Regions
* Human Systems
Discipline Highlights
While the overall alignment between the World History Since 1450 and World Geography Standards and the Pre-AP World History and Geography framework is strong, there are some expected areas of partial alignment or gaps in alignment due to the more granular nature of the AR Standards.
Summary
The AR Standards include distinct statements that ask students to analyze the contribution of specific historical figures or events that serve as illustrative examples embedded into core ideas and historical processes, and are addressed by the Pre-AP EKs. For example, students might use the regional frameworks called for in Era9.4WH.1 to engage with EKs about the Cold War and Globalization.
The World History Since 1450 Standards have social science skills, such as evaluating claims and comparing historical interpretations, embedded within the content standards. Although these concepts are not explicitly addressed by the learning objectives in the Pre-AP framework, the instructional approach provides opportunities to develop and practice these skills. These skill approaches can be used to tackle specific historical or analysis tasks called for in various content eras.
Beyond alignments to the course framework, it is also important for educators to turn to the Pre-AP Shared Principles and Pre-AP World History and Geography Areas of Focus to understand the full picture of alignment between Pre-AP World History and Geography and World History Since 1450 and World Geography Standards. The shared principles and areas of focus represent the Pre-AP approach to teaching and learning, and these principles deeply address skill development and disciplinary practices that cannot be easily captured within a standards crosswalk. In summary, there are ample opportunities for teachers to address the World History Since 1450 and World Geography Standards with confidence throughout this course.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
World History
and Geography
COURSE GUIDE
Learn more about Pre-AP World History and Geography at preap.org | <urn:uuid:0d495e70-e23a-44e1-b4da-9148fc3c50a7> | CC-MAIN-2021-39 | https://pre-ap.collegeboard.org/pdf/pre-ap-world-history-geometry-crosswalk-summary-arkansas.pdf | 2021-09-24T17:28:49+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00370.warc.gz | 480,978,314 | 1,013 | eng_Latn | eng_Latn | 0.971686 | eng_Latn | 0.97294 | [
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BREED STANDARD ANALYSIS
I've chosen the Basset Hound breed standard for this exercise because they have short hair and many unique characteristics to examine. It is easier to learn about reading and interpreting the breed standard of a short hair dog because there isn't a lot of coat in the way.
As a dog groomer, it can be helpful to read a dog breed's breed standard from the American Kennel Club before grooming a dog. You can also go over the dog as you are reading the standard to help you determine if there is anything not quite right about the dog that you can hide by grooming the dog well and using hair to disguise a fault. One example of this is if you have a curly coated dog that is towed out. You can groom the dog so the toes appear to face forward. Another benefit to going over both the breed standard and the dog you are working on is you may notice something that isn't correct structurally, being aware of this can help you keep the dog more comfortable while you are grooming it making the process far more pleasant for both you and the dog.
BASSET HOUND
2. The term "heavier in bone" is used to describe the dog as being big boned.
1. Many breed standards explain why a breed is built a certain way to do a certain job. For the Basset hound it is explained that the "characteristics which equip it admirably to follow a trail over and through difficult terrain."
3. The preferred temperament is often expressed in a breed standard. For the Basset Hound it is noted that "the temperament is mild, never sharp or timid."
5. The Basset Hound breed standard explains that the dog's skull is domed, and the occiput is very noticeable.
4. We see that specific measurements are given for the Basset Hound's head size. "Its length from occiput to muzzle is greater than the width at the brow." This means that the Basset Hound's head is longer than it is wide.
6. We again have a specific head measurement. For the Basset Hound the nose to the stop, the area between the eyes, and the stop to the occiput, should be the same.
8. The breed standard indicates that the skin over the head of the Basset Hound should be loose and that tight skin is considered a fault.
7. It is explained that the line of the muzzle and top skull are parallel planes. This means when looking at the side of the dog's head, the muzzle and the top skull should be parallel. FIGURE 1
9. The Basset Hound's muzzle is described as heavy and free from snippiness. This means that it should not be too small or pointed.
11. When a breed standard indicates a trait is allowed, but not desirable, it means that a dog being shown will not be disqualified.
10. Pigment is referred to in many breed standards. For the Basset Hound it is noted that the nose is supposed to be darkly pigmented with the black color being preferred although a deep liver colored nose is allowed if it conforms to the color of the dog's head, but this liver color is not desirable.
12. The bite is described as scissor or an even bite and that an overshot or undershot bite is a serious fault.
14. Here the eyes of the Basset Hound are described as soft, sad, and slightly sunken. The haw (third eyelid,) is visible and the color of the eyes should be dark brown. The standard does allow for lighter colored eyes, but mentions it is not a desirable trait. It also mentions that protruding eyes are a fault.
13. Lips are described as darkly pigmented, pendulous, with loose hanging flews and a very pronounced dewlap. This means the Basset Hound's lips are somewhat large, loose, perhaps even flappy.
All these notes about the eyes of a Basset Hound are in the breed standard this way because of the job a Basset Hound is bred to do. They are designed to run through brush and bramble. Their eyes should be slightly sunk in and not protruding to protect the eyes as the dog is doing its job.
16. Here we have the description of the chest of the Basset Hound, they have a large, full chest and when looking at the dog from the side you will see the chest goes out in front of the front legs of the dog.
15. The ears of the Basset Hound are described as extremely long and low set. This means that the ears are attached to the head below the eye level of the dog. Here we also have another measurement, the ear of the Basset hound when brought forward to the nose, should be long enough to fold over the end of the nose. Also, a high set ear is described as a fault.
17. The breed standard gives us another measurement. The distance from the Basset Hound's lowest point of the chest to the ground is not to be more than one-third the total height at the withers of the adult Basset Hound. FIGURE
18.
2
are out. Steepness in shoulder refers to a shoulder that is not laid far enough back, it is too far forward on the dog
At this point the breed standard lists some serious faults: steepness in shoulder, fiddle front, and elbows that making it “steep.” A fiddle front refers to a bone structure that makes the front assembly of the dog look like a fiddle | <urn:uuid:981ecdaa-a088-40cc-812f-8427ec46c54b> | CC-MAIN-2021-39 | https://www.gordonspetgrooming.com/wp-content/uploads/2021/01/Breed-Standard-Analysis.pdf | 2021-09-24T18:04:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00372.warc.gz | 810,239,865 | 1,168 | eng_Latn | eng_Latn | 0.99937 | eng_Latn | 0.99937 | [
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Invertebrate Worksheet
1. What are invertebrates?
2. Name the phyla of invertebrates and members of each phyla.
Sponges
5. Sponges have no basic body arrangement and are said to be ________________.
6. Sponges live attached to one spot as adults so they are __________.
7. Sponges reproduce asexually by internal or external __________ and by _______________ whenever a piece of a sponge breaks off. This last method helps sponges form _____________.
8. Sponges reproduce sexually also and are _______________ producing both eggs and sperm. Sponges __________ sperm with each other and do not fertilize their own eggs.
Cnidarians
9. The phylum Cnidaria includes what organisms?
10. Cnidarians all have _______________ symmetry and _____________ or arms that have stinging cells called _______________. These stinging cells shoot out like a _______________ and contain a __________ that can kill or paralyze their prey.
11. Cnidarians have a simple nerve _________ and can reproduce both _____________ and _____________.
Flatworms
12. Flatworms are in the phylum _______________ and are flattened ______________ with __________ symmetry.
13. Flatworms are said to be _________________ because of their solid body.
Nematodes
14. _______________ are in the phylum Nematoda and are _________________ in shape and ________________ at both ends.
15. Roundworms have ________________ symmetry. They are found in _______________________.
16. The roundworm called Trichinella causes the disease _______________ and is picked up when someone eats ________________________. This disease affects the ______________ and _______________.
Rotifers
17. Rotifers are ___________________ worms found in terrestrial & aquatic habitats.
18. Rotifers have separate _____________, but some species reproduce by _______________________.
Mollusks
19. Name several organisms in the phylum Mollusca.
20. Mollusks have a durable shell made of ________________ and are found ________________.
21. Mollusks have ________________ symmetry and a ___________________ containing their body organs. Mollusks also have a muscular ____________ for movement which can be modified into arms or _________________.
22. Mollusks have a ___________________ heart and an ______________________circulatory system.
23. Mollusks reproduce ___________________ and go through a free swimming larval stage called the _______________________.
Annelids
24. Annelids are ____________________ worms found in _________________.
25. Give two ways that segmentation is an advantage for an organism.
26. Annelids show ______________________ by having bilateral symmetry with an anterior head where most sense organs are found.
Arthropods
27. Arthropod means _________________ appendages.
28. Give 5 characteristics of all arthropods.
29. What is the exoskeleton of arthropods composed of?
30. What is meant by an open circulatory system?
31. Insects with _________________ metamorphosis go through egg, larva, pupa, & adult stages; while those with incomplete metamorphosis go through ________________, ___________________, and _________________ stages.
32. Give examples of insects with complete and incomplete metamorphosis.
Echinoderms
33. Give some examples of echinoderms.
34. Echinoderms have an __________________ made of movable or fixed calcium plates called ___________________, ___________________ symmetry with a ______________ part body plan, no __________________ or _________________ as adults, and extendable ________________________ for movement.
35. Echinoderms reproduce asexually by _____________________ or sexually with _________________ fertilization. | <urn:uuid:1a0d023d-1f7d-40f6-8364-5e1936a9db60> | CC-MAIN-2021-39 | https://www.norforkschools.org/uploads/1/2/2/4/122431121/biology__april_13-17.pdf | 2021-09-24T18:36:41+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00373.warc.gz | 939,660,952 | 810 | eng_Latn | eng_Latn | 0.996541 | eng_Latn | 0.99786 | [
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Ingredients for Ultimate Troop Success
Tonight were going to discover with you some key ingredients to developing a successful troop. We would like to connect with you and discover how your community can help deliver the key ingredients for ultimate troop success.
Our research shows, when girls participate in Girl Scouts, they benefit in 5 important ways.
As a Girl Scout she:
* Develops a strong sense of self
* Displays positive values
* Seeks challenges and learns from setbacks
* Forms and maintains healthy relationships
* Learns to identify and solve problems in her community
Let's begin to make our recipe for success.
Ingredients:
1. When I say "A strong sense of self" what does that mean to you?
What troop activities could a leader incorporate to encourage a "strong sense of self"?
* Girl Led
* Reflection after meetings
* Reward Accomplishments (Badges)
* Incorporating the girls input
* Ask for help when needed
2. We want to build girls of Courage, Confidence and Character. What activities reinforce her positive values?
What can adults do to help display positive values?
* Incorporate the Promise & Law (Have it be a part of your troop meeting, lead by example)
* Respect differences
* My promise my faith award
* Leadership awards
3. We want girls to step outside of her comfort zone and take healthy risks that will help her grow. How does a troop help a girl seek challenges and what does she learn from the setbacks. How do we teach a girl it is safe to step outside her comfort zone?
* Cookie Program
* Outdoor experiences
* Do something new
* STEM
4. Girls who participate can develop lifelong friendships. How do we help a girl develop and maintain Healthy Relationships? How should a troop promote girls to form and maintain healthy relationships?
* Girl Scout Tradition (example: friendship circle)
* Conflict resolution plan for your troop
* Attend Girl Scout events to meet other girls
* Include parents in meetings and reward ceremonies and incorporate their strengths
5. We like to get girls involved in her community. How do we encourage girls to identify and solve problems in her community? How does a troop support girls to get involved in her community?
* Community Service/ Take Action Projects
* Earning Higher awards
* Volunteering
Conclusion:
When we put all of these ingredients together we have a girl with a strong sense of self, displays positive values, seeks challenges and learns from setbacks, forms and maintains healthy relationships, & identifies and solves problems within her community. Here is our girl who has had the opportunity for the ultimate Girl Scout Experience. It all starts with you.
Please take a moment to reflect what your take away is from this activity. | <urn:uuid:4658541b-1b19-42d0-958e-a89a7458853a> | CC-MAIN-2021-39 | https://www.gsutah.org/content/dam/girlscouts-gsutah/documents/leadership-fundamentals/Council%20Community%20Training%20-%20Ingredients%20for%20Successful%20Troop.pdf | 2021-09-24T19:21:19+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00373.warc.gz | 824,705,034 | 553 | eng_Latn | eng_Latn | 0.996476 | eng_Latn | 0.995758 | [
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Small Fruit Flies (Vinegar Flies)
Scientific Name: Drosophila spp.
Order: Diptera (True Flies)
Family: Drosophilidae (Small Fruit Flies, Vinegar
Flies, Pomace Flies)
Identification and Descriptive Features: Small
fruit flies are small flies, approximately 3 mm (1/8) long. They are stout bodied and with a tan-colored head and thorax. The abdomen is darker, often with bands. Most have bright red eyes.
Distribution in Colorado: Various Drosophila species can be found statewide and several European species are now widely established throughout North America. [Present confirmed species in Colorado include Drosophila melanogaster Meigen, D. buskii Coquillett, and D.
funebris (F.). ] They can become extremely abundant around sources of fermenting vegetable matter and sometimes breed indoors when suitable foods are present.
Life History and Habits: Larvae of small fruit flies feed on yeasts and other microorganisms that are associated with fermenting fruit, vegetables, other plant matter and animal manure. (Material decayed by the action of fungi or bacteria are not attractive.) Plant ooze produced from infections of trees are also commonly
colonized. Indoors, small fruit flies sometimes develop large numbers in association overripe fruit or residues remaining in discarded containers of soft drinks or beer.
Eggs may be laid directly on the food or around the edges and hatch within 1-2 days. The larvae feed on the surface. They are tiny legless maggots and have extended spiracles at the tip of the abdomen that allow them to acquire oxygen while feeding in semi-liquids. The larval life can be
completed in about 5-6 days at summer temperatures. They then crawl away to pupate in a somewhat drier site. The entire life cycle can be completed in 8 days at 85 0 F.
Figure 3. Small fruit fly pupae in overripe banana.
Related Species: Although poorly collected within the state, several other genera of small fruit flies are also known or suspected of being present within the state, including Chymomyza, Clastopteromyia, Scaptomyza, and Mycodrosophila.
Other Small Indoor Flies: Several other small flies are sometimes found within the home. Most similar in general size and body shape are phorid flies (Phoridae family), sometimes known as drain flies. These feed on decaying organic matter and most offten develop high indoor populations in association with plumbing leaks. In close inspection their strongly arched prothorax and two dark, heavy veins along the fore edge ofthe wings can distinguish phorid flies.
Moth flies (Psychodidae family) also may be found indoors and similarly are associated with plumbing, developing on the bacterial gel that sometimes coats the interior of pipes. Their distinctive wings, held roof-like over the body and covered with fine hairs are characteristic of the moth flies. Fungus gnats also may occur indoors and are associated with the potting soil of houseplants
Control of Small Fruit Flies in the Home:
Infestations of small fruit flies in buildings almost invariably originate from breeding sources that should be identified and eliminated. Overripe fruit is a typical breeding site. Fruit flies may also breed in the residue remaining from incompletely washed soft drink and beer containers, on spilled material around garbage containers and incompletely sealed compost containers.
All such areas should be treated to deny further breeding, by discarding, washing, or better sealing areas to exclude flies. If this done thoroughly the number of flies should be seen to decline within a few days and the infestation can end when all remaining adult flies die, a period of about 2 weeks.
Small fruit flies can also be readily trapped. Vinegar, beer, or mashed fruit (banana, peaches) can be highly attractive and the flies can be directed into a simple trap with a funnel entrance (Figure 4).
Figure 4. A simple trap for small fruit flies, baited with vinegar. | <urn:uuid:a0d68384-90e2-4c2f-9910-6f7b7f49f39d> | CC-MAIN-2021-39 | https://webdoc.agsci.colostate.edu/bspm/arthropodsofcolorado/Fruit-Flies.pdf | 2021-09-24T18:52:50+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00372.warc.gz | 644,733,147 | 860 | eng_Latn | eng_Latn | 0.996334 | eng_Latn | 0.997604 | [
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*
LAGOON SCHOOL PROGRAM
<< A La Carte >>
If you are aged between 6-12 years old, enjoy snorkeling and are interested in learning about Tetiaroa's marine and terrestrial environment, then come and join one of our naturalist guides from Tetiaroa Society and become one of our ambassadors.
IN THE MORNING
The Amazing Coral Polyp
Time: 3h (9:00-12:00)
Available: Monday, Thursday and Sunday
While snorkeling, you will observe different species of coral and help our guides monitor the health of our reef. You will learn about coral, their biology and ecology, and how this fragile ecosystem is currently under threat.
Who's Who?
Time: 3h (9:00-12:00)
Available: Tuesday and Friday
While snorkeling, you will observe different species of fish, coral, crabs, sea cucumbers and algae. You will explore the feeding relationships and role of these animals in their natural environment which will help you to understand the importance of these interactions in a healthy coral reef ecosystem.
Corals and Humans
Time: 3h (9:00-12:00)
Available: Wednesday and Saturday
While snorkeling, you will observe Tetiaroa's marine life. You will use your observations to help create your own coral reef ecosystem. As a coral reef ambassador, your role is to come up with an action plan to help conserve our reefs, for future generations to come.
Association « TETIAROA society » - N° Tahiti : B54770
email@example.com• www.tetiaroasociety.org
IN THE AFTERNOON
Life on an atoll : The Discovery Trail
Time :2h (14:00-16:00)
Availability : Monday to sunday
During a treasure hunt, discover the different aspects of the plants on the Tetiaroa atoll. Touch and smell will be useful senses for this activity. So, join one of the naturalist guides of Tetiaroa Society and leaves in the footsteps of the Polynesians.
Journey in the life of a Sea Turtle
Time: 2h (14:00-16:00)
Availability : Monday to Sunday
(OCTOBER TO JUNE)
Come on a journey with our guides from Tetiaroa Society to explore the life cycle of marine turtles from hatchlings to adults. Be an ambassador for our turtles and learn how you can make a difference and take action to help protect all seven species of marine turtles around the world.
Meet the Cetaceans
Time :2h (14:00-16:00)
Availability: Monday to Sunday
(JUNE TO OCTOBER)
It is an opportunity to discover the different species of cetaceans in Polynesian waters. The whales and dolphins that encircle Tetiaroa only ask to make themselves known then join one of the naturalist guides of Tetiaroa Society. So you will learn why whales come to visit us or why the dolphins jump and especially what we must do to protect our friends cetaceans.
Informations and Booking at the Conciergerie | <urn:uuid:3934f81c-d596-46a6-b77d-62e096cc61db> | CC-MAIN-2021-39 | https://global-uploads.webflow.com/5fda95cd93793de42700aa07/60e38f8c6b20581f189d0056_the-brando-lagoon-school-program.pdf | 2021-09-24T18:55:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00372.warc.gz | 325,484,866 | 648 | eng_Latn | eng_Latn | 0.996172 | eng_Latn | 0.996338 | [
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FEATURE
Baihetan Hydropower Station
China's opened a new hydropower dam, a major milestone for 4 reasons
MSN
China's opened a new hydropower dam, a major milestone for 4 reasons (msn.com)
Monday, China officially began partial operation of a massive new hydroelectric dam, the Baihetan (白鶴灘) Hydropower Station, says The Associated Press. Construction has taken four years and about $34 billion, per NDTV.
China's new hydropower dam is the secondlargest in the world
* Located in southwest China along a tributary of the Yangtze River, the new hydropower station is a major milestone.
Over 900 feet tall, the Baihetan dam has 16 units that can each generate 1 million kilowatts of energy. This energy-generating capacity makes it the second-largest in the world. The Baihetan Hydropower Station will produce more than 15 times the energy produced from the Hoover Dam, reports Global Times.
* Essentially, in one hour, one unit will generate enough energy to supply electricity to an ordinary Chinese family for 400 years, reports Global Times.
* At full capacity, the Baihetan dam will supply enough electricity to meet the power needs of 500,000 people for a year — every single day, reports NDTV.
The largest hydropower dam in the world is also along China's Yangtze River. This dam — the Three Gorges Dam — began operations in 2003, according to the AP.
The dam is part of China's effort to reduce carbon emissions
China has committed to carbon neutrality by 2060, but increasing energy demands have kept the country reliant on fossil fuels. The Baihetan hydroelectric station is a major step to expand China's use of alternative power sources, according to the AP.
* In conjunction with expanding capacity, China is also developing new technology to allow transmission of hydroelectric power from southwestern dams to eastern cities, like Shanghai, the AP reports.
* When fully operational, the Baihetan dam will eliminate the need to burn 20 million tons of coal annually, thereby cutting China's carbon emissions, says the AP.
For the Chinese government, the new dam is a major symbol
The Baihetan hydropower station was unveiled only three days before the 100th anniversary of the Chinese Communist Party, says the AP. In celebration of this centenary, the Chinese government has unveiled a number of major construction projects.
* The construction "miracles" are intended as symbols for the party's commitment to strengthening and developing China, says Global Times.
The new dam may cause damage and international water disputes
However, the new hydropower station does have concerning implications for the region. Environmental groups have criticized the dam for displacing hundreds of thousands of local communities, says NDTV.
* Large-scale dams, like Baihetan, also disrupt river ecology and threaten fish or other local species, says the AP.
According to NDTV, China's neighbors — such as India and Vietnam, who also rely on water from Yangtze tributaries — have growing concerns. These countries are concerned that China expanding its control over substantial portions of the water supply will create negative consequences for downstream countries.
Microsoft and partners may be compensated if you purchase something through recommended links in this article | <urn:uuid:fdc4269f-5883-4cb8-be80-24a0ac7f9f45> | CC-MAIN-2021-39 | http://caforumonline.net/CAFHandlerPDF.ashx?ID=1190 | 2021-09-24T17:49:48+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00373.warc.gz | 12,612,568 | 690 | eng_Latn | eng_Latn | 0.997822 | eng_Latn | 0.998914 | [
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College Application Essay Example for Johns Hopkins
Having explored the myths from ancient Greece, Rome, and Egypt, my curiosity was piqued in eighth grade by a simple legend from Japanese lore. If you fold one thousand paper cranes, the gods will grant you one wish. I took it as a challenge. My previous forays into origami had ended poorly, but I was so excited to begin my quest that this detail seemed inconsequential. My art teacher loaned me a piece of origami paper and, armed with an online tutorial, my quest began. Like an early prototype of the airplane, I ascended towards my dreams for a glorious moment before nose-diving into the ground. The first crane was a disastrous failure of wrinkly lines and torn paper. Too embarrassed to ask for another, I turned to my stack of Post-it notes. By the third attempt, I ended up with a sticky pink paper crane. Holding that delicate bird, I was flooded with triumph and elation.
The first two hundred cranes were all crafted from Post-it notes. Armed with a pack of highlighters, I decorated each piece of paper individually. I folded cranes at home, between classes, and in the car. My fingers were permanently sticky from the glue I scraped off every square. Slowly, my collection grew: first ten, then fifty, then one hundred. Before the task could become monotonous, I started experimenting. How small was it possible for a crane to be? Smaller than a golf ball? Smaller than a dime? Small enough to sit on the end of a pencil? Any size was attainable. I could make a crane smaller than almost any arbitrary form of measurement. Soon I could finish a crane in fifty seconds or with my eyes closed. Anything square and foldable became my medium. Paper towels, candy wrappers, and aluminum foil joined my vibrant menagerie of carefully folded paper. I was unstoppable; that wish was as good as mine.
By six hundred cranes, the increasing demands of high school academics caused my pace to slow. I despaired. I wouldn't let this be another ambitious project that I couldn't finish.
My cranes mattered to me. As an outlet for expression, they served as a way to defuse frustration and sadness, and a source of pride and joy. Their creation allows me to bring beauty to the world and to find a sense of order in the bustle and chaos of life. There is a lot of beauty to be found in tiny things. I'm reminded that little gestures have a lot of meaning. I have given away cranes to my friends as a pick-me-up on bad days, and I have made cranes to commemorate people, such as the dark green crane I made the day my grandmother died. They are a symbol of hope to remind me what I have accomplished.
So, I pushed myself to keep working and to keep folding one crane at a time. My determination paid off, and in the summer after sophomore year, my passion was reinvigorated. One month before the end of junior year, I folded my thousandth paper crane. As I leaned over the open drawer brimming with origami pieces in a multitude of sizes and colors, I felt a rush of satisfaction and triumph. Not only was 1,000 cranes an achievement in its own right, but I proved to myself that I can finish what I start.
The world is filled with big numbers. College tuition, monthly rent, and car prices deal in the many thousands. Those figures are incomprehensible to someone who has never interacted with anything so large, and I wanted to understand them. A thousand will never simply be a number to me: it is hundreds upon hundreds of hand-folded cranes combined with years of effort.
So what did I wish for? It turns out, I didn't need the wish. I learned I have the power to make things happen for myself. | <urn:uuid:ba195829-7c65-43b3-9f10-ce73eaf121fa> | CC-MAIN-2021-39 | https://www.collegeessay.org/blog/college-application-essay-examples/johns-hopkins-college-application-essay.pdf | 2021-09-24T17:37:23+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00374.warc.gz | 732,747,593 | 800 | eng_Latn | eng_Latn | 0.999657 | eng_Latn | 0.999662 | [
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Learning Objectives:
1. How to block using the ball
Learning outcomes: (success criteria
)
1: Develop blocking techniques using the ball
2: Select and apply tactics for blocking with the ball in conditioned games
3: Develop confidence in blocking with the ball and protecting rest of team
4: Pupils analyse and comment on others' performance
5: Pupils explain how Dodgeball contributes to their health and well being.
| Entry activity (mins); starter (mins): Blocker Ball (hold the ball with two hands inside the line of the body) 2 players blocking the rest of the group attempting to hit the blockers or knock the ball out of their hands. When a blocker is out swap over with the player who got them out. Other players cannot move with the ball. How does Dodgeball contribute to Health and Fitness? | Resources: (inc. ICT used to move learning forward) 2 x blocking balls (different colour) 3 x Dodgeballs |
|---|---|
| Main (mins): Dodge-Run-Block (spread fingers around the ball) A team of blocking players and a team of throwing players The blocking team have to try and get balls in the Dead Ball Zone whilst avoiding being hit by the throwers. The throwers have to aim at the blocker but also three targets behind the blocker that they’re attempting to protect. Once all three targets or all blockers have been hit then the teams | Cones x 10 in Dead Ball Zone Targets x 3 Dodgeball court Dodgeballs x 3 |
swap roles
| Throwers/Blockers/Catchers (incoming balls contact on the top half of the blocking ball) Divide the court into three areas – 1 area for each role. Throwers have to try and hit the blockers. Blockers have to try and deflect the incoming balls Catchers have to catch a ball that deflects off a blocking ball The practice runs as a circuit, so if a thrower hits a blocker on the body they become a blocker. If a blocker gets hit they become a catcher If a catcher manages to catch a deflected ball they become a thrower. (make it easy for catchers to gain possession) | 4 blocking balls – should be a different colour 10 throwing balls Divide the group into 3 Divide the space into three with cones, lines etc. |
|---|---|
| Capture the Flag (keep moving and make self as small as possible) Each team has a flag on their side of the court Only 1 player can enter their opponents side of the court at any time and attempt to retrieve the flag. They may carry a ball to protect themselves but must drop the ball as soon as they pick up the flag. They must get the flag back to their side of the court without being hit. | 2 x flags – cones, player etc. 1 x Dodgeball court 3 x Dodgeballs |
| Invisiplayer (sieve – protect the players behind you) Each team selects 2/3 blockers who must protect the rest of the team. They cannot go out. Normal rules apply. (positioning in middle) | 4 blocking balls – should be a different colour 6 throwing balls | | <urn:uuid:4cdcd40d-c8b4-498a-b052-8d3d3f235a1e> | CC-MAIN-2021-39 | https://camdenlearning.org.uk/wp-content/uploads/2019/01/Dodgeball-Lesson_Blocking.pdf | 2021-09-24T18:07:53+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00378.warc.gz | 203,545,370 | 676 | eng_Latn | eng_Latn | 0.9947 | eng_Latn | 0.994405 | [
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Welcome to CaseyLifeSkills.org (the "Website"). This Privacy Policy is designed to assist you in understanding how Casey Family Programs ("Casey", "we", "us", or "our") treats the information provided by you or collected from your use of the Website. We may change this Privacy Policy from time to time, in which case, the revised Privacy Policy will be applicable from the date posted on the Website.
By using the Website, you are accepting the practices described in this privacy policy, where permitted by applicable law.
What Information Do We Collect?
We collect, process, and retain, information you voluntarily provide, as well as collect information from and any devices you use to interact with the Website, in different ways:
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Casey encourages you to be aware when leaving the Website and to read the privacy statements of third party websites. This Privacy Policy applies solely to information collected on this Website.
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casey family programs
casey life skills | terms of use
Welcome to CaseyLifeSkills.org ("Website"). Your access and use of this Website (including the Content, functionality and services offered through the Website) is governed by these Terms of Use ("Terms"), which forms a legally binding contract between you and Casey Family Programs ("Casey", "we", "us", "our"). Please read these terms carefully before you use the Website. By using the Website, you agree to be bound by these Terms.
We may change these Terms, Content, and services offered through the Website from time to time, in which case we will post the revised Terms of Use on the Website. By continuing to use the Website after any such changes are posted, you accept the Terms of Use, as modified.
Access to Website
You may be required to provide registration details or provide certain information, such as your name or email address, to access certain Website features and functionality, including functionality that permits you to complete assessments. All information you provide to create an account on the Website must be accurate, current and complete. You understand that any information you provide will be treated by Casey in the manner described in our Privacy Policy. We reserve the right to decline to provide services and access to this Website to any person for any or no reason.
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family programs casey
1. Use, copy, sublicense, adapt, transmit, publicly perform or display any such communication and content; and
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Services offered on the Website may include electronic communication, electronic forms, forms, bulletin boards, forums and chat rooms, and other user feedback based Web features ("Interactive Areas") which allow you to provide feedback to Casey and may include real-time interaction between users. Casey does not control messages, posts, information or files delivered to its unmoderated Interactive Areas. It is a condition of your use of the Interactive Areas and this Website that you do not:
* Restrict or inhibit any other user from using and enjoying the Interactive Areas.
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inappropriate for children.
* Impersonate another person, whether a third party or a Casey representative or moderator; or falsely state or otherwise misrepresent your affiliation with a person or entity.
* Upload, post, email, transmit or otherwise make available any Content that contains any patient, medical or other protected health information regulated by the Health Insurance Portability and Accountability Act ("HIPAA"), as amended and supplemented) or any similar federal or state laws, rules or regulations
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Limitation of Liability
IN NO EVENT WILL CASEY, ITS AFFILIATES, OR THERI LICENSORS, SERVICE PROVIERS, EMPLOYEES, AGENTS, OFICERS OR DIRECTORS BE LIABLE FOR DAMAGES OF ANY KIND, UNDER ANY LEGAL THOEIRY, ARISING OUT OF OR IN CONNECTION IWTH YOUR USE, OR INABILITY TO USE THE WEBISTE, ANY WEBSITES LINKED TO IT, ANY CONTENT ON THE WEBSITE OR SUCH OTERH WEBSITES OR ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBISTE OR SUCH OTHER WEBSITES, INCLUDING ANY DIRECT, INDIRECT, SPECIAL, INCIDENTAL, CONSEQUENTIAL, OR PUNITIVE DAMAGES, INCLUDING BUT NOT LIMITED TO PERSONAL INJURY, PAIN AND SUFFESRING, EMOTIONAL DISTRIESS, LOSS OF USE, LOSS OF GOODWILL, LOSS OF DATA, AND WHETHER CAUSED BY TORT (INCLUDING NEGLIGENCE), BREACH OF CONTRACT OR OTHERWISE, EVEN IF FORESEEABLE.
THE FOREGOING DOES NOT AFFECT ANY LIABILITY WHICH CANNOT BE EXCLUDED OR LIMITED UNDER APPLICABLE LAW.
Termination
These Terms of Use are effective until terminated by Casey, at any time without notice. In the event of termination, you are no longer authorized to access the CaseyLifeSkills.org and the restrictions imposed on you with respect to content downloaded, copied or otherwise replicated from the Website, the disclaimers and limitations of liabilities set forth in this agreement, shall survive in perpetuity.
Other
These Terms of Use constitute the entire agreement between you and Casey with respect to this Website and supersedes all previous and contemporaneous Privacy Policy and Terms of Use, proposals and communications, written and oral. These Terms of Use shall be governed by and construed in accordance with the laws of the State of Washington without giving effect to any principles or conflicts of law. If any provision of the Privacy Policy or Terms of Use shall be unlawful, void or for any reason unenforceable, then that provision shall be deemed severable from this agreement and shall not affect the validity and enforceability of any remaining provisions.
Daily Living
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I know where to go to get on the Internet. | | | | |
| I can find what I need on the Internet. | | | | |
| I know how to use my email account. | | | | |
| I can create, save, print and send computer documents. | | | | |
| I know the risks of meeting someone in person that I met online. | | | | |
| I would not post pictures or messages if I thought it would hurt someone's feelings. | | | | |
| If someone sent me messages online that made me feel bad or scared, I would know what to do or who to tell. | | | | |
| I know at least one adult, other than my worker, who would take my call in the middle of the night if I had an emergency. | | | | |
| An adult I trust, other than my worker, checks in with me regularly. | | | | |
| When I shop for food, I take a list and I compare prices. | | | | |
| I can make meals with or without using a recipe. | | | | |
| I think about what I eat and how it impacts my health. | | | | |
| I understand how to read food product labels to see how much fat, sugar, salt, and calories the food has. | | | | |
| I know how to do my own laundry. | | | | |
| I keep my living space clean. | | | | |
| I know the products to use when cleaning the bathroom and kitchen. | | | | |
Self Care
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes | Yes |
|---|---|---|---|---|---|
| I can take care of my own minor injuries and illnesses. | | | | | |
| I can get medical and dental care when I need it. | | | | | |
| I know how to make my own medical and dental appointments. | | | | | |
| I know when I should go to the emergency room instead of the doctor’s office. | | | | | |
| I know my family medical history. | | | | | |
| I know how to get health insurance when I am older than 18. | | | | | |
| I have at least one trusted adult who would visit me if I were in the hospital. | | | | | |
| There is at least one adult I trust who would be legally allowed to make medical decisions for me and advocate for me if I was unable to speak for myself. | | | | | |
| I know how to get the benefits I am eligible for, such as Social Security, Medicaid, Temporary Assistance for Needy Families (TANF), and Education and Training Vouchers (ETV). | | | | | |
| I bathe (wash up) daily. | | | | | |
| I brush my teeth daily. | | | | | |
| I know how to get myself away from harmful situations. | | | | | |
| I have a place to go when I feel unsafe. | | | | | |
| I can turn down a sexual advance. | | | | | |
| I know ways to protect myself from sexually transmitted diseases (STDs). | | | | | |
| I know how to prevent getting pregnant or getting someone else pregnant. | | | | | |
| I know where to go to get information on sex or pregnancy. | | | | | |
Relationships and Communication
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I can speak up for myself. | | | | |
| I know how to act in social or professional situations. | | | | |
| I know how to show respect to people with different beliefs, opinions, and cultures. | | | | |
| I can describe my racial and ethnic identity. | | | | |
| I can explain the difference between sexual orientation and gender identity. | | | | |
| I have friends I like to be with who help me feel valued and worthwhile. | | | | |
| I am a part of a family and we care about each other. | | | | |
| I can get in touch with at least one family member when I want to. | | | | |
| I have friends or family to spend time with on holidays and special occasions. | | | | |
| I know at least one adult I can depend on when I exit care. | | | | |
| I know an adult who could be a grandparent, aunt or uncle to my children now or my future children. | | | | |
| My relationships are free from hitting, slapping, shoving, being made fun of, or name calling. | | | | |
| I know the signs of an abusive relationship. | | | | |
| I know what my legal permanency goal is. | | | | |
| I have information about my family members. | | | | |
| I think about how my choices impact others. | | | | |
| I can deal with anger without hurting others or damaging things. | | | | |
| I show others that I care about them. | | | | |
Housing & Money Management
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I understand how interest rates work on loans or credit purchases. | | | | |
| I understand the disadvantages of making purchases with my credit card. | | | | |
| I know the importance of a good credit score. | | | | |
| I know how to balance my bank account. | | | | |
| I put money in my savings account when I can. | | | | |
| I know an adult who would help me if I had a financial emergency. | | | | |
| I use online banking to keep track of my money. | | | | |
| I know the advantages and disadvantages of using a check cashing or payday loan store. | | | | |
| I know how to find safe and affordable housing. | | | | |
| I can figure out the costs to move to a new place, such as deposits, rents, utilities, and furniture. | | | | |
| I know how to fill out an apartment rental application. | | | | |
| I know how to get emergency help to pay for water, electricity, and gas bills. | | | | |
| I know what can happen if I break my rental lease. | | | | |
| I can explain why people need renter’s or homeowner’s insurance. | | | | |
| I know an adult I could live with for a few days or weeks if I needed to. | | | | |
| There is at least one adult that I have regular contact with, other than my case manager or other professional, who lives in stable and safe housing. | | | | |
| I know an adult I can go to for financial advice. | | | | |
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I plan for the expenses that I must pay each month. | | | | |
| I keep records of the money I am paid and the bills I pay. | | | | |
| I know what happens in my state if I am caught driving without car insurance or a driver’s license. | | | | |
| I can explain how to get and renew a driver’s license or state ID card. | | | | |
| I can figure out all the costs of car ownership, such as registration, repairs, insurance, and gas. | | | | |
Work and Study Life
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes | Yes |
|---|---|---|---|---|---|
| I know how to develop a resume. | | | | | |
| I know how to fill out a job application. | | | | | |
| I know how to prepare for a job interview. | | | | | |
| I know what the information on a pay stub means. | | | | | |
| I can fill out a W-4 payroll exemption form when I get a job. | | | | | |
| I know what employee benefits are. | | | | | |
| I know what sexual harassment and discrimination are. | | | | | |
| I know the reasons why my personal contacts are important for finding a job. | | | | | |
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I know how and when I can see my child welfare or juvenile justice records. | | | | |
| I know an adult who will go with me if I need to change schools. | | | | |
| I know how to get help from my school’s mental health services. | | | | |
| I know where I can get help with an income tax form. | | | | |
| I have an adult in my life who cares about how I am doing at school or work. | | | | |
| I can take criticism and direction at school or work without losing my temper. | | | | |
| I know how to prepare for exams and/or presentations. | | | | |
| I know where I can get tutoring or other help with school work. | | | | |
| I look over my work for mistakes. | | | | |
| I get to school or work on time. | | | | |
Career and Education Planning
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I know how to find work-related internships. | | | | |
| I know where to find information about job training. | | | | |
| I can explain the benefits of doing volunteer work. | | | | |
| I have recently talked to an adult who works in a job I would like to have. | | | | |
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I know what type (college, trade school) education I need for the work I want to do. | | | | |
| I know how to get into the school, training, or job I want after high school. | | | | |
| I know how to find financial aid to help pay for my education or training. | | | | |
| I have talked about my education plans with an adult who cares about me. | | | | |
| I know an adult who will help me apply for training or education after high school. | | | | |
Looking Forward
| Are the following statements like me | No | Mostly No | Somewhat | Mostly Yes |
|---|---|---|---|---|
| I believe I can influence how my life will turn out. | | | | |
| I can describe my vision for myself as a successful adult. | | | | |
| I have a good relationship with a trusted adult I like and respect. | | | | |
| I would like to use my experience to help other youth. | | | | |
| I believe my relationships with others will help me succeed. | | | | |
| I feel I am ready for the next phase of my life. | | | | |
| Most days, I am proud of the way I am living my life. | | | | |
| Most days, I feel I have control of how my life will turn out. | | | | | | <urn:uuid:1499a3e2-2252-470b-a9f0-e6e3428f052b> | CC-MAIN-2021-39 | https://www.casey.org/media/CLS_assessments_LifeSkills.pdf | 2021-09-24T18:36:20+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00375.warc.gz | 703,482,843 | 6,899 | eng_Latn | eng_Latn | 0.994069 | eng_Latn | 0.994077 | [
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A DISCUSSION OF HEARING AIDS
Hearing Aids
Hearing aids may be worn as ear level instruments or as body-type aids to rehabilitate hearing loss. There are also hearing aids that can be built into an ear mould and inserted entirely within the ear.
In many instances hearing aids may be used to alleviate or control distressing head noise (tinnitus). Hearing aid amplification may effectively mask out (keep the wearer from hearing) the tinnitus.
Two Aids are Better Than One
Hearing aids worn in both ears are called binaural hearing aids. There are a number of advantages to the patient in the use of aids in each ear. Binaural fitting will usually allow a patient to have balanced hearing, with speech perceived equally loud in the two ears. This will permit localisation of sound. The most important advantage, however, is that most hearing aid users are able to understand speech in a noisy background much better than when an aid is used only in one ear. Furthermore, using two aids results in a significant increase in the loudness of sound due to binaural summation. The effect of this is that the volume control may be reduced for each ear and this in turn will lessen the impact of background noise.
The Use of a Hearing Aid
Different persons react differently to the use of a hearing aid. One's age, the severity of the hearing impairment, and the acceptance of the need for the aid may strongly influence one's reaction to supplementing his own hearing with amplified sound. The eye and degree of hearing impairment may limit the benefits to be gained from a hearing aid. Generally speaking, the hard-of-hearing person has a dual problem.
noises including speech are not perceived in their normal loudness. In addition, there is often an accompanying reduction in what is called discrimination, an impairment of one's ability to distinguish among the sounds of speech leads to a reduction in understanding.
If a person has an impairment of the conductive type, he can expect maximum benefits from a hearing aid because discrimination ability is not greatly affected. Most persons with this type of impairment become adjusted to using a hearing aid with very little difficultly.
If the hearing impairment is of the sensori-neural or nerve type, the difficulty of adjusting satisfactorily to a hearing aid may be greatly increased. Very often, persons who have this type of loss can hear speech sounds if they are loud enough but cannot always understand what is being said. It is true that speech must be loud enough to permit the listener to understand to his full capability, but making speech increasingly louder will not necessarily lead to a corresponding improvement in discrimination because the hearing nerve has become less sensitive to the acoustic differences of speech sounds. A hearing impaired person will often say, "I hear but I can't always understand what I hear." Because the prime function of an aid is to amplify sounds, some uses of these instruments continue to experience difficulty in understanding. Through amplification, some sounds of speech can be heard and understood with greater east. The hearing aid offers the user hearing that is short of normal acuity but more satisfactory than the uncompensated impairment.
The major problem for a new hearing aid user is to adjust the hearing aid in noise. There have been many innovations in hearing aid fitting that have helped new users to learn to live with noise. Changes in circuitry of the hearing aid, specially designed ear moulds, and highly adjustable aids have greatly eased the initial learning process for many patients.
Steps in Learning to use a Hearing Aid
Whatever the type of hearing impairment, it is important to follow a planned program of "learning to use the hearing aid." The ease or difficulty of hearing will vary depending on the loudness of background noises, the distance of the listener from the source
of sounds, the clarity of speech or of music, and the lighting (which may enhance or may interfere with lip reading). Practice exercises will help to prepare the wearer to use his hearing aid in widely different situations.
Some recommendations for learning to use a hearing aid for maximum benefit are described in the following paragraphs.
1. Use the Aid at First in Your Own Home Environment. Your hearing aid amplifies noise as well as it amplifies music or speech and you may be disturbed temporarily to background noise. Concentrate on listening for all of the normal household sounds and try to identify each sound that you hear. Once you can identify background noises, such as the hum of the refrigerator, the roar of an electric fan, the clinking of dishes, or the slamming of doors, these noises will tend to be less annoying and distracting to you.
2. Wear the Aid Only as Long as You Are Comfortable With It. If you are tired and fatigued after using the aid for an hour or two, take it off. Let the way you feel be your guide. You can, over a period of several weeks, gradually lengthen the amount of time that you wear the aid.
3. Accustom Yourself to the Use of the Aid by Listening to Just One Other Person – husband or wife, neighbour or friend. Talk about familiar topics; use common expressions, names, or a series of numbers for practical purposes. After a few days of practice with one person in a quiet environment try a different listening exercise. Turn on the radio or television and
4. Do Not Strain to Catch Every Word The importance of listening carefully and of concentrating on what is being said cannot be over emphasised, but do not worry if you miss an occasional word. Normal hearing persons miss individual words or parts of sentences and unconsciously "fill in" with the thought expressed. (Keep your eyes on the face of the speaker. Speech reading is a very great help as a supplement to the hearing aid.)
5. Do Not Be Discourage by the Interference of Background Noises. If your initial experience with the aid is unsatisfactory, remember that you are learning new habits, or rather, relearning old habits in a new setting. Normal hearing persons are aware of background noises too, but have learned to push them out of conscious awareness. As you learn to discriminate between noise and speech and to identify various background sounds, you also will be able to ignore extraneous noises just as persons with normal hearing do.
6. Practice Locating the Source of Sound by Listening Alone. Localisation of sound (the determination of the direction from which the sound comes) often presents a special problem to wearers of hearing aids. One exercise that helps to develop directional
perception is to relax in a chair, keep your eyes closed, and have someone speak to you from difference places in the room. Each time your helper changes his position, attempt to locate him through the sound of his voice alone.
7. Increase Your Tolerance For Loud Sounds. At first, hearing aid users tend to set the volume control at a level too low for efficient listening. Louder sounds need not cause discomfort. By a very simple procedure you may, over a period of time, increase your tolerance for sound. While you are listening to one speak or to your radio or television in your own home, gradually turn up the volume control of your hearing aid until the sound is very loud. When the loudness is uncomfortable, very slowly turn the volume down to a more comfortable level. After a period of practice you will find that your comfort level has increased considerably.
8. Practice Learning to Discriminate Different Speech Sounds. Prepare a list of words which differ in one sound only. For example:
Have your helper pronounce these words slowly and distinctly. Watch the lip movements closely while you carefully listen for the differences in similar pairs of words. They try to discriminate the words by listening alone.
9. Listen to Something Read Aloud. A good exercise in listening is to have your companion read aloud from a magazine or a newspaper while you follow along with your own copy of the reading material. At irregular intervals your reader should stop and have you repeat the last word read.
10. Gradually Extend the Number of Persons with Whom you Talk, Still Within Your Own Home Environment. Your will find that it is more difficult to carry on a conversation with three or four persons than it is to talk to one. Concentrate mainly on the individual who is talking the most.
11. Gradually Increase the Number of Situations in Which You Use Your Hearing Aid. After you have adjusted fairly well in your own home to background noise and to conversation with several people at once you will be ready to extend the use of your aid to the super market, church, theatre, and other public places. Turn the volume low to reduce the impact of unfamiliar background noise; do not sit under balconies; move about in the different areas of the auditorium or theatre until you find a section or a seat where you can hear well. Dining out may present special problems to the hearing aid user, so eat your first meals in public in
a quiet restaurant with carpeted floors and draped windows, avoid noisy cafeterias. As your tolerance for noise increases, you will find it easier to experiment with increasingly noisy environments.
12. Take Part in an Organised Course in Lipreading. Lipreading will help you in general communication with others; consider it an important supplement to the use of the hearing aid. Although lipreading has many limitations, some words cannot be seen on the lip0s and some words cannot be distinguished from each other, lipreading combined with a hearing aid is often more satisfactory than is either alone.
13. The Telephone and The Hearing Aid. If your hearing loss is not especially severe, you will probably be able, with a little practice, to use your hearing aid with the telephone. Place the receiver end of the telephone next to the microphone of the hearing aid. In some hearing aids the induction coil is an integral part of the aid, and the cordless portion of the telephone is placed in contact with the case of the aid. Getting used to the placement of the telephone and getting used to listening in this manner requires practice. It is suggested that you arrange to have a friend telephone you at a certain time each day for several days to help you become accustomed to the telephone procedure with the hearing aid.
Adjustment to a Hearing Aid
There is no magic in adjusting satisfactorily to the use of a hearing aid. It requires practice and an application of the common sense steps discussed above. Do not expect perfection. Accept limited successes as signs of your progress. Different persons will learn at different rates. Some individuals, perhaps because of the severity of their loss or because of the nature of their hearing impairment, may require may weeks to learn to use the aid: even then they may never have a completely satisfactory adjustment. Others will find that the adjustment entails only minor problems and will be wearing the aid without any great difficultly within a few hours.
The prime objective in wearing a hearing aid is to bring about more nearly normal communications in everyday life. To achieve this goal, speech reading is almost always required. For maximum benefits lipreading rehabilitation should accompany the practice training in using the hearing aid.
When Hearing Aids are not enough
Progressive hearing loss where hearing aids are not providing satisfactory hearing rehabilitation, may be a situation where cochlear implantation provides an excellent alternative.
Cochlear implants (bionic ears) provide reliable hearing in patients with severe to profound hearing loss that are unable. Cochlear implants require a day surgery operation to insert the electrode into the cochlea. Once the wound has healed, after 8 weeks, the device is switched on to restore hearing.
If you are unsure about your patient's suitability for implantation contact the Northside Cochlear Implant Clinic, in Sydney (www.northsideaudiology.com.au) or Dr Nirmal Patel, our cochlear implant surgeon, who would be happy to review your patient's case and advise.
(Adapted a reproduced with permission from the University of Utah Patient Discussion Handbook)
Nirmal Patel 9 April 2009 7:13 | <urn:uuid:bfd6b2ea-f5d4-4392-87ea-56183220b5ad> | CC-MAIN-2021-39 | https://hillsent.com.au/wp-content/uploads/2019/10/A-Discussion-of-Hearing-Aids-Sydney-Hills-ENT-Clinic.pdf | 2021-09-24T17:34:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00375.warc.gz | 344,385,512 | 2,426 | eng_Latn | eng_Latn | 0.998339 | eng_Latn | 0.998933 | [
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BEE STINGS
Most bees are gentle and will only sting if provoked, except for highly aggressive Africanized bees.
Entomologist Justin Schmidt of Tucson, AZ, created a Sting Factor ranking pain from 0 to 4, where 0 is benign and 4 is excruciating pain.
***********************************************************************
Bumble Bee: 2.5 – Feels like stepping on a hot nail. Knox Cellars offer a quality Humble Bumble home. Or, purchase a ceramic tea pot at your local thrift store, recycle and bury it in your garden, leaving the spout above ground, to allow the bumble bee access to its new home.
Honeybees: 2 -- Like touching a burning match. These are America’s most important pollinators. These social bees are dying off in large numbers due to tracheal mites, colony collapse disorder, pesticides, urban sprawl and zoning ordinances.
Leaf-cutter (alfalfa) Bee: 0 – Feels like brushing a thorn. These are tiny, grayish bees that cut leaves, roll them up, and use them to line their nests in hollow, tubular openings.
***********************************************************************
Orchard Mason Bee: 0 -- Feels like a mild pinprick (i.e. mosquito bite). They only sting if stepped on, squeezed, provoked, or caught in clothing. Only the female stings. These gentle, solitary, dark-blue bees lay eggs in existing holes in wood, straws, bamboo, or reeds, which they plug with mud.
Sweat Bee: 1 – Hurts briefly, like a spark. They get their name because of their attraction to salt on skin. These bees are black, brown, or metallic-green in color.
Life threatening (anaplylaxix) allergy reactions affect less than one percent of the population, while approximately three percent are allergic to bee stings.
Carry a bee sting kit with you, and know how to use it. Obtain and wear a medical ID if you are allergic to bee stings.
Stay calm if stung. Remove the stinger as quickly as possible. Gently slide the edge of a credit card, or the tines of a hair comb, flat against the skin to remove the stinger. Do not squeeze, or pull out, the stinger with your fingers. Wash the sting area with soap and water, and apply an ice pack. Contact your family doctor, emergency medical service (EMS), 911, or local medical emergency room for treatment. | <urn:uuid:5956dd74-9a70-488f-b611-c9b51bb04e4f> | CC-MAIN-2021-39 | https://lewiscountybeekeepers.org/yahoo_site_admin/assets/docs/BEESTINGS.273164756.pdf | 2021-09-24T18:52:25+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00376.warc.gz | 409,221,416 | 530 | eng_Latn | eng_Latn | 0.998244 | eng_Latn | 0.998244 | [
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William Willard Ashe and the Acquisition of National Forests in the Eastern United States
by Robert E. Messick Jr. May 2012
Contents:
The recent centennial of the passage of the Weeks Act offers a good time to reflect on the unique contributions of some of the people who worked behind the scenes to follow through on this legislative act that gave permission for the federal government to start purchasing national forest lands in the eastern United States. This act authorized the purchase of forested, cutover, or denuded private lands in the watersheds of navigable streams in order to secure more favorable flows of water in valleys and other low lying areas. Reflections on those who contributed to this conservation milestone follow the excellent historical work of Charles D. Smith that appeared in the North Carolina Historical Review a little over fifty years ago. 1 Charles traced the complex story of the Appalachian National Park Association at the beginning of efforts to create significant amounts of public lands in the southern Blue Ridge region. As a testament to the success of these conservation efforts fully one-third of the region is now either in national forest or national park lands. 2
One person who deserves more attention in this regard is William W. Ashe who worked in a wide range of fields including the emergence of forestry in southeastern North America, the acquisition of national forest lands in the east, botany, dendrology, soil conservation issues, water quality, and the application of ecological concerns in Research Natural Areas, forest typing, and some proposed state parks. Since Ashe was not directly involved with efforts to set aside national parks in the east, this article does not cover the history of these parks. The article focuses primarily on Ashe's forest conservation work in the southeastern part of the United States before the New Deal, before the Civilian Conservation Corps, and before the formation of the Wilderness Society. The geographic focus is mainly in the mountainous southern Blue Ridge region where most early national forest purchases took place, though Ashe worked in many parts of eastern North America.
Unlike many American foresters whose agriculturally oriented management practices stem largely from Germany, Ashe was among a small group of early foresters who espoused an approach that made sense for North America. 3 The vision for this approach involved balancing the needs of production, conservation, and a degree of preservation in a more geographically and ecologically oriented way. This guided Ashe's work in land acquisitions and his ideas about timber management planning on both the eastern national forests and some private tracts. He appreciated fine surviving examples of forest types native to the eastern United States. Some of these uncut forests have been rediscovered by a number of researchers in western NC and beyond through a return to ground truthing and primary sources related to the early land acquisitions process. This work has joined the past with the present, though the originality and vision that was present among some employees of the early US Forest Service was swept aside by the dominance of timber production concerns that have firmly gripped the agency from the 1940s onward.
William W. Ashe does not fit neatly into the narrow categories of most specialists. He also had a complicated work history that spanned a forty-year period. 4 This is due in part to his involvement with timber issues, forestry, and botany in the 1890s when there were few places to get employment in these fields, especially in the southeast. His work with the US Forest Service began when the agency started in 1905. He was hired for a year's work in Virginia, and the following year he became a Forest Assistant. By May 1909 he had settled into full time employment with the agency, and his involvement increased when the Weeks Act passed and he was promoted to Forest Examiner in 1911. Altogether, his career in the early US Forest Service covered a little over 25 years, longer than that of either Aldo Leopold or Gifford Pinchot. 5
According to Frank B. Vinson, the south supplied few leaders in forest conservation efforts, though it is clear that numerous southern representatives in the US Congress favored the formation of national forest lands in the east. Ashe is on a list of nine prominent southern conservationists, according to Vinson, and he stands out as being among four who are actual natives of the southeast. 6
Background
Before delving into the details of Ashe's career it is important to know where he came from. He was a dedicated naturalist and forester who had both direct experience and a continued interest in a wide range of topics related to forestry, geography, and biology. This pattern can be traced to his youth at Elmwood in Raleigh, NC, where he was partially home schooled, and where his interests in botany, taxidermy, writing, and graphics began. H. H.
Brimley, who worked with Ashe and was a curator of the State Museum of NC, stated it plainly "…his active brain always kept him from any narrow particularity and he was exceptionally broad-minded in his scientific interests". 7 Two people close to Ashe, namely his closest brother Samuel and Leon Kneipp (a coworker in the USFS Division of Lands), referred to him as a genius in comments made after his death.
William W. Ashe was the only scientist in his immediate family, and though he was first in a line of nine children, he did not assume the role most first-borns take. He descended from one of the most prominent families in North Carolina and from the Willards of Massachusetts. The Ashe family includes ancestors who served collectively in the following governmental bodies: Colonial Assemblies, the NC Assembly, the NC Legislature, the US Continental Congress, the US Congress, and as Governor of NC. There were lawyers and judges, as well as soldiers and officers in the Revolutionary and Civil Wars. William rose to middle class or upper middle class status after his family lived through deprivations that existed in the Piedmont of North Carolina after the Civil War. Correspondence provided by the NC Department of Cultural Resources shows that he retained some of the discriminatory attitudes toward racial minorities he grew up with, though by most accounts his behavior toward women of his own race, both professionally and personally, was caring and enlightened. 8
Ashe's wife, Margaret, descended from two prominent families in Raleigh, notably the Henrys and the Haywoods. The latter were among founding members of the city. William and Margaret were lifelong Episcopalians, having both been baptized at Christ Church in Raleigh. They became acquainted through tight social circles of this kind. In later years Ashe named numerous plants after her, both before and after the death of her first husband, Dr. Joseph O. Wilcox. The first listing for Quercus margaretta was in the Journal of the Elisha Mitchell Scientific Society in 1894. Later listings for Crataegus margaretta appeared in print in 1900, 1903, and in Charles Sargent's Manual of the Trees of North America in 1905 when Margaret was a widow and the two were likely courting. Ashe's naming of plants in this way continued even after the couple married in 1906.
Though William was esteemed by members of his family no one there attempted to assemble his full story. This was also true of Margaret and her extended family. Ashe did not have children of his own, though he was a step-grandparent to the children of two of Margaret's daughters from a previous marriage. Like many men of his generation Ashe was modest about his own accomplishments. His strengths came from inquisitiveness and practice, not from climbing social or academic ladders. 9 He did not write an autobiography, due either to a lack of interest or particularly of time. An excerpted statement from a letter to his father on January 21, 1932 reveals how harrowing his schedule was even in the last months of his life. He wrote "…it seems that I never have time to do anything any more, not even to be operated on and waste my money in that way." 10 Ashe died rather suddenly from complications of hernia surgery at the age of fifty-nine. This pulled him from the forestry scene as the country slid deeper into the Great Depression. We are very fortunate that the noted USFS Plant Ecologist William A. Dayton became Ashe's first biographer. Dayton produced four published contributions, along with related correspondence spanning from 1932 to 1949. 11 His bibliography of works written by Ashe formed the basis of an update which now consists of 175 entries organized by subject. 12
Early Work in Forestry
In many ways W. W. Ashe was among the people who carried out the idea of establishing national forests in the east. The idea began to crystallize in the early 1890s with the likes of Joseph A. Holmes and Charles S. Sargent. Holmes was Ashe's geology and botany professor at the University of North Carolina, and later became his employer in the NC Geological Survey (NCGS). Holmes is credited with introducing the idea of federal forest reserves to Gifford Pinchot at the Brick House on Biltmore Estate in 1891. 13 The next year, from July 9th into August, a party of academics and practitioners, including Holmes and Ashe, took a long trip into western NC to collect materials and information for displays planned for the Columbian Exposition. During this documented trip Charles Sargent published two articles in Garden and Forest that officially called for the creation of forest reserves to preserve a portion of the southern deciduous forest. 14
The early 1890s was a formative period in other ways as well. The NC Geological Survey (NCGS) had been created by the NC General Assembly under the direction of J. A. Holmes. This continued a tradition of good work, as North Carolina had organized the first state geological survey in the United States in 1823. Ashe started as Assistant in Charge of Timber Investigations with NCGS in the summer of 1891 at the age of 19, soon after graduating from the University of North Carolina with a Bachelors degree. This was before Gifford Pinchot was hired to work at Biltmore Estate in December of that same year. Ashe continued his formal education at Cornell University, at the urging of Holmes who had gone there previously and received a degree in geology. After completing botany and geology courses, Ash's hand written and hand drawn Masters Degree thesis was completed in the spring of 1892. 15 It contained many of the ideas that later manifested in his work with NCGS. Application of these ideas included numerous field outings and surveys to assess timber conditions in three distinct geographic regions of North Carolina. Publications he worked on included over a dozen detailed NCGS bulletins and articles with topics ranging from the overall condition and availability of forest resources in the state; specific conditions for the eastern part of the state; the sad state of affairs with longleaf pine; gathering turpentine; forest fires; timber markets in the state; pasturage and cattle values, and an examination of some specific swamp lands.
Of all the bulletins that were produced at this time, likely the most important was Timber Trees and Forests of North Carolina. 16 Much preparation had gone into providing this comprehensive guide to the location, growth potential, and forest environments of numerous valuable trees species in the state. 17 It was completed in 1897, the year stateappropriated funds for forest work in NCGS began to wane. Despite this development, the bulletin was a turning point that basically launched Ashe's career. A year after it was published he wrote home from Washington, DC, stating "My work is here extremely favorably commented upon, while a review of the last bulletin, by Mr. Pinchot and myself is extremely flattering." 18 The bulletin, and work related to it, had a good deal of influence. It began with the authors putting together displays of large wood slabs from commercial tree species that were used in numerous expositions. The bulletin was among the first of state tree books to include species distribution maps. Excerpts and photographs from it were used in A. F. W. Schimper's influential book on early ecology. 19 It led to contract work for Ashe in 1898, about the time Pinchot became the director of the USDA Division of Forestry. Ashe signed on as a Special Agent with the division, and continued doing timber assessments and forest inventories with the Bureau of Forestry until 1903. The NCGS bulletin was combined with other documents in the memoriam to Congress, which started as a call for creating a national park in the southern Blue Ridge region and transformed into a ten year struggle to obtain permission for the federal government to purchase national forests in the eastern U. S. Much later, Timber Trees and Forests of North Carolina provided an important baseline for some Piedmont forest types when the NC Natural Heritage Program published its first book in 1981. 20
Other formative events were occurring in 1897. The first unsuccessful attempt at creating the North Carolina Forestry Association (NCFA) occurred that year at the hands of Joseph A. Holmes and W. W. Ashe. The State Fair in October drew some interest in forestry matters, though Ashe generally had a hard time promoting the association. 21 This early incarnation of NCFA survived at least until 1899, when Ashe is known to have stayed on as its secretary and treasurer. At the time there were only four recognized professionally trained foresters in the country. B. E. Fernow and Carl Schenck were here from Germany, and Gifford Pinchot and Henry Graves had been trained in Europe. Other strong forestry advocates included Carl Schurz and Charles Mohr, the latter of which had just put together the bulk of a large published survey on pine timber in the southern states. 22 By comparison Ashe did not have a degree in forestry or European training, since he had gotten a Masters degree in botany and geology at Cornell six years before formal schools of this kind began in the United States.
Eighteen ninety-seven was also the year the Forest Management Act came into being, giving administrative authority for the management of what were initially western national forest reserves. This legislation was actually a rider attached to the Sundry Act, and it came at the end of a long process of study and debate by members of the National Forest Commission. Ashe did not participate in the formation of the Act, though he is among conservationists who made significant contributions to all three of the major clauses or tenets in the Act, including: sustained yield timber management, multiple uses (such as water, timber, mining, etc.), and the protection of selected natural areas. Few individuals worked on all three of these principles with equal emphasis, and gave natural areas the attention they deserve.
Among the most influential books Ashe collaborated with near this time were A Message from the President of the United States (1902) and The Southern Appalachian Forests (1905). 23 After Congressional appropriations for an investigation of the region's forests came in May 1900, Ashe began working with H. B. Ayers on a large joint contract between NCGS, the US Geological Survey, and the USDA Bureau of Forestry. Timber density maps and assessments had been done previously in association with the US Census and USGS, but the Ashe and Ayers land classification map showed more clarity and detail. 24 Their map was based on field work, involving the difficulties of travel on horseback in a number of major river basins in the region. Ayers had done numerous similar assessments out west and in other parts of the country, covering geology, topography, hydrology, and timber assessments. Ashe worked on timber assessments, transportation availability, and a comprehensive listing of trees and shrubs native to the region. 25 They did this work before timber tables were in use, and likely estimated timber volume using log rules similar to either Doyle or Scribner.
According to Henry Gannett and Charles Walcott, both with USGS in this time frame up to 1905, little was known of the condition of the region's standing timber when
assessments for The Southern Appalachian Forests were carried out. Ashe and Ayers were part of a team that pulled off the first comprehensive forest inventory of the southern Blue Ridge, considering some 6,400,000 acres of a 9,400,000 acre bioregion. The area they examined and mapped was smaller, at only 56% of the region. Within this examined and described area of about 5,312,000 acres, 23% had been cleared, and 77 % was in woodland with only 7.4% of the latter considered uncut. Was this just a timber cruise stating that numerous oak species, American chestnut, and a range of other tree species that favor coves and slopes were the most valuable and abundant? Ultimately it was more than this because attention was paid to botany, forest influences on water quality, and a kind of whole-pattern land classification that stayed with Ashe the rest of his career. Numerous other publications and studies were aiming in similar directions at this time, including: Overton Price (1900), Franklin Reed for the Linville Improvement Company (1905), Walter Mulford (1905-06), and Forest Conditions of Northern New Hampshire (1905) by A. K. Chittenden. The Ashe and Ayers report has been used in numerous studies and books about the region, the most extensive of which appeared in geographer Isaiah Bowman's Forest Physiography in 1911. 26
Expanding Beyond North Carolina
After The Southern Appalachian Forests was completed in 1905 Ashe started working with the newly formed US Forest Service (USFS) as a Forest Expert and then as a Forest Assistant. This involved a study of forest conditions in the Potomac River Basin in Virginia. 27 The final report for this study contained a forest cover map and a strong echo of a statement that had been made seven years earlier by both the editors of Forest Leaves and the Pennsylvania Botanical Society. 28 The idea of a public park, or later a national forest land base, that connected high mountain ridges between reserves in Pennsylvania and those proposed in the southern Appalachians was clearly in place before Congressional permission was given to begin such purchases in 1911.
At the time the idea of eastern national forests was taking form, and then took form, Ashe was working on forestry assessments and recommendations in six out of ten southeastern states where some type of forest conservation effort had begun. His longest involvement in this regard was with North Carolina and Virginia, though after he settled into more full time work with the USFS in May 1909, he assisted in Alabama, Louisiana, Tennessee, and South Carolina. Some of this work, which involved field work and a string of finished reports, was done with state programs such as boards of agriculture or state geological surveys. Much of it was paid for by the USFS which offered cooperative extensions to numerous states at that time. In accord with these early conservation efforts, many of the states mentioned above were quick to pass enabling legislation that gave permission for the establishment of national forests within their boundaries. This wave of work ended in October 1914.
In full context, W. W. Ashe was the earliest in a group of five geologist-botanistforesters who began their work in relation to state geological surveys. Others who followed this pattern started with John C. Gifford (New Jersey 1894), Roland M. Harper (Georgia 1896 and 1903), Fred W. Besley (Maryland 1906), and Alonzo B. Brooks (West Virginia 1910). All of the above were preceded in this kind of endeavor by Joseph T. Rothrock of Pennsylvania and George Sudworth who visited western North Carolina in the summer of 1890 as an employee of the USDA Division of Forestry.
Three Branches of the US Forest Service
Land Acquisitions
Ashe's quarter century involvement with the US Forest Service can be summarized in terms of the three divisions of the agency to which he made contributions. By far his greatest efforts were in the Division of Lands. This division dealt largely with acquisitions, and individuals working there studied lands potentially suitable for purchase as national forests in the context of surrounding private lands. The Agricultural Appropriations Act of August 10, 1912 directed the Secretary of Agriculture to select, classify, and segregate lands that could become national forests. This was an integrated approach because it involved assessing and classifying nearby timber lands, lands that would be more suitable for agriculture, and marginal farm lands with particular attention to soil erosion issues.
Ashe became one of the primary architects of the eastern national forest land base largely by sticking with bureaucratic processes in the National Forest Reservation Commission for 20 years. 29 The process of land acquisitions was partially publicized, though it was mainly done behind-the-scenes. It involved extensive field work, organizing work crews, and a significant amount of desk work. Each tract of land up for consideration had to be approved by a long list of government officials, the Chief of the US Forest Service, and the US Geological Survey (mainly related to protecting the headwaters of navigable rivers). Three major veins of work had to come together for each tract, including: the legal paper work of land titles, specific land surveys to map boundaries and determine acreages, and forest assessments to find the value and condition of timberlands (i.e. the price per acre). Ashe was involved with field work, and later organizing crews, to determine the latter. Methods of carrying this out improved as the process progressed, with assessments for each tract being done by two qualified individuals, and timber cruising methods being checked by outside agents. 30
One of the more thorough and illuminating articles Ashe wrote for the Society of American Foresters appeared in March 1917, as the Journal of Forestry began. It was titled "Some Problems in Appalachian Timber Appraisal," and he emphasized the need for accurate timber appraisal techniques and experienced personnel in the USFS. Ashe recognized problems related to keeping qualified timber cruisers at work in the land acquisitions process in the region. The difficulty in carrying out these timber volume inventories and stumpage appraisals is reflected in the following quote from the same article. Ashe stated, "Using the strip method as the basis of volumetric survey, it is safe to say that it requires two years for an untrained man, forest school graduate or otherwise, to qualify as an accurate cruiser, and even in this time unless he is adapted to the work and gives conscientious application his results show only a fair degree of accuracy." 31
Ashe's knowledge of the monetary value of timber lands in his time was usually not questioned by E. A. Sherman, his supervisor in the division. Ashe developed a reputation for being frugal with regard to land purchases for national forests in the east, and in this way his recommendations helped save the US Government thousands of dollars annually. An important overview of the condition of national forest lands in most of the eastern United States can be found in his last article, which was published in Southern Lumberman. 32 The following figures go up to June 1931, a time when Congressional appropriations for land acquisitions faltered significantly due to the Great Depression. With a total of 3,989,287
acres of national forests in the east (excluding the Lake States), lands in named purchase units were categorized as being 23% uncut or minimally culled, 53% recently cut-over or heavily culled, 14% cut-over as abandoned fields, 7.5% barren lands that had been burned and needed tree planting, and 2.5% abandoned farm lands.
Through the 1920s and toward the end of his career Ashe made some keen observations about problems he encountered while working in the southeast, writing about it both publicly and privately. One close colleague in the USFS, J. C. Kircher, noted that "His wide knowledge and breadth of information respecting conditions in the south made him a logical man to determine the best locations for the purchase units." 33 Insightful comments about these conditions were found in a letter from Ashe to his father, dated January 1932, where he stated "There will soon be nothing left of the south that the local people own unless the owners of local properties live close enough during times like this to finance and protect their properties and investments. My guess is that each of the poverty stricken southern states has lost not less than [a] billion dollars of its property to northern investors during the past two years, and the end is not yet in sight." 34
A significant climax in Ashe's land assessment career came in 1931 when he applied for a grant from the Charles Lathrop Pack Forest Education Board to do a year's worth of holistic land classification in the lower Mississippi River Basin. 35 He and others in the USFS had officially started this kind of classification in the basin after the big flood of 1927. 36 The grant would have involved assessing marginal and sub-marginal farm lands, along with lands that may have been more suitable for growing timber both for erosion control and as a source of income. Ashe had solid contacts with foresters in twelve southeastern states. He also had contacts with people in relevant departments of universities in the area. The Pack grant proposal marked a clear effort to branch out beyond the agency, though Ashe died before hearing if the money was granted. In the end it did not come to pass. Mechanical approaches to flood control involving dams and reservoirs, as proposed by the Corps of Engineers, won out over more organic approaches proposed by Ashe and others in the early US Forest Service.
Research also revealed that Ashe had chaired the Committee of Bureau's of USDA for two years in the latter part of his career. This committee studied four million acres in the lower Mississippi River Valley, and started a process of land classifications and proposed alternatives to reservoirs. These proposed alternatives would have used existing forests and reforestation as a means of curbing flood events and soil erosion. Ashe's placement as chair of this committee was due in part to numerous bulletins and articles he had put together in the 1920s, dealing with forest influences on reservoirs. 37
Controversial topics came up with issues of land utilization spurred by the great flood of the Mississippi River Basin. The USGS essentially abandoned its work with forest influences on water flow after the flood. Tensions between land uses for cash crops like cotton, and the potential for growing timber, emerged repeatedly. Some, like Ashe, thought growing timber would encourage cellulose oriented industries like Rayon. He had been aware of the relationship between textiles, timber, power generation, and flooding as far back as 1908. As a continuation of these ideas, Ashe wrote two articles specifically related to cotton and the potential for converting marginal farmlands to timber production by 1930 and 1931. One of these articles challenged the narrow concerns of individual property rights related to soil erosion. 38 He also worked on two articles related to this topic that never got published, one having the provisional title "King Cotton and Queen Rayon: Is Rayon to
Replace Cotton". He met stiff criticism from Roland M. Harper for his published article titled Marginal Land and Cotton Prices. Roland was a native of Maine, but most of his work was done in the south related to plant geography, forestry, systematic botany, economic botany, and human demography. Ashe's article on cotton prices was very thorough, though Harper saw it as a departure from previous land acquisitions work. Harper did not see planting trees in abandoned cotton fields as being practical, and thought crops brought in more money to farmers than timber. Ashe had neglected to mention problems with the bollweevil, which had been a primary reason for cotton fields being abandoned in Georgia. Soils on many of these farms were exhausted, though they were also being planted in peanuts, peaches, hay, and pasture. Harper had dealt with these same issues in a bulletin concerning the natural resources of Georgia two years earlier. 39
By far the most important extension of early work in land acquisitions came with plans to set aside additional national forests in the east. Ashe participated in this before his death, but it was largely carried out by his successor, Leon Kneipp, and others in the division. These plans grew to a limited extent after the Copeland Report was published, and the FDR administration came into office. 40 The Copeland Report had been prepared by the US Forest Service under the direction of Earle Clapp, and it was a comprehensive reassessment of forestry conditions on public and private lands in the United States during the Great Depression. It had roots stretching back to 1926 when Clapp had put together A National Program of Forest Research with Charles L. Pack's American Tree Association. Specific maps of land acquisition plans that stemmed from the Copeland Report were found in the cartography section of the National Archive II in College Park, MD. 41
Other records created by the Division of Lands have provided deeper insights into parts of the environmental history of the southern Blue Ridge region. At least sixteen reports, maps, and related articles have aided in a better understanding of the extent of primary forests on a set of specific forested tracts in the region. These primary forests tend to show the least sign of human modification. A related find took the form of a 1939 USDA Bureau of Agricultural Economics map that depicts areas of most-to-least human population density in the southern Appalachians. It is based on 1930 census data and provides many correlations with uncut sections of mountain ranges that have been confirmed on the ground through field work. 42 Related maps, with very similar information, were produced by the Conservation Trust for North Carolina in 2007. These maps depict changes in housing density for western North Carolina, starting in 1940.
Echoes of past efforts to assess land ownership and forest cover in the south came in May 2011 with the release of a three-year multidisciplinary report from the Southern Forest Futures Project. Their findings have put many things in perspective. Only 40% of the land base of the south is currently in forests and 90% of this is owned by corporations, families, and private land owners. The multigenerational process of setting aside public lands to hopefully provide better stewardship and management has added up to only 10% of current forestlands in the south. The project estimates that 23 million acres of southern forestland could be lost to urbanization, population growth, lumbering, diseases, and invasive species in the next fifty years.
Division of Research
W. W. Ashe was involved with forest and timber production research from the time the Division of Research began under the leadership of Earle Clapp in June 1915. The process of forest assessments, as described above with the Division of Lands, was establishing itself at this time, but it ran headlong into conflict with more mechanical or production-oriented approaches that came to dominate the divisions of research and silviculture in the southern Appalachians by 1920. 43 This is a central dichotomy in the history of the early US Forest Service related to this region, and it has since been largely forgotten.
The Appalachian Forest Experiment Station began when William Greeley was chief of the agency in the early 1920s. A wide range of research topics were covered by investigators at the station. 44 Numerous people who had risen to relatively high positions in the agency at that time (such as Earl H. Frothingham, Inman Eldredge, E. J. Hanzlick and others) were strong proponents of German-oriented agro-forestry methods. These methods relied heavily on commodity extraction, artificial compartment and stand boundaries, and volume tables to assess timber yields. Ashe and others in the Division of Lands had previously applied a more ecological approach to assessing forest tracts being considered for acquisition into the national forest system. This approach had roots in work Ashe did with NCGS, and it was accepted in an official publication of the Secretary of Agriculture as early as 1908. One of the terms used to describe this method is Orographic Typing, since it relies on topographic features of mountains such as main ridges, ridge slopes, slopes, and coves. The different physical environments found in these topographic positions were used as a basis for determining the value of forested lands, as well as potential timber yields. 45
An excellent example of the Orographic Typing method can be found in a Journal of Forestry article titled "The Basis for Subdividing Mountainous Forests for the Purpose of Management" by S. A. Wilde and H. F. Scholz (December 1930). 46 It contrasts mechanical or agricultural Germanic approaches and more ecological or geographically oriented approaches in a very concise way. Raphael Zon was one of the main reviewers of this article, and at the time he was directing the Lake States Forest Experiment Station. Another researcher of note during this period was Harold Lutz. He worked with the USFS at the Allegheny Forest Experiment Station in Pennsylvania, and he had become a proponent of investigating natural forest processes as a way of forming a distinctly American silviculture. 47
Another split emerged between Ashe and forestry research efforts that occurred in the 1920s. He had put together a thoroughly reviewed article on "Forest Types of the Appalachians and White Mountains," which was printed in the Journal of the Elisha Mitchell Scientific Society in March 1922. The article was used as a reference by the Society of American Foresters, Committee on Forest Type Classification (Southern Appalachian Section), and they published their formal classification in 1926. 48 However, the committee's work was less ecological in character than the article Ashe had produced some four years earlier. Their intent was to create a forest typing scheme that was simple enough to be used by practitioners with limited skills, one that would not bog down in ecological complexities. The committee thus crafted a simplified scheme that used one or two commercial tree species to define the type. This pattern of reductionism remains in place today, and becomes evident when one compares SAF forest typing schemes with more ecologically comprehensive work done by the NC Natural Heritage Program or the Nature Conservancy.
For all their differences, Ashe and Frothingham did at least see the need to set aside some primary forests as part of the research process early on in the history of the Appalachian Forest Experiment Station. In a landmark 1922 article that was subsequently referenced in numerous works related to research natural areas, Ashe stated "However woefully deficient the practice of American silviculture may be at present, it is not without hope, but the fulfillment of that hope though deferred will in large measure depend upon the knowledge of the original forest types of a [given] region." 49 Just two years after this Frothingham gave a thorough account of plans for the research station at a dedication exercise at the Yale School of Forestry. He stated "As soon as possible, thorough ecological studies should be undertaken, and for this purpose the need of natural areas of virgin timber, to serve as standards for silviculture and ecology is emphatic." 50 This kind of work by Ashe, L. G. Romell, and others prior to the formation of organizations like the Wilderness Society deserves more light. Though contemporary ecologists like Daniel Botkin have called for more baselines in measuring our actions and developing management strategies, he did not do much to recognize the intermediate roots of this work that were undoubtedly crystallizing by the 1920s. 51
Division of Silviculture
In general William W. Ashe was not a manager of timber sales or working circles, though he did write a plan for logging units in February 1916 that sounds every bit as detailed as those made by other silviculturists in the agency. 52 He is known to have worked on detailed timber management plans in Louisiana, Alabama, Arkansas, and Kentucky in the course of his career. However, his most significant contribution to silviculture can be found in a range of six bulletins about specific tree species and their characteristics that were produced from 1907 to 1915. He did background work and wrote or co-wrote bulletins for white oak, chestnut oak, American chestnut, shortleaf pine, yellow poplar, and loblolly pine. 53 The bulletins helped fill important gaps in knowledge about species characteristics, since only a few intensive studies of this kind had been done prior to 1907. His bulletins were part of a set that additionally covered southern cypress, the ashes, and Earl Frothingham's important work on eastern hemlock and northern hardwoods.
The most important timber tree study that Ashe participated in was the bulletin on loblolly pine. 54 It documented a wide range of topics related to the species, including: growing conditions, variations on root systems, growth ring characteristics, maximum known diameter, geographic distribution, and yield. Austin Cary commented on the thoroughness of the document on two different occasions, and wrote that each time he consulted the bulletin he found what he was looking for. Ashe had been working on the normal yield capacity of loblolly pine from his early days with NCGS. For a period of four months prior to 1913, he supervised a crew of men who assessed yields of this tree in eastern NC. Austin Cary found substantial agreement with figures this crew came up with in a manuscript report he did for the USFS related to a 1930 forest survey. 55 The loblolly pine bulletin laid the technical foundations for two important subsequent works on the ecology, culture, and management of the species by Wahlenberg (1960) and Schultz (1997).
Over the span of a little over two decades Ashe wrote numerous articles, bulletins, and management plans that demonstrated ways timber operations could prevent waste and move toward sustained yield practices. These contributions were based largely on empirical studies done by himself or coworkers at logging operations. An important article that set the stage for Ashe's investigations of this kind was published by the Society of American Foresters in Forestry Quarterly in September 1916. It was titled "Cost of Logging Large and Small Timber" and it provided much on-the-ground data. 56 His research into, and advocacy of, many forms of wood use was formally recognized by his colleagues in both the US Forest Service and the Georgia Forest Service. This included a keen interest in cellulose in the early part of the Great Depression. 57
Contributions to Botany
William W. Ashe was a tireless collector and investigator of woody plants, some grasses, and some herbs in numerous parts of eastern North America. These investigations often occurred in obscure locations. His extensive travels and botanizing efforts are now known to have covered every state in the eastern U. S. except Rhode Island and Connecticut. This is based on location searches in the long record of botanical articles he left behind. Judging from correspondence in archives, it is clear he did a great deal of networking with numerous individuals to locate plants or to fill gaps related to existing ones. Linnaeus is known to have employed similar strategies in his efforts to understand the natural system of the distribution of plants. 58 Ashe even enlisted the help of Donald C. Peattie, who was traveling through Europe in 1931. 59 This is a part of the world Ashe is not known to have visited.
Ashe made numerous botanical discoveries, though only thirty-nine of the plants he listed are currently accepted as species by botanists. This is a relatively small number compared to the tens-of-thousands of plants he collected over four decades. Among the tree species that botanists have accepted are three species of oak (Quercus), two species of hickory (Carya), one species of magnolia, one species of juniper (Juniperus), and one species of sumac (Rhus). There are seventeen species of hawthorn (Crataegus), seven of which are considered northeastern species. 60 Of the shrubs there is rabbiteye blueberry (Vaccinium) and a viburnum. Of the grasses there are nine species of rosette grasses (Dicanthelium). Of the herbs there are two species of heartleaf (Hexastylis) and one species of calamint (Clinopodium). Many of these species are eponyms, meaning they were listed by Ashe and then named after him by other botanists.
W. W. Ashe had a long direct and indirect relationship with the UNC Herbarium. When the herbarium started in 1908 William Coker had, among the initial specimen sheets, a hundred or more that had been collected by Leander W. Lynch and Ashe. 61 Lynch attended the University of North Carolina prior to Ashe, and had studied and collected plants in his hometown and in the Chapel Hill area in 1886-87. He left the university after his junior year, before receiving a degree. 62 Ashe followed the pattern of collecting plants in the Chapel Hill area, initiating many outings during his student years at UNC. He and Coker had much in common, and maintained a long friendship. They worked together on many projects related to dendrology, and on articles that appeared in the Journal of the Elisha Mitchell Scientific Society. When Ashe died relatively suddenly in March 1932, a concerted effort was made to get his collected specimens placed at UNC, though there were a number of herbariums who took an interest in the collection. By 1933 the material was secured at the UNC Herbarium through a generous donation by George W. Hill. Soon after the acquisition numerous workers at the herbarium began sorting through over 30,000 dried specimens that had accumulated both in Raleigh, NC and Washington, DC. Some specimens were poorly labeled and were later discarded.
Many of Ashe's discoveries that were later listed as species date back to his first round of botanical work known as "Contributions From My Herbarium." This series was published in seven different journals from 1894 to 1904. There were fifteen official entries in the CFMH series, along with twelve supporting ones. One of his papers on hickories from this era was informally 'published' when it was read at an official meeting of the Elisha Mitchell Scientific Society in April 1896. Potentially new listings of wild ginger, grasses, and hawthorns were among the plants Ashe described in the series. In many cases it took decades for these plants to settle into clear taxonomic placement.
Though Ashe was an excellent systematic botanist it is not known what his exact position was on the topic of biological evolution. His father, and likely others in the Ashe family, took a position against it in the mid-1920s. 63 William wrote an article in the Washington Christian Advocate in 1925 titled "And the Earth Brought Forth the Tree and God Saw That It Was Good," which gives some idea of his leanings, though it concentrates more on forest management topics. Despite the lack of information about William's position regarding a Darwinian world view, he was tolerant of others who favored it, like B. W. Wells. Ashe corresponded and worked with Wells, mostly in connection with the NC Academy of Science. This was an organization Ashe helped found in 1901.
Ecological Work
It is difficult to know exactly when W. W. Ashe started paying attention to uncut forests in western North Carolina, yet it is clear from assembling material related to this subject that he and Joseph A. Holmes were aware of these forests from the time NCGS formed. Ashe mentioned them in his Masters thesis of 1892, and in his first article the following year. He made this statement in the well received Timber Trees and Forests of North Carolina, "About one-third of the area originally occupied by these [higher mountain] forests is now under tillage or in meadow; the rest is more nearly virgin than any other considerable extent of forest to be found in this State." In an early phase of the Appalachian National Park Association, the American Forestry Association and the American Association for the Advancement of Science endorsed the idea of creating a southern forest park in the region. The reason given for action in this regard in May 1900 was "…the importance of the preservation in its original condition of some portion of the hardwood forests of the Southern Appalachian region…". 64 By January 1901, emphasis had shifted toward a national forest reserve instead.
At this time Ashe was corresponding with Henry Cowles of the University of Chicago. Henry had been studying the ecology of sand dunes in the lake states, and later forest conditions in east Tennessee. By March 1901 Cowles had sent a request to Ashe for a copy of Timber Trees and Forests of North Carolina and hoped to keep up an exchange of papers "from time to time". In 1902 John Harshberger, an ecologist from Pennsylvania, made a long visit to the mountainous section of North Carolina and wrote extensively about it in a two-part article the following year. 65 Harshberger referenced the same bulletin
mentioned above in relation to soils, and he repeated terms for three climatically defined life zones that were in use at the time. John also listed four ecological formations in the region, based primarily on climatic, soil moisture, and light conditions that affect vegetative growth. These were Mixed Deciduous forest, Coniferous forest, Sub-alpine Dwarf Tree-shrub, and Treeless formations. Harshberger later referenced Ashe's work numerous times in his Phytogeographic Survey of North America (1911).
Forest advocates were aware of primary forests as early as 1905, when the USFS formed. Gifford Pinchot recognized the need for some protection forests, which were associated with clean water found in mountain headwater areas. 66 The Southern Appalachian Forests is layered with descriptions of difficult access and uncut parts of mountain ranges such as the Smoky Mountains, the Unicoi and Unaka Mountains, the Black Mountains, the upper Catawba River Basin, and parts of the southern Blue Ridge escarpment among others. The English version of A. F. W. Schimper's standard ecological text was available at this time. It contained forest photos and descriptions from both W. W. Ashe and J. T. Rothrock of Pennsylvania.
One of the most outspoken advocates for setting aside natural areas at the time was George F. Schwarz. He hailed from Massachusetts, and was both a member of the Society of American Foresters and a Forest Assistant with the USFS. In June 1905 he eloquently stated "…it might be of much practical value in the development of future systems of forest management, if selected areas of purely virgin forest could be maintained in that condition for purposes of study and comparison." 67 He also prophetically saw that "Our national forest reserves are still to a large extent in a wild, natural state, and it will be many years, in fact, before they shall have become impressed with the stamp of artificiality." Viewpoints opposite to Schwarz can be found in shorts by editors of The Forester in August 1901 titled "Love of Age in Forests" and "An Example of the Scenery-lover's Mistake."
William W. Ashe was part of an undercurrent of botanically and ecologically inspired work that occurred in numerous creative phases of the early USFS. The most important contributions he should be remembered for concern Research Natural Areas (RNA's) and collaboration with the Ecological Society of America. In 1916, just after the research division of the agency started, Ashe took a trip with his friend Verne Rhoades, who was the first supervisor of Pisgah National Forest. He was continuing a process of noting significant forested areas in the southern Blue Ridge, ones that may be suitable for RNA's or set-asides that would preserve "characteristic forest types unaltered by human agencies." 68 An opportunity for one of these set-asides had come up in the land acquisitions process in the Black Mountains the year before, though the land was not purchased and timber on the tract was removed. Later, on March 8, 1921, Ashe sent letters of inquiry to the first supervisors of national forests in the east requesting information about potential RNA's. A little over one week later the Committee for the Preservation of Natural Conditions, chaired by Victor Shelford of the Ecological Society of America, put out a call for listings of natural areas in the journal Science. 69 These efforts lead to the Naturalist's Guide to the Americas that was published five years later. Ashe contributed an essay to this book on the value of having natural areas as baselines in silviculture. He may have sent the letters of inquiry to the first supervisors from his own initiative. He may have also heard about the call for natural areas through the society, or possibly through the National Research Council. This council had considered the topic, but handed it off to the society in 1920.
The result of Ashe's queries of national forest supervisors, and his own listings, lead to the groundbreaking "Reserved Areas of Principle Forest Types as a Guide in Developing an American Silviculture", which was published in the Journal of Forestry in March 1922. His comprehensive article on forest types appeared at the exact same time. The ecology of his day was based on climax models, which have roots in work of the German botanist C. G. O. Drude (1896). The idea of permanent forest types has since atrophied, though the need to understand natural forest processes has not.
Other work on natural areas at the time included Arrhenius on island biogeography, Benton Mackaye on a proposed Appalachian Trail, Aldo Leopold on wilderness and recreation policy, Caroline Dormon on conservation education within the Louisiana Forestry Division, Arthur Carhart on a recreation plan for the Superior National Forest that included wilderness, Livingston and Shreve on the distribution of plants in the U. S., John Harshberger on natural areas in Pennsylvania, and G. A. Pearson on protecting natural areas near the Fort Valley Experiment Station out west.
Ashe took an interest in proposed state parks in this period. This included aesthetic concerns, and the idea of protecting some natural areas for their own sake - beyond their importance to silviculture. A good deal of interest had stirred in 1922 related to the idea of creating a state park in Linville Gorge. This was before the gorge had come under any kind of protection. Ashe took a trip through the area that June, and by January of the following year he had produced an article that appeared in Parks and Recreation magazine. His first paragraph is perhaps the most lyrical of his writings that appear in print:
"Far below a slender thread of sparking, roaring water, walled in by lofty sandstone cliffs which rise from sloping bouldered bases, dotted with mountain pine with nodding tips; deep somber hollows, shady with hemlock; high above, sentinel-like, towers Table Rock, cleft in twain in some titanic swell, and Hawksbill ominous; a turquoise haze hangs above; now and then is heard the shrill cry of a raven. This is Linville Gorge."
Later that year, in the same publication, a paper of his was reproduced that had been presented at a meeting of the Louisiana State Park Association. It revealed how the aesthetics of an old forest had moved him, and how the details of it had seared into his mind. The forest had since been wiped away for the development of a city, and he used it as an analogy for why some forested areas need to become parks. He distinguished between the utility of forests, and parks which he saw as places of enjoyment.
In May of 1925 William Coker wrote to Ashe, after having been appointed to a committee of the NC Academy of Science to reserve parks and ecological areas in the state. 70 He stated "It occurs to me that you are the one who probably knows more about this matter than any other man…" and asked for sites in NC, VA, and SC. Ashe responded promptly and expressed dismay that he had few areas to offer. Among places he listed and imagined were Mt. Mitchell State Park, areas near Wilmington, Chapel Hill, Swain County, the vicinity of Highlands, a possible longleaf pine area, and Linville Gorge or Grandfather Mountain. The latter had been included in a recent study for consideration as a national park by the Southern Appalachian National Park Committee. 71 Ashe's response hints that his efforts to get the USFS to set aside some natural areas with specific forest types had been successful, though he faced an uphill battle from utilitarian interests in the Department of Agriculture. The secretary of the department at the time, Henry C. Wallace, did not think the southern Blue Ridge region was suitable for a national park, and he made inaccurate statements about the size and extent of existing old growth forest areas. 72
The best example of Ashe being interested in natural areas for their own sake came in May 1926 when he wrote a short paper for the magazine of the Wild Flower Preservation Society. Annette Braun, sister of the famous E. Lucy Braun, had written Ashe numerous times requesting that he give a lecture to the Cincinnati chapter of the organization. Ashe was too busy to attend, but his paper stated, in typical wordy fashion "The motive which actuates the Society for the Preservation of Wild Flowers finds a sympathetic response among those who would like to see areas of forest kept in their original condition, held as vestigial units, to preserve traces of the ever vanishing forest primeval, not only the trees but the entire forest life." He went on to show how little was known about relationships between "the biotic reactions of the soil", or trees that contribute both beneficial and toxic elements to the soil, or herbs that can have specific habitat requirements. He was aware that some wild flowers with restricted habitats can be lost "unless the forest conditions under which they thrive can be preserved and maintained." 73
W. W. Ashe was an advocate of the L-20 Regulation, and he was likely among its architects. This was a USFS policy of 1929 that formally recognized the existence of primitive areas on national forest lands. The regulation did not, however, have the weight of law. It did not propose minimum sizes for these primitive areas, or prevent developments such as road building. The Heart's Content purchase in the Allegheny National Forest of Pennsylvania was to be the first of a number of Research Natural Areas (RNA's) that would be set aside by the National Forest Reservation Commission and the USFS. This 110 acre tract of uncut white pine forest fetched a high price, and it was among few intact remnants of this type remaining in the Mid-Atlantic States. Ashe stated that "There should be, and eventually must be on the national forests, a similar natural laboratory in each of the important forest types of the United States for the study of the fundamental factors which control the type." 74 Another outspoken advocate in this regard was L. G. Romell, a professor of Forest Soils at Cornell University who had worked in Europe and saw the need to connect soil science and silviculture in the United States. He prophetically called for surveys to find new RNA's, expanding beyond known areas of old growth, before Bob Marshall stated the same explicitly in the Copeland Report in 1933. 75 The most concrete result of the L-20 regulation in the eastern U. S. was the establishment of ten RNA's and Experimental Forests in the decade leading up to 1940. Linville Gorge was among these kinds of federal acquisitions in 1938.
Two letters late in Ashe's career show the depth of his interest in ecology. In October 1931 Ashe responded to Professor Delzie Demaree who had been doing extensive botanical work in the Ozark region of Arkansas. Ashe stated that the USFS did not make listings of plants found on national forest lands at that time, except for western states in relation to grazing issues. This means that much of the botanical work Ashe did for twenty-five years in the agency was done on his own time, from his own initiative, and outside the official duties of his job. He showed his allegiance to biogeography by stating to Demaree that "county lists are not a desirable basis for a floral unit of description or treatment." 76 He pointed to the example of another botanist, likely C. Merrin Palmer, who had done work in the Ozark and Hot Springs areas using geographic units as the basis of description. Most revealing was a response to Harold W. Pretz of Allentown, PA just two months before Ashe died. Pretz was interested in the distribution of plant species, and the forest typing work Ashe had done about a decade earlier. Ashe referenced Harshberger (1911) and Schimper (1903) as standards Pretz should consult. He mentioned the recent Heart's Content purchase, and stated "A large number of areas representing many different forest types have been set aside upon other forests. No record has as yet been published of these." He estimated it would be several years before listings of selected natural areas would be done, and that they would be accessible mainly to investigators, not for recreational purposes. The Middle Creek RNA was officially set aside in the Black Mountains of NC in October of 1933, after over a year of assessments and going through a number of procedures. 77
Environmental History
Ashe and some of his colleagues occupy a place in early forest conservation efforts that predate the New Deal, the Wilderness Society, and the often bitter debates that came with modern environmentalism after World War II. His perspective can be summarized by seeing forestry practices in a geological context. Much of this multi-faceted perspective revolved around the unity of rock, soil, water, vegetation, and climate considerations prior to significant changes that caused the US Geological Survey to change direction and splinter into a wide range of specialties after 1927. An example of this early integrated view can be seen in the visual symbol USGS used in the early 1900s. Benjamin R. Cohen is a researcher who shares some of these insights, and he has pointed out that there was an important second wave of state geological survey work in the late 1800s and early 1900s. He also made the following surgically accurate statement in 2006 "State scientific surveys are unexplored territory in environmental history, an oversight made more glaring since these projects were rich in their assumptions, methods, and legacies." 78
Phillip J. Pauly has stated that Harvard University was the center of a network of plant and animal collectors in the U. S. prior to the Civil War. 79 This focus shifted to Washington, DC and federal agencies located there after the war, and the story of Ashe's career certainly follows this trend. Pauly also brings up the specialized and more restrictive peer-reviewed academic environment that emerged in the late 1800s and early 1900s. It is important that Ashe and a few others like him were able to maintain a broad perspective within a federal agency in the context of these changes. Ashe's career can be seen as a kind of bridge between more informal botanists and naturalists that often came from Europe, American traditions in biology that emerged at Harvard, and the wave of practitioners that could take advantage of more easily accessible transportation like R. M. Harper, John K. Small, and John Harshberger. 80 The far end of this spectrum can be seen by contrasting Ashe's career with that of Wilber H. Duncan. Wilber was an organized systematic botanist who was able to specialize and keep his botanical work in very clear order, where Ashe was pulled in many directions and was not able to keep a practice this concise.
As Gerald Allen has stated, the history of ecology follows a trajectory from early descriptive phases to more quantitative and experimental phases in the 1900s. 81 Ashe's story provides an example of the more holistic side of this history, in contrast with more analytical and reductionist approaches that dominated most of the twentieth century. His experience also adds dimension to dynamics elaborated on by Sharon Kingsland in The Evolution of American Ecology, 1890-2000. Radical changes in taxonomic practice were clearly occurring in Ashe's time. He was involved in some of the stiff critical debates related to plants that had difficult placement, such as grasses and hawthorns. In 1910 he took a reasonable position on hawthorns when five questions were posed to a set of leading researchers who had studied the genus. 82 Ashe was between being a lumper and a spliter in this taxonomy, and he recognized the need to get more proof in order to draw conclusions. He was aware of the issue of mutation and hybridization in hawthorns, and stated this condition may be similar to that of some oak species.
The Division of Lands within the US Forest Service continued to do innovative work related to ecological topics as the New Deal progressed. After having written articles related to an acquisition renaissance, Assistant Forester Leon Kneipp received a letter from Robert S. Yard in December 1934. 83 Yard was still the executive secretary of the National Parks Association, and he went on to become a founding member of the Wilderness Society (TWS). He asked a set of questions concerning the amount of forest lands in the U. S., their condition, and areas that may have virgin forests. These questions came about two months after an important meeting among four other founding members of TWS, after they had recently taken a trip to a CCC camp near Knoxville, TN. Kneipp responded with definitions of old growth forests, and a figure of 98,855,000 acres for the amount of old growth he thought was left in the country at the time. This estimate has been corroborated by Joseph S. Illick who wrote about the general forest situation a year later in 1935. 84 Kneipp did not provide methods for how this figure was derived, though 27% of it was listed for the eastern U. S., and over half of this relatively low percentage was in the south at that time.
The most innovative project the Division of Forest Land Planning accomplished was a Wildland Study in 1937. 85 It was a rough county by county tally of wildlands in four categories from zero to twenty-five percent, and so on, up to one-hundred percent. The study emphasized the need to purchase and preserve wildlands, on the part of numerous government entities and interested citizens. Elaborate stippled and delineated maps were generated using the collected data. Concentrations of uncut forests and less humanly modified areas show up clearly, some of which remain to this day.
This creative period of the mid-1930s also contained a call for an environmental history discipline by an ecologist of Ashe's generation named Charles C. Adams. In July 1938, in a comment in the journal Ecology, he saw the need for a "…fresh integration of the biological and social sciences." 86 Neil M. Maher has provided a context for these innovations in Nature's New Deal, pointing out the range of responses to a wave of natural and man-made disasters that lead to a number of New Deal policies. The early conservation work of Ashe and some of his colleagues contributed to plans for continued public land acquisitions, soil conservation, and awareness of the need to protect some primary forests. This was part of a foundation that some New Deal policies, and new organizations of the time, were able to build on.
Conflict between commodity perspectives in wood products industries, and more ecological approaches to forest care and management have been at the core of debates about forestry practices through many eras of conservation history going back at least to the 1890s. Samuel P. Hays has explained the dominance of the prior, and attempts by many individuals and organizations to accomplish the latter, in his book titled Wars in the Woods: The Rise of Ecological Forestry in America. Ashe's story adds to this by bringing awareness to the postProgressive 1920s, and the rounds of conflict and debate that did much to shape the early US Forest Service. In 1929 Charles L. Pack and Tom Gill framed the tension between natural forest processes (which have competitive and cooperative elements) and artificial or imposed conditions in their book Forests and Mankind. Ghosts of this tension remain. Ashe was clearly North Carolina's first forester though he is not recognized as such by the NC Forest Service due to a lack of formal degrees in commodity-oriented institutions. Ecologists, field work practitioners, some environmental historians, and some archeologists recognize a gradient of human modifications in the topographically diverse southern Blue Ridge region, though others like logging historians, champions of industry, and railroad history buffs frequently do not. The myth that the Biltmore Estate was the seat of all relevant forestry work in the region is contrasted by the discovery that Ashe, with his obvious American perspectives, had friendships and working relationships with numerous individuals who worked there over a twenty-three year period.
The widest conflict that historians of the US Forest Service have pointed out relates to changes that came during and after World War II. Numerous employees who worked in the agency prior to the war had either stepped away or perished. The shift, from earlier practices that included innovative forestry research and acquisition projects, toward more industrial logging practices is at the heart of many conflicts that precipitated the environmental movement. The agency had an elitist view toward those outside their professional circles from the beginning, though this intensified after the war. The changes that occurred during and after this period are well documented by David Clary (1986), Paul Hirt (1994), and Patricia Limerick (2002). 87
W. W. Ashe had an evident sense of humor and was highly regarded by his colleagues and coworkers. Among statements made by those who knew him personally one tends to stand out. A three-person committee who wrote an obituary about Ashe for the NC Academy of Science stated "He was a man of transparent honesty, unselfish devotion to duty, happy and cheerful in his own work, and always appreciative of the work of others." 88
Footnotes for William Willard Ashe and the Acquisition of National Forests in the Eastern United States by Robert E. Messick Jr. May 2012:
1 – Charles D. Smith, "The Appalachian National Park Movement 1885-1901," North Carolina Historical Review, January 1960.
2 – The southern Blue Ridge region is composed of 9,400,000 acres and 3,140,139 acres (or 33.4%) is in five national forests and two national parks.
3 – Two early USFS employees offer perspective on this issue: Alfred Gaskill, "Silviculture Applied to Virgin Forest Conditions", March 12, 1903 (published in the Proceedings of the Society of American Foresters, May 1905) and Henry S. Graves, "Condition of American Silviculture," Proceedings of the Society of American Foresters, October 1908.
4 – A complete history of the variety of positions Ashe held has been assembled. Available materials on him fall into three distinct periods covering the time he was alive, a period after his death (from 1932 to 1946), and material from 1946 to the present.
5 – Aldo Leopold served in the agency from July 1909 to June 1928 (Meine, 1988). Gifford Pinchot was in the agency less than five years, from June 1905 to January 1910. Pinchot had been a Chief of the Division of Forestry (starting in 1898), and served in this capacity with the Bureau of Forestry before the Service began.
6 – Frank B. Vinson, "Conservation and the South 1890-1920," University of Georgia PhD Dissertation, 1971, pages 39 and 332.
7 - Wilbur R. Mattoon (compiler), "Symposium of Expressions Relating to the Life and Achievements of W. W. Ashe," US Forest Service, US Government Printing Office, June 1932. 8 – Charles Wohlforth, "Conservation and Eugenics: The Environmental Movement's Dirty Secret," Orion, July 2010. This important article details the connection between eugenics and conservation in Ashe's time.
9 – Leon F. Kneipp, "W. W. Ashe – Pathfinder in Southern Forestry," American Forests, May 1944 (50:240). These are among the most insightful comments about Ashe, made by his successor in the USFS Division of Lands. See also the contribution of Austin Cary to the "Symposium of Expressions Relating to the Life and Achievements of W. W. Ashe," US Forest Service, US Government Printing Office, June 1932.
10 – Letter of January 21, 1932, UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 3, Folder 26.
11 – 1) William A. Dayton, "Ashe, Pioneer Forester and Botanist," Science (AAAS), June 19, 1932 (75:629-630). 2) William A. Dayton (contributor), "Symposium of Expressions Relating to the Life and Achievements of W. W. Ashe," US Forest Service, US Government Printing Office, June 1932. 3) William A. Dayton, "William Willard Ashe (1872-1932)," Self-published,
November 27, 1936. 4) William A. Dayton, "We Present William Willard Ashe: Pioneer in
Southeastern Forestry," Journal of Forestry, Society of Am. Foresters, March 1946 (44:213-214).
12 - In 1937 the botanist H. R. Totten noted that Dayton's bibliography of works written by W.
W. Ashe was incomplete. Some of Ashe's published writings were not formally ascribed and are folded into USFS, NFRC, and other official publications. Papers with Totten's comments were found at the UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W.
W. Ashe – Box 5, Folder 41.
13 – Ibid. Charles D. Smith (January 1960), pages 39-40.
14 – Ashe and Charles Sargent are known to have met, corresponded, and exchanged information about woody plants from 1895 to 1924. Ashe wrote an illuminating letter on the subject to the Arnold Arboretum in 1927. This letter resides in their archives. Ashe served on the USFS Tree Name Committee from 1928 to1932, and chaired this committee in the last two full years of his life. In many ways he succeeded Charles Sargent and George Sudworth, two prominent dendrologists who both passed away in 1927.
15 – Ashe's masters thesis is titled "A Study in American Forest Economy: The Applicability of Some of the Principles of Forestry to the State of North Carolina" (1892). The thesis was obtained through a loan of microfilm from the Olin Library at Cornell University.
16 – William W. Ashe and Gifford Pinchot Timber Trees and Forests of North Carolina, North Carolina Geological Survey, Bulletin #6, M. I. Winston & J. C. Stewart Public Printers and Binders, June 19, 1897.
17 – Two letters, obtained from the NC Department of Cultural Resources (NCDCR), provide details about logistics related to whole tree photographs that appear in NCGS bulletin #6. The letters were dated December 1896.
18 – This letter of July 10, 1898 was provided by the NCDCR.
19 – A. F. W. Schimper, Plant-Geography Upon a Physiological Basis, 1898. The English translation was by William R. Fisher for Clarendon Press in 1903.
20 - Albert E. Radford (etc.), Natural Heritage: Classification, Inventory, and Information, University of North Carolina Press, 1981, pages 179, 180-185, 188, 191.
21 – Ashe and Carl Schenck corresponded about these topics before the Biltmore Forest School formed. Schenck was Vice-president of NCFA in 1897, during the first attempt to found the organization. See the Biltmore Estate Forestry Department Manager's Records – Series A (The Biltmore Company, Museum Services Department, Archives Division).
22 - Ibid. Vinson (1971), page 16. See also Lawrence S. Earley, Looking for Longleaf: The Fall and Rise of an American Forest, University of NC Press, 2004, pages 176-177.
23 – William W. Ashe and Horace B. Ayers, The Southern Appalachian Forests, US Geological Survey, Professional Paper #37, US Government Printing Office, 1905. The land classification map was transmitted on March 7, 1904.
24 – More generalized timber density maps in the United States prior to Ashe and Ayers included Brewer (1870), Sargent (1880), and Gannett (1900). For illustrations see Michael Williams (1989), chapter 2, and page 278.
25 – Ashe listed 105 tree species in the region in 1902, and this comprises 93% of 113 large and small trees that were later listed with Little (1980) and Swanson (1994).
26 - In 1980 Delcourt and Harris used the report in a study of carbon budgets in the southeastern US, and in 1988 Pyle and Schafale used it to create baselines for existing primary forests. Two authors, Chris Camuto (1997) and Donald Davis (2000), did an excellent job of folding the report into their overviews of the southern Blue Ridge region, while Margaret Brown (2000) and John Alger (2007) mischaracterized the full extent of the work that went into The Southern Appalachian Forests. The land classification map has also been over-interpreted in some cases by USFS Archaeologist Quentin Bass. Though the Ashe and Ayers map was the best of its kind in its day, it is clearly dated. 27 - William W. Ashe, "Relation of Soils and Forest Cover to Quality and Quantity of Surface Water in the Potomac River Basin," US Geological Survey, March 1907, page 326. See also "Report of the Secretary of Agriculture on the Southern Appalachian and White Mountain Watersheds," US Government Printing Office, 1908, pages 36-37. The latter has been referred to as the Wilson Report II.
28 – Ibid. Charles D. Smith (January 1960), page 58. The idea was first proposed in 1900. 29 – There is a solid record of Ashe's involvement with the National Forest Reservation Commission (NFRC) from June 15, 1912 to 1932. He started doing tract specific field work as a Forest Assistant and a Forest Examiner within the agency in 1911. He was secretary of the NFRC for 10 years (1918-1928), and his last promotion in 1928 increased his involvement with the commission. See Entry 75, Booklet One of Minutes for the NFRC, National Archive II, College Park, MD. See also "Report on the Burke-McDowell Company Tract," by Verne Rhoades and W. W. Ashe, April 1911, Supervisors Office, Nantahala-Pisgah NF.
30 – The endnote of a 5/29/15 letter from W. W. Ashe to J. J. Fritz compares timber volumes of an 8,000 acre tract in the Great Smoky Mountains. See entry 75, Box 9, General Acquisition Correspondence 1915, National Archive II, College Park, MD.
31 – For a description of timber cruising methods using a compass and chains see Sound Wormy (edited by Nicole Haylor), University of Georgia Press, 2002, page 100.
32 - William W. Ashe, "The Eastern National Forests," Southern Lumberman, January 1, 1932 (1818:35-39), page 36.
33 – J. C. Kircher, "William W. Ashe", The Courier (Band of the Scattered Family – USFS Region 7), March 18, 1932. Found at the UNC Wilson Library, Southern Historical Collection, Manuscripts Department.
34 – Ibid. Letter of January 21, 1932, UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 3, Folder 26. For information about the economic disparity between the West-and-the-South, and the Northeast and the upper Midwest see Demographic Trends in the 20 th Century by the US Census Bureau.
35 - UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 3, Folder 28. Bernard Frank, of the University of Wisconsin, had won a similar grant in 1930 regarding land classification and utilization in the lake states.
36 – "Relation of Forestry to the Control of Floods in the Mississippi Valley", House of Representatives Document #573 - 70 th Congress, February 11, 1929.
37 – William W. Ashe "Financial Limitations in the Employment of Forest Cover in Protecting Reservoirs," USDA Bulletin #1430, US Government Printing Office, August 1926.
38 - William W. Ashe "Can Cotton Production Be Stabilized? Ownership of Land Gives No Right to Use It to Public Detriment," The Progressive Farmer and Farm Woman, July 5, 1930. 39 - Letter from R. M. Harper of January 19, 1932, UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 3, Folder 26.
40 - "A National Plan for American Forestry," US Senate Document #12, US Government Printing Office, March 1933, (a.k.a. the Copeland Report).
41 – For a description related to these 1935 and 1937 maps see Leon F. Kneipp, "Uncle Sam Buys Some Forests," American Forests, October 1936 (42:443-446-483).
42 - Efforts to assess old growth sites on national forest lands in the region reached a peak in May 2004, with the creation of an unpublished catalog titled "High Quality Reconnaissance and Verification in Old Growth Forests of the Blue Ridge Province." Fourteen field workers, including the author, provided detailed work that made up this catalog. Josh Kelly and the Southern Appalachian Forest Coalition continued this kind of field work, generating GIS maps and reports from 2004 to 2007.
43 – For exact references to this dichotomy see the following: 1) Inman F. Eldredge, "The Management of Hardwood Forests in the Southern Appalachians," Journal of Forestry, March 1920 (18:284-291). 2) Earl H. Frothingham, "Site Determination and Yield Forecasts in the Southern Appalachians", Journal of Forestry, January 1921 (19:1-14). This is a transcript of an address given before the Washington Section of the Society of American Foresters on November 18, 1920.
44 – Of particular interest is a research paper by Ferdinand W. Haasis, "Significance of a 255Year Age Class in An Eastern Kentucky Forest", Journal of Forestry, 1923 (21:700-704).
45 – James W. Toumey, Foundations of Silviculture Upon an Ecological Basis, John Wiley & Sons, 1928, pages 272 and 279-284. Toumey was a professor at the Yale Forest School. His description of Physical Type 28 corresponds to Orographic Typing methods. See also two important articles by Ashe and R. C. Hall concerning early forest assessment practices. Both were in the Journal of Forestry in March, 1917.
46 – Forest assessment methods that used Orographic Typing can be found in reports and maps generated by the USFS Division of Lands. These records were created prior to World War II, while various phases of land acquisitions were in progress.
47 – Harold J. Lutz, "The Vegetation of Heart's Content, A Virgin Forest in Northwestern Pennsylvania," Ecology, Ecological Society of America, January 1930, introduction.
48 - Committee of the Southern Appalachian Section "A Forest Type Classification for the Southern Appalachian Mountains and the Adjacent Plateau and Coastal Plain Regions," Journal of Forestry, 1926 (24:673-684). Earl Frothingham and J. S. Holmes served on this committee.
49 – William W. Ashe, "Reserved Areas of Principle Forest Types as a Guide in Developing an American Silviculture," Journal of Forestry, March 1922 (20:276-283).
50 - Earl H. Frothingham, "Forest Research," Journal of Forestry, April 1924 (22:343-352) page 346.
51 - Daniel B. Botkin, Discordant Harmonies: A New Ecology for the Twenty-first Century, Oxford University Press, 1990, pages 193-197.
52 - Entry 75, NC - Box 2, General Acquisition Correspondence 1916, National Archive II, College Park, MD.
53 - The two oak oriented bulletins were published by the USFS. The American chestnut and yellow poplar bulletins were published by the Tennessee State Geological Survey. The shortleaf pine bulletin was published by the Department of Agriculture and Immigration of Virginia, and the bulletin on loblolly pine was produced by the NC Geological and Economic Survey in cooperation with the USFS.
54 – William W. Ashe, Loblolly or North Carolina Pine, North Carolina Geological and Economic Survey, Bulletin #24, 1915.
55 – This information was found in a copy of Ashe's Civil Service Exam of 1930 at UNC Wilson
Library, Southern Historical Collection, Manuscripts Depart., W. W. Ashe – Box 3, Folder 28.
56 – Another example of Ashe's work in this vein can be found in his five part series on practical forestry methods, published by the Progressive Farmer in 1913.
57 – William W. Ashe, "Cellulose Industries as a Field for Georgia Capital" (Second Part), Georgia Forest Service Bulletin, May 1929. See also E. A. Sherman's contribution to the "Symposium of Expressions Relating to the Life and Achievements of W. W. Ashe," US Forest Service, US Government Printing Office, June 1932.
58 – Staffan Muller-Wille, "The Love of Plants," Nature, March 15, 2007, page 268.
59 – Peattie made an inaccurate statement about the inaccessibility of Ashe's plant collection in his 1948 book on trees. Evidence has been found, at the UNC Herbarium and the Southern Historical Collection (UNC Wilson Library), that Ashe loaned out parts of his collection to numerous botanists.
60 – Ron Lance has done excellent work recently to seek clear taxonomic placement for hawthorns. He and J. B. Phipps are largely responsible for the list of accepted Ashe hawthorns.
61 - Mary Coker Joslin, Essays on William Chambers Coker, Passionate Botanist, University of NC at Chapel Hill Library, 2003, chapter 4.
62 – See information about L. W. Lynch on the UNC Herbarium website (History/Collectors tab), written by William Burk, 2005.
63 – Samuel A'Court Ashe, "Should Evolution Be Taught in the Public Schools?," possibly selfpublished, 1925. This article was found at UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe – Box 4, Folder 33.
64 – Ibid. Charles D. Smith (January 1960), page 62.
65 - John W. Harshberger, "An Ecological Study of the Flora of Mountainous North Carolina," Botanical Gazette, October & November 1903 (36:241-258 and 36:368-383), pages 256, 371-72. 66 – Gifford Pinchot, A Primer of Forestry II – Practical Forestry, US Government Printing Office, 1905, page 8.
67 – George Frederick Schwarz "A Suggestion Regarding the National Forest Reserves," Forestry and Irrigation, June 1905, pages 287–289. He later wrote The Longleaf Pine in Virgin Forest: A Silvical Study, John Wiley and Sons, 1907.
68 – This information was found in a set of letters to the first supervisors, UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe Collection. See also Verne Rhoades and W. W. Ashe "Ice Storms in the Southern Appalachians" Monthly Weather Review, August 1918 (46:373-374).
69 – "The Preservation of Natural Conditions" Science (AAAS), March 18, 1921 (53:252-253). 70 – UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 1, Folder 11 (a).
71 – Daniel S. Pierce, The Great Smokies: From Natural Habitat to National Park, University of TN Press, 2000, pages 52-55.
72 – Ibid. Daniel S. Pierce (2000), pages 53-54 related to correspondence between Wallace and Senator George Norris of April 24, 1924.
73 – A copy of this paper was found at the UNC Herbarium, and correspondence between Ashe and Annette Braun was found in his collection at UNC Wilson Library, Southern Historical Collection, Manuscripts Department.
74 – W. W. Ashe, "Virgin White Pine Area as Part of Allegheny National Forest," Ecology, July 1929 (10:358-59).
75 – L. G. Romell "The Importance of Natural Areas to Forestry Officially Recognized," Science (AAAS), June 28, 1929. See also: L. G. Romell "Heart's Content: A Promising Precedent," Journal of Forestry, May 1929 (27:590-592).
76 - UNC Wilson Library, Southern Historical Collection, Manuscripts Department, W. W. Ashe - Box 3, Folder 25.
77 - The morning after USFS chief Robert Y. Stuart signed the approval for Middle Creek RNA he fell to his death from his office window at the Atlantic Building in Washington, DC. See page 196 of Harold K. Steen (1976) for events of October 23, 1933.
78 - Benjamin R. Cohen, "Surveying Nature: Environmental Dimensions of Virginia's First Scientific Survey, 1835-1842," Environmental History, January 2006 (11:37-69).
79 - Phillip J. Pauly, Biologists and the Promise of American Life: From Meriwether Lewis to Alfred Kinsey, Princeton University Press, 2000.
80 – For a clear description of changes in transportation related to botanical discoveries over the centuries see John K. Small, Manual of the Southeastern Flora, Self-Published in NY, 1933, introduction, page x.
81 – Gerald E. Allen, "Life Sciences in the 20 th Century," History of Science Society, Notre Dame, Indiana, website.
82 – Harry B. Brown, "The Genus Crataegus, with Some Theories Concerning the Origin of Its Species", Bulletin of the Torrey Botanical Club, May 1910 (37:251-260).
83 – Correspondence between Yard and Kneipp was found in dendrology boxes in Record Group 95 at the National Archive II in College Park, MD.
84 – Joseph S. Illick An Outline of General Forestry, Barnes & Noble, September 1935, page 39. 85 – The Wildland Study was found in Record Group 95, #85, National Archive II in College Park, MD. Maps were found there and in the cartography section.
86 – Charles C. Adams, "A Note for Social-Minded Ecologists and Geographers," Ecology Ecological Society of America, July 1938 (19:500-502).
,
87 – 1) David A. Clary, Timber and the Forest Service, University Press of Kansas, 1986, epilogue. 2) Paul W. Hirt, A Conspiracy of Optimism, University of Nebraska Press, 1994, page 55. 3) Patricia N. Limerick, "Forestry and Modern Environmentalism: Ending the Cold War," Journal of Forestry, December 2002.
88 – W. C. Coker; J. S. Holmes; and C. F. Korstian (Committee of the North Carolina Academy of Science), "William Willard Ashe," Journal of the Elisha Mitchell Scientific Society, October 1932 (48:40-47). RM
Comparing Early Foresters
In the spring of 2003 historian Char Miller made a keen observation about a group of five foresters who were outside the mainstream. 1 They were mentioned in Robert Marshall's 1933 book titled The People's Forest which covered Depression-era national forest policies. This circle of five radical foresters included George P. Ahern, Earle H. Clapp, Edward N. Munns, Gifford Pinchot, and Raphael Zon. 2 W. W. Ashe could have been placed on this list, since he shared characteristics with many of these foresters and researchers. However, Ashe would not likely have viewed himself as a radical. His modesty could have easily kept him outside the realm of recognition in Marshall's book, though Ashe's work on forest influences on water quality was used as a reference in one of Marshall's articles three years earlier.
Of the five individuals listed above Edward N. Munns most closely resembles Ashe. Ed was likewise a forester in the early USFS who made significant contributions to dendrology, silvicultural research, and forest influences on water quality. He and Clark L. Stevens wrote insightful observations about the need to bring biology into the practice of forestry in the 1920s. 3 After Munns left the USFS, and became a Fellow of the Society of American Foresters, he went on to become the executive director of The Nature Conservancy in the late 1950s.
Ashe's relationship to Gifford Pinchot was mostly contained in early phases of forestry work related to their first meeting at Biltmore Estate in 1893, their collaboration with J. A. Holmes in the NC Geologic Survey, timber assessments and forest inventories in both the Division of Forestry and the Bureau of Forestry, and work on the Potomac River Basin in Virginia. Beyond such clear collaborations between these men, relations appear to have been shallow. Pinchot mentioned Ashe just once in his well-known memoir, Breaking New Ground, and his contribution to the symposium of perspectives produced after Ashe's death was very short, though apparently sincere. 4
1 – Char Miller (review), "Bower to the People," OnEarth, spring 2003, page 37.
2 – Ashe had few interactions with Raphael Zon, and made the following entry in his diary on February 18, 1918 "At Office. Talk with H. A. Stable who is as viciously anti-south as Mr. Zon." Raphael Zon was the editor of the Journal of Forestry in 1926, when Ashe submitted a review of H. H. Chapman's controversial paper on the establishment of longleaf pine and the effects of fire in Louisiana. Ashe's review was rejected by the journal, and he self-published it on July 16, 1926.
3 – Edward N. Munns, "Where Is the Forest Biologist?," Journal of Forestry, Society of American Foresters, December 1926.
4 – Wilbur R. Mattoon (compiler), "Symposium of Expressions Relating to the Life and Achievements of W. W. Ashe," US Forest Service, US Government Printing Office, June 1932. Correspondence between Ashe and Pinchot may exist in the collection of Pinchot's papers at the Library of Congress (see Quentin Bass, USFS Archeologist).
Ashe's Connection to People at Biltmore Estate
William W. Ashe had a surprisingly long association with Biltmore Estate and numerous individuals who worked there. This spanned a twenty-three year period between September 1893 and October 1916. His deepest friendships and working relationships were with botanists at the Biltmore Herbarium, namely F. E. Boynton and C. D. Beadle. Ashe and Boynton frequently exchanged letters before the herbarium was destroyed in 1916, and the two are known to have gone on plant collecting excursions to Colorado on at least two occasions.
Joseph A. Holmes, director of the NC Geological Survey, had sent Ashe to assist Gifford Pinchot with work on the Biltmore Estate by September 1893. 1 Prior to this assignment Ashe had referred to timber management on the property as "little more than an experiment." 2 The collaboration between Ashe and Pinchot culminated in the influential bulletin titled Timber Trees and Forests of North Carolina and numerous forest inventories prior to the establishment of the US Forest Service. Ironically, the year the bulletin mentioned above was printed Ashe wrote a long and rambling article about the first attempt at systematic forest management on the estate. He used the term "conception of an alien" to describe the working plans, and gave some details about the largely agricultural methods of forest management that were being applied. The article appeared in a Raleigh newspaper called The Farmer and Mechanic in October 1897, around the time of the state fair.
Ashe also collaborated with Carl A. Schenck in 1897 related to early efforts to create the NC Forestry Association. He later attended Schenck's Biltmore Forest Fair in 1908, obscured in a surviving photograph by many other taller attendees. In the fall of 1912 Ashe worked with R. C. Hall and others to assess the large Vanderbilt holdings. Mr. Hall later put together an illuminating article about this experience, going back to original photographs and his own correspondence of 1912. 3 The forest survey was done by a small crew just after Carr Lumber Company had signed a contract to do conservative cutting in the area. The survey occurred while Mr. Vanderbilt was still alive, and before his large tract became part of Pisgah National Forest.
In 1916, after a devastating flood that summer, Ashe wrote W. R. Maxon and advised him to encourage Mrs. Vanderbilt to donate parts of the water-damaged Biltmore Herbarium to the Smithsonian Institution. 4 This included parts of the botanical library, and the plant collection that had been reduced to about one-quarter of its specimens.
The idea for an arboretum in the southern Blue Ridge region originated with Frederick Law Olmsted in 1889. 5 He had worked with Charles Sargent on the Arnold Arboretum in Massachusetts and saw an opportunity to create an expanded scientific arboretum in relation to his work with George Vanderbilt. A detailed proposal was sent to Mr. Vanderbilt at the end of 1893, and the idea simmered for a number of years until it was abandoned in 1901. Much later, W. W. Ashe made an enthusiastic suggestion for a national arboretum in a short for the Journal of Forestry in May 1921. He thought the Black Mountain range would be a perfect location due to the wide range of plant diversity found there and in the region at large. Ashe later contributed to Congressional testimony in favor of the establishment of a national arboretum in Washington, DC in January 1926. He gave this testimony as a representative of the Society of American Foresters, and within it he mentioned that the southern Blue Ridge region had "more than 50 distinct sites occupied by distinct associations of trees." The arboretum near Bent Creek came into being about sixty-one years later.
1 – For a strong scholarly critique of Pinchot's time at Biltmore Estate, and an explanation of exaggerations of income claimed to have be made through forest management activities there see Brian Balogh, "Scientific Forestry and the Roots of the Modern American State: Gifford Pinchot's Path to Progressive
Reform," Environmental History, April 2002.
2 – William W. Ashe, "Notes on the Forest Resources of North Carolina," Journal of the Elisha Mitchell Scientific Society, January 1893, page 22. Ashe refers to Pinchot indirectly as having been "…trained in European schools of forestry" and later hired as the forester of Biltmore Estate.
3 - R.C. Hall "The Pisgah Forest in 1912," American Forests, September 1964.
4 – Bill Alexander, The Biltmore Nursery: A Botanical Legacy, Natural History Press, 2007, pages 61-62.
5 – Ibid. Bill Alexander (2007), page 49.
Photographs
1. William Willard Ashe circa 1891-92, perhaps made during his college years while traveling between North Carolina and Cornell University. The photograph was taken at Rice Studio on Pennsylvania Avenue in Washington, DC (negative #1013), and is courtesy of Will Ashe Bason.
2. Margaret Henry Wilcox while she was married to Dr. Wilcox near Dresden on Staggs Creek in Ashe County, NC. W. W. Ashe is known to have attended the wedding ceremony of Mariana Wilcox (Margaret's step-daughter) and Mr. Barbor on September 30, 1891. Photograph courtesy of Betsy Barbor Hawkins.
4. The Plant Lab at 606 Willard Place was built by W. W. Ashe circa 1895 on what was then Ashe family property. Some of "Will's weeds", as a few family members referred to them, were stored upstairs here until his death in 1932. The building was later converted into a residence. Photograph by the author in February 1998.
5. Enlargement of an Ashe family photograph from 1897. It was taken on the grounds of Elmwood (the family home) at a fallen American elm tree. It may record the effects of a storm that had moved through Raleigh, NC. William's brother, Thomas Martin Ashe, is standing behind him. Photograph courtesy of George and Doris Bason.
9. William Willard Ashe in a 30 year old pole stand of shortleaf pine in Virginia. This photograph was taken in 1912 and appears on page 16 of Shortleaf Pine in Virginia (1913) (US Forest Service photo #12156). Photograph courtesy of D. H. Ramsey Library Special Collections - UNCA in Asheville, NC.
12. Ashe standing next to Margaret who is in a wheelchair at a hospital in Washington, DC. She had contracted a stomach illness in April 1929, and a letter home stated that she was having food prepared for her at 1512 Park Road NW. Photograph courtesy of Betsy Barbor Hawkins.
Acknowledgements
A great debt is owed to three women who gave invaluable assistance to this project in the form of guidance, providing information about the families involved, giving some financial assistance, and extensive editing help. Doris Bason, Betsy Barber Hawkins, and Mary Byrd Davis aided this project in inestimable ways in the course of the last 15 years.
A list of individuals, people who provided informative sources, archives, libraries, and institutions that helped with this project are provided below:
Larry Anderson; Mark Anderson; John M. Barry; George & Doris Bason; William Bason; Will Ashe Bason; Quentin Bass; Betsy Bennett; Tom Bernette; Chris Bolgiano; Don C. Bragg; James E. Brittain; Pam Brock; William R. Burk; David & Martha Cameron; John Cameron; Will Cameron; Chris Camuto; Thomas D. Clark; Edward E. C. Clebsch; Sandra C. Coffey; Robert A. Croker; Kevin Cross; Mary B. Davis; Donald E. Davis; Margaret S. Devall; Robert Dirig; Corey Earle; Lawrence S. Earley; Tom Ferguson; Michael Frome; Betsy Barber Hawkins; Paul Hirt; Mary C. Joslin; Chris Kane; Josh Kelly; Ned-Linda-and-Zo Kelly; Ron Lance; Josh Lockyer; David Lowenthal; Eleanor R. Maass; James Maclin; Peter Margolin; Carol A. McCormick; Henry McNab; Curt Meine; Joseph Melanson; Gregory J. Nowacki; Cheryl Oakes; Cary F. Poole; Daniel Richter; Robert J. Samuelson; Ashley L. Schiff; Douglas W. Scott; Jim Senter; David Stahle; George Stevenson; Paul S. Sutter; Silvia B. Sutton; Beverly Tettertton; Charles Trimble; Lucy E. Tyrrell; Frank B. Vinson; Bret Wallach; Alan S. Weakley; David White; Carol Williams.
People from the Past
William C. Coker; William A. Dayton; Thomas G. Harbison; John S. Holmes; Leon F. Kneipp;
Clarence F. Korstian; Elbert Little; Wilber R. Mattoon; Joseph H. Pratt; Edward A. Sherman.
Archives
* The National Archives at College Park - College Park, MD
(Record Group 95 (USFS) Textual Records, Photographic Records, and Cartographic Records)
* The National Archives - Washington, DC (downtown)
* The National Archives (Southeastern Region) - Atlanta, GA
* North Carolina Department of Cultural Resources (Division of Archives & History) - Raleigh, NC
* North Carolina State Museum of Natural Sciences - Raleigh, NC
* Archives of Appalachia at Charles C. Sherrod Library - ETSU in Johnson City, TN
* The Forest History Society - Durham, NC
Herbarium and Arboretum Collections
* The University of North Carolina Herbarium (Coker Hall) - UNC at Chapel Hill, NC
* The United States National Herbarium (Smithsonian Institute) - Washington, DC
* L. H. Bailey Hortorium-Herbarium - Cornell University in Ithaca, NY
* The Arnold Arboretum of Harvard University (Archival Collections) - Jamaica Plain, MA
* Harvard University Herbaria – Boston, MA
Libraries and Special Collections
* The National Agricultural Library (USDA) - Beltsville, MD
* Supervisors Office of the Nantahala-Pisgah National Forest (USFS) - Asheville, NC (land acq. files & atlases)
* Southern Research Station (USFS) - Asheville, NC (collection of AFES reports, papers, and photos)
* Southern Research Station: Bent Creek Experimental Forest (USFS) - Asheville, NC
* North Central Research Station (USFS) - St. Paul, MN
* Northeast Research Station (USFS) - Delaware, OH
* D. H. Ramsey Library - UNCA in Asheville, NC
* D. H. Ramsey Library Special Collections - UNCA in Asheville, NC (USFS photo collection, etc.)
* Hunter Library - Western Carolina University in Cullowhee, NC
* Martha Ellison Library - Warren Wilson College in Swannanoa, NC
* C. G. Belk Library - ASU in Boone, NC
* C. G. Belk Library (W. L. Eury Appalachian Collection) - ASU in Boone, NC
* Southern Historical Collection (Manuscripts Dept.) at Wilson Library - UNC at Chapel Hill, NC
* North Carolina Collection at Wilson Library - UNC at Chapel Hill, NC (includes the clipping file)
* W. R. Davis Library - UNC at Chapel Hill, NC
* Botany Section of the Biology Library (Coker Hall) - UNC at Chapel Hill, NC
* Geological Sciences Library (Mitchell Hall) - UNC at Chapel Hill, NC
* Perkins Library - Duke University in Durham, NC
* Perkins Library (Rare Book, Manuscript, and Special Collections) - Duke University in Durham, NC
* Biological and Environmental Sciences Library - Duke University in Durham, NC
* Joyner Library - East Carolina University in Greenville, NC (digitized books)
* Pack Memorial Library (including Interlibrary Loan Services) - Asheville, NC
* Riverside Cemetery (Asheville Parks and Recreation Department) - Asheville, NC
* The American Chestnut Foundation - Asheville, NC (branch office)
* Isothermal Community College Library (including Interlibrary Loan Services) - Spindale, NC
* McDowell County Public Library - Marion, NC
* Ashe County Historical Society - West Jefferson, NC
* Spartanburg County Public Library (The Kennedy Room) - Spartanburg, SC
* New Hanover County Public Library (NC Room - Bill Reaves Collection) - Wilmington, NC
* Olivia Raney Public Library - Raleigh, NC
* Harvard Forest (Archives) - Petersham, MA
* Carl A. Kroch Library (Div. of Rare and Manuscript Collections) - Cornell University in Ithaca, NY
* Bancroft Library at the University of California (Regional Oral History Office) - Berkeley, CA
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GAIL ROSENBERRY: Hello. My name is Gail Rosenberry, and I'm one of the fifth-grade Language Art teachers in the Shippensburg Area Intermediate School. Welcome to my classroom. I've taught Language Arts for many years, and one thing that I found with the Common Core Standards is that they're very robust. And I've really struggled myself on how to teach students to think in-depth. Today, I'm going to demonstrate strategies in reading that will help to implement the PA Common Core Standards. One of the pieces of the Common Core is focused on in-depth text analysis. How is that done? It's not simply answering a question, lifting the response from the text, or even just rewording that response. The student has to interact with the text. The students will be reading several civil war passages, and I gave a lot of thought and time into which passages I was going to select. I wanted to find material that was less scaffold than the one I had used previously, passages that were short enough that it wouldn't fatigue the students. I began by giving the students a set of strategies to use for in-depth previewing. Pick up your bookmarks please that I handed out earlier. So, on the bookmark, you'll notice certain letters, and they stand for different things that we're going to use when we're previewing. You would be surprised, if you take the time to preview a lesson, how much you already know. Today's essential question was, how does previewing help me to have a more in-depth of understanding of text? So, another thing we may look at is visuals and vocabulary. Is there a graph on the page? Is there a map? Is there bold print? What might be some other text features that we look for in a passage? Kelly?
KELLY: Subtitles.
GAIL ROSENBERRY: Subtitles? Sure. And so, in order for the students to become effective at analyze text in depth, I began by giving the students a set of strategies to use for in-depth previewing. And the next thing we're going to look at is heading.
STUDENTS: Headings.
GAIL ROSENBERRY: And on this paragraph, at the topic of the next page, I noticed that I have the pronunciation guide again for the word fugitive, so I know, well, that's a key word, and they're also showing me how to pronounce it. That's important. Here's another one, abolitionist. We look at the text features such as titles, visuals, the vocabulary and illustrations. What I want you to do is to take a minute, turn to your partner, and talk about what visuals that we could use. Then we did the think, pair, share, and that really engaged the class in talking about what they observed and found within the passage.
STUDENTS: [inaudible]
GAIL ROSENBERRY: Okay, eyes up here. And Luke?
LUKE: Tables, Illustrations.
STUDENT: Glossaries, like maps.
GAIL ROSENBERRY: Next, I did the think aloud with some modeling, so the students could actually see how they were going to proceed. So, on the back of the page, I continue looking for visuals. So I'm going to put a V here to show that that's my visual of that primary source newspaper. You're going to use those things you preview to create a prediction about what you think the author's message or theme is for this particular article. We have the students create an in-depth prediction based on the notes they had taken from previewing the text. This is your opportunity to practice what we just did on the first page, identifying the visuals, the every first sentence in each of the passage paragraphs, any other headings or titles that you see. They included within this what they thought the author's central idea of purpose might be. So, in order to get you started in case you're thinking, "I'm not quite sure how to begin my prediction," what might we say?
STUDENT: I think the author's central idea would be…
GAIL ROSENBERRY: And what's another word we use when we're using the text to prove what we're saying. Does anyone remember? It starts with an E?
STUDENTS: Evidence.
GAIL ROSENBERRY: Evidence, great. And for this, I ask the students to use supporting evidence from the text. Now, what we're going to do is have our share out and when your name was highlighted, you'll be sharing your prediction. By using a random report technique, I was able to engage the class as they anticipated which name was going to be highlighted next.
STUDENTS: I predict this passage is going to be about war versus peace.
STUDENTS: Because in the passage, it says, "A conductor was a person who lays groups on the railway."
STUDENT: That's why I read this prediction.
GAIL ROSENBERRY: Were you using some background information that we've already discuss to make your prediction about this part? So, maybe it was related to the title, right? Okay. The E stands for every first sentence, and that means let's underline every first sentence. I find myself looking at the passages not only word by word but sentence by sentence, and if you do not have sentence level comprehension, you're not going to have paragraph level comprehension. And the I on our bookmarks stands for what, everyone?
STUDENTS: Introduction.
GAIL ROSENBERRY: Our introduction. And so, follow along as I read the introduction. New territories formed as people moved in to the west. It takes strategies to unlock those sentences so the students can gain meaning. I'm going to continue reading the second paragraph. You're going to participate with me. I'll also do cloze reading. I will be reading the sentences and the passage and I will leave out key words that I want them to respond to as a whole class. Everyone, finger tips right under the word two, that's our second sentence in paragraph two. To smooth things over, Henry Clay…
STUDENTS: Developed.
GAIL ROSENBERRY: The Missouri…
STUDENTS: Compromise.
GAIL ROSENBERRY: All…
STUDENTS: States.
GAIL ROSENBERRY: Above Missouri's…
STUDENTS: Southern…
GAIL ROSENBERRY: …border would be…
STUDENTS: Free.
GAIL ROSENBERRY: We also did some echo reading to help students have a little practice with their fluency. And this time, I'll read first and repeat after me. Later, California wanted to enter the Union.
STUDENTS: Later, California wanted to enter the Union.
GAIL ROSENBERRY: As a free state in 1850.
STUDENTS: As a free state in 1850.
GAIL ROSENBERRY: Cloze reading and echo reading also provides scaffolds for those students who are still having trouble with multisyllabic words and phrasing. In other words, they may not know. It's a more interesting way to do the repeated readings because then, it keeps everyone engaged, their eyes are on the text, and they're more involved within the lesson. How many of you have read something and didn't remember what you've read? Reading a text multiple times really enhances the comprehension of students. As I look at our essential question today, this really tells us and reminds us what are coding strategies gonna help us do. That first reading is really just like a preview, and then with the second reading, they start to make those mental connections. And we're going to continue with our second reading of today for my second class. We were moving to the coding strategy and with the coding strategy, this is a way for students to self-monitor. The plus sign we're going to use as our code for, this is new information for me or we have the exclamation mark and that's that, well, that's really amazing. And this strategy helps you, in other words, to self-monitor. That's what thinking about your own thinking is. This doesn't mean that every time you read a passage, you have to use your sticky notes to get you into the habit of thinking about your reading. Research shows that if a student self-monitors and asks questions while they're reading, that really improves their comprehension. Okay. Here's how I want you to read the first paragraph. You're going to alternate your reading. So decide who's going to go first with the first sentence, the next person will read the second sentence, and then back and forth. We've done this before, go ahead.
STUDENT: A place [inaudible] too high and swamps, cellars, and barns.
STUDENT: The person -- the slave will be told where to go for the first stop.
GAIL ROSENBERRY: And since this reading was the second reading, I had the students do some partner reading, and then also, they did independent reading. You're going to read silently those paragraphs and you're going to do your own coding based on the symbols you're thinking about what you're reading. The students enjoyed using the sticky notes. They used these to make a synthesis statement about what they thought the author's purpose was, and then they used evidence to support their statement. You're going to tell me by writing what's the central idea of the whole passage. You've already predicted what it was, so now, you're going to take your sticky notes and make a synthesis statement. Ultimately, if a student can self-monitor as they read, they become more involved with the text. I have more quality discussions with my students. If completed your synthesis statement, let's discuss them. Keanna, why don't you start off?
KEANNA: I put -- I think the author's purpose is that, here, she wants reader to find out a lot of new information.
STUDENT: Slaves were becoming free because the second paragraph said, "After a lot of debate, a law was passed, no new slave could come from Africa."
STUDENT: At the same time slaves wanna get out, so they were happy about that law passing.
GAIL ROSENBERRY: Also, I have more quality writing from the students about what they're reading. Since I started using these strategies, I haven't heard any moans and groans about rereading anything, and I think it's motivating to want to participate in class and become engaged. Spending time on reflection is almost as important as the time I spent planning my lessons because then, it gives me a chance to go back over what I've already taught and how the students responded to my teaching. Some of my students aren't really comfortable with sentence construction, so that means I need maybe to offer some more sentence starters with them, give them more examples, have sentence frames available for them to write about what they read as well as side evidence to support what they've written. This assessment will allow me to determine how far the students have come in their reading comprehension since the Common Core is a robust set of standards, they're requiring students to use higher level thinking skills. So, for our next lesson, I will be using their Social Studies book and tie the strategies and have them use those strategies in small segments of their contenary book. | <urn:uuid:ddbd6bbd-7715-4e02-be1d-1732b13611c0> | CC-MAIN-2021-39 | https://s3.amazonaws.com/pattan-live/frameweld-workshop/files/4f5e004c0c1c44d876000125/4fd9fbdb8b03320c6700003c/52d806740c1c449b098b4568/fwld_rvts_07_1/2014/01/16/fwld_rvts_07_1.pdf | 2021-09-24T17:58:25+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00375.warc.gz | 527,502,961 | 2,435 | eng_Latn | eng_Latn | 0.999493 | eng_Latn | 0.99951 | [
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Ka-Ching! Talking money with kids
Parents and guardians want to send children out into the world armed with the skills and knowledge they need to succeed. So we talk to them about the birds and the bees, we teach them to catch a ball and drive. But oddly, many of us never talk to them about money and how to manage it. Here are a few simple tips for passing on good money habits.
Earlier the better
If you're wondering when to start a child's financial education, here's the answer: today. Every lesson in financial responsibility, no matter how small, can help shape a child's view of money, its value and how it should be used. They'll pick up on ideas like not spending more than you have by listening to you and watching how you act. Once those basics are in place, you can take them to the next level with practical applications – like earning money with chores and saving for something they want. Good habits picked up early in life will stay with them and help determine their future relationship with money.
Start them off at home
There are a number of ways you can help kids get used to handling money and budgets. And it's important to remember that any practice is good practice. Lunch money might be a good place to start. If you usually give them a daily allowance, try changing to weekly or monthly. Then keep checking in to see how they're doing and if they're managing to stay on track. If they're a bit older, you could set them up with a transaction account. It's a good way to get them thinking about budgets, outgoings and living within their means.
Let them see you doing it
Setting a good example is a sure-fire way to pass on good financial behaviour. So while you've got the kids at the shops, show them what you're doing and why. Explain why you're buying extra units of a sale item to save in the long run. Or how coupons can help bring prices down. Once you explain your behaviour and they understand it, it'll be reinforced every time they see you do it.
Let them learn by doing
One of the best ways to teach kids is to set practical financial tasks for them to complete. For example, you could put them in charge of the family's meals for the week and give them a budget to shop with. Show them how they can save on some items (by buying own-brand or sale items) so they can spend more on others. They'll get it wrong at least once, but that's ok! It's as much of a learning experience as getting it right. Just show them where they went wrong and let them try again.
Source: ING
We will guide you with a tailored approach that works for your circumstances. Give us a call on 4927 4588 (Rockhampton) or 4939 1766 (Yeppoon) to see how we can help.
452 Advice Pty Ltd (trading as Evans Edwards Financial Advisors Wealth Creators) is a Corporate Authorised Representative (No. 1261614)
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Teacher to Teacher
http://literacy.kent.edu
039-0300-0034
January 2004
The Extra Value Meal Deal: Building a Culture of Literacy in Your Community
By Autumn Tooms
So how did you start your day today? Did you take a too quick shower followed by something that looked like breakfast and a few quiet minutes reading the newspaper? Or maybe it was the back of the cereal box you read… or the latest issue of Sports Illustrated… or the juicy pulp novel that you are too embarrassed to tell anyone about? Whatever it was, odds are that you spent some of your leisure time reading something. The unconscious choice to engage in literate behavior is learned.
According to Rubin (1986): Literacy is not a quality that one possesses or doesn't possess. It is not like red hair and freckles, permanently distinguishing some people. Nor is reading like having a healthy heart muscle that one builds up and maintains through practice. Rather, reading is something that one does. Literacy, likewise, is a way of coming in contact with the world. Some people engage in literate behavior with greater frequency and intensity than others. Some people use literate behavior to expand their worlds across time and space. Some people read traffic signs and cereal boxes. (p. 81)
The purpose of this publication is to explore ways in which adult and family literacy educators can inspire community members to not only value literate activities, but to engage in reading behaviors that will help them come closer to traveling across time and space rather than figuring out what Tony the Tiger has to say.
Your Sphere of Influence Starts With Self Assessment
The first step to helping your community value literate behavior is to look inward and reflect on your own literacy habits. When and in what contexts do you read? Is it while you are on the treadmill, at dinner, or by the fire on a lazy Sunday? What motivates you to read? Some people read when they are at home on a snowy day, and some people read when they get stuck in traffic. Any of these motivators is perfectly acceptable. What is significant about them is that they were probably acquired gradually.
Reflecting on how you became literate and what motivates you to read will help you be conscious of the different ways in which reading becomes a part of one's everyday existence. These questions are an excellent frame for a discussion with community members and families about how to help everyone to incorporate reading activities into their lives.
Bookworms Don't Always Read Tolstoy
Another important perspective to remember concerning literacy is that while it is true that one can engage in literate behaviors ranging from intense to effortless, variety and the choice to engage in different levels of activity are the key. Anna Quindlen (1998) likened reading to a buffet. Some reading material, like Tolstoy's War and Peace, is without question roast beef. There are also super-sized combo meals like the Grisham novels. Not to be missed are the provocative side dishes such as The New Yorker magazine, or those little "life lesson" tomes by the bookstore's cash register. This author, who indulges regularly in a healthful but bland diet of scholarly journals, rewards herself every Saturday with a big help- ing of dessert in the form of People magazine. Furthermore, some reading materials, like liver, are consumed only after one has acquired a taste for them.
The most important place to start is to at least model a willingness to go to the literacy buffet. If your reading diet is strictly green beans, take a lesson from Chef Emeril Lagasse, and kick it up a notch by selecting a different course every now and then. Encourage discussions among your colleagues and community members about what people are reading and how they view their own trip to the literacy buffet.
Be mindful of the context in which book talks happen. Everyone thinks of a book talk as talking place in a classroom or a library. How boring can that be? Are you dealing with a group of only adults? Great! Make the effort to connect with your community by figuring out where folks like to congregate and host a few nonthreatening book talks at that venue. Invite everyone to meet at the local watering hole to talk about literacy. Or the bowling alley. Why not sponsor a "Beers, Balls, and Books" day once month in your community? If that is too risqué for your taste, figure out which laundromat is the community favorite and host "Reading, Writing, and Washing" Saturday. The point here is that talking about reading should be fun as well as informative. For folks who are struggling readers, context and environment can greatly inhibit or enhance their participation in literacy discussions.
You Read What You Like
When you proselytize the importance of engaging in reading activities you must remember that part of your job is helping your colleagues to remember that struggling readers often sink into the self-defeating cycle of attempting to read materials that do not hold their interest. If the material does not interest them, they will not practice. Without practice, readers fail to improve or stretch their worlds.
So goes the story of Jill, a receptionist who works at an advertising firm. She got the job by way of an internship she took in her senior year through her high school's business partnership program. She was offered the position upon graduation five years ago and was thrilled at the seemingly large salary of ten dollars an hour.
As the years passed, she focused on building her life in ways that most folks do who are no longer thinking about activities that center on formal learning. She married, continued to work, and now has two children. If asked about her role as a mother, she will explain with great passion, "I am not going to let my kids suffer in school the way I did. I will not force them to work at things that don't interest them. Not everyone is supposed to go to college and that is OK. My kids should be able to have a choice and I want my kids to know that they are loved. I am working very hard right now to make memories with them that will carry them into adulthood." She then adds with pride, "It has taken me a few years, but I have every single one of the Cat in The Hat videos along with Cinderella, Snow White, and all the other Disney movies. My kids are going to enjoy those stories and remember the special times we spent together so that they know whenever they come home that our family is a safe and happy place to be."
Essentially, Jill lives in a print-free home. And she is unwittingly raising her children in a print-free home. She fails to recognize that a huge part of the magic of children's literature is that children read the stories themselves or listen to the stories read to them in a loving way. This working mother and her children read cereal boxes in the morning or the TV guide at night. At work, when she hears others engage in conversations about world events or topics, she doesn't engage in the conversation because she "doesn't know about that stuff." When she is asked why she never went to college, she replies, "Oh I'm a working girl. I don't have time for all that stress and jumping through hoops just to get a silly piece of paper. Besides, I make good money here."
Instead of books for her children, Jill chose video tapes. Yes, there may be some children's books around the house that were gifts. However, with no one to encourage their use, they become feckless. The prognosis for Jill and her children is grim. Not fatal, just grim. The best prescription is to first remember that it will take a long time to change this family's view of reading. The first step in that direction is to change how Jill looks at reading as well as herself. The phrase "life-long learner" does not resonate for Jill because she associates learning with the drudgery of reading and formal schooling. In her mind it is too late for her to improve intellectually or academically. And she fails to make connections between her job and her education. If Jill is married to someone with an education who makes a bigger salary, then the motivation for furthering her intellectual horizons, as well as her earning potential, are that much more removed. Because she is primary caretaker of her children, Jill is now unknowingly passing down her views about literate behavior to her own children. And thus, this stagnate intellectual cycle is in real danger of being repeated.
In addition to book clubs, educators should be creative in their attempts to not only sponsor family literacy events but adultoriented programs that teach parents how to take advantage of local resources such as libraries, art museums, and science centers. Thoughtful planning in this arena will include a field trip for adults to these sites, as well as information for families on how to utilize public transportation systems.
When you think about it, Jill is the reason why Oprah chose to start a book club. The genius in Oprah's book club lies in its marriage of the passive and low threatening activity of television with the interactive exercise of reading. We can do the same thing-except instead of marrying TV with books, we can marry the radio or community events such as the ones below.
Classroom Libraries and Community Events for Students
One of the great opportunities that books offer is the chance for readers to make connections between what is written on a page and the real world. Encouraging an entire adult and family literacy program to build classroom libraries allows teachers and staff to creatively take advantage of modeling literate behavior as well as making meaningful connections through literate activities. Classroom libraries do not necessarily require program funding lines. Book drives can be just as successful as canned food or blood drives. Yes, even in a math class there is a place for a library. Classroom libraries give teachers the chance to collaborate with one another (should they choose to) in terms of integrating lessons or units. They also provide a creative outlet for teachers to tweak their lesson plans to be integrated with existing and relevant reading material. The construction of classroom libraries is an effective vehicle to increase community partnerships and volunteerism. Goodwill Stores, the Salvation Army, and local churches are rich arenas in which educators can network and ask for support. Furthermore, what teachers do with their classroom libraries is appropriate fodder for a staff meeting as well as a discussion topic at "Beer, Balls, and Books" night at the bowling alley.
The ultimate integration of community literacy would be a scenario in which adults and children engage in some sort of activities centered on literacy-based themes. Events of this type are common once or twice a year in elementary schools. Usually there is a school-wide drive in which, if so many books are read, a public figure (usually the principal) will promise to engage in some mildly humiliating behavior like kissing a pig or mud wrestling the resource officer. There are also national programs like Read Across America Day (also known as Dr. Seuss's birthday) observed annually on March 2. Some schools encourage students and teachers to dress up in various book characters. Other schools in conjunction with community centers, nursing homes, and shopping malls host family literacy pajama parties in which families come to a designated space in their pajamas and pillows and spend time reading together. Events like this can also be framed around camping. Families simply "camp out" underneath the stars with flashlights and books and read together at the local park or inside the natatorium or gymnasium.
Better yet, help your community think about what Eldridge Cleaver has in common with Dr. Dre and Eminem by looking for bridges between popular music and literate behavior. Again, the first step is for you to find a way to get connected with the community you are trying to reach. That means you need to watch a little MTV or find the radio station that kids listen to. Listen for any amount of time and you'll learn about how MC contests are the new trend in lots of urban nightclubs. These events are competitive arenas where rappers battle each other in impromptu raps that reflect and reply to each other's prose. They are something akin to a heated debate of the Beat Poets on American Bandstand--only louder and much faster. MC contests can be held at the Boys and Girls Club, the local YMCA, the parking lot of a local ice cream stand, radio stations, movie theaters, or record stores.
Action- Not Just Lip Service
Helping people to value and engage in rich literate behavior is a calling that requires more than just telling folks that they should read. Teaching the value of literate behavior is something that comes across in both what you say and what you do. Think about what you do that demonstrates to your colleagues, students, and community that you visit the reading buffet often and in different ways. Encourage your community leaders to participate in book discussions or to select books for those talks. Find ways to give rewards and reinforcements that are directly linked to the construction of individual classroom libraries. Brainstorm ways that your public library can truly become the heart of the community. What can be done so that students and community members feel that space belongs to them? Ultimately, the goal of your activities should be to help people realize that the regular choice to engage in literate behavior is what allows us to learn more about ourselves and the world around us.
References
Quindlen, Anna (1998). How reading changed my life. New York: Ballentine Books.
Rubin, D.L. (1986). Achieving literacy: An essay review of two national reports on reading. Metropolitan Education, 21, 83-91. | <urn:uuid:3d1a6f0a-b1e9-4bda-b219-6fb2e5322b1d> | CC-MAIN-2018-47 | http://literacy.kent.edu/Oasis/Pubs/0300-34.pdf | 2018-11-20T22:50:05Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00215.warc.gz | 202,164,059 | 2,792 | eng_Latn | eng_Latn | 0.999269 | eng_Latn | 0.99928 | [
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Name________________________________________Date__________________________
What Do Animals Need To Stay Alive? FOOD!
What would you do without food? Could you grow big? Would you be able to run and play?
All animals need food. This young bald eagle is eating a fish from the Hudson River. This food will become part of the bird's bones, muscles, and feathers.
Food also gives animals energy. They need energy to move, to make sounds, to see and to hear. The young eagle uses energy to keep watch. When it sees danger, it needs energy to fly away.
Plants need energy too, but they do not eat like animals. Plants get their energy from sunlight.
Green plants make their own food. They use sunlight and ingredients from soil, water, and air to grow.
Different animals eat different kinds of food.
Food chains show where living things get their energy. All food chains start with the sun. Green plants make their own food using sunlight. Animals must eat plants or other animals to live and grow.
In this Hudson River food chain, arrows show where each living thing gets
energy. The sun gives energy to the plant. The insect gets energy by eating the plant. The fish eats the insect to get energy. Last, the bird eats the fish to get its energy.
1. Are you an herbivore, carnivore, or omnivore?
2. In this food chain, which animal is an herbivore?
3. How many carnivores are in this food chain?
4. If insects disappeared, what would happen to fish and birds?
Activity 1. Draw a food chain that shows where you get your food and energy. Don't forget to start with the sun!
Activity 2. Create a food chain with real links.
1. Choose four strips from the food chain links sheets. One of the strips should be the sun. Another should be a plant. The strips will be the links in your chain.
2. Arrange your strips in correct food chain order.
3. Glue or tape the two ends of the SUN strip together to make a circle. This is your first link.
4. To make the second link, pass one end of the next strip through the SUN link. Then glue or tape the ends of the second strip together, connecting two circles.
5. Pass the third strip through the second link. Glue or tape its ends together to make the third link.
6. In the same way, make the fourth link of your chain.
7. Display your food chain by hanging it in your classroom.
Food Chain Links
Food Chain Links | <urn:uuid:439d3df6-b386-4258-b4c8-24a247fb6439> | CC-MAIN-2018-47 | http://www.dec.ny.gov/docs/remediation_hudson_pdf/hrlpk3fchain.pdf | 2018-11-20T22:23:37Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00216.warc.gz | 404,415,543 | 525 | eng_Latn | eng_Latn | 0.999254 | eng_Latn | 0.99963 | [
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CHICKEN LITTLE
Book by Steven Kellogg ©1985
Themes: Adventure, Critical Thinking,
Humor
Grade Level: K - 2
Running Time: 8 minutes
SUMMARY
When an acorn falls on Chicken Little's head, she convinces herself and her friends that the sky is falling. Unbeknownst to her, Foxy Loxy is getting ready to capture them for a tasty meal. He disguises himself as a police officer, outwits the birds, gathers them into his truck, and prepares to take them home for a poultry dinner. In the end however, Foxy Loxy is the captured one, and Chicken Little lives to tell the tale of the day the sky fell to her grandchicks.
OBJECTIVES
* Children will learn the importance of critical thinking.
* Children will appreciate a story of humor and adventure.
* Children will learn to follow a sequence of events as they enjoy the story.
BEFORE VIEWING ACTIVITIES
Explain to children that the story of Chicken Little involves a bird who chooses to act before thinking things through. Encourage children to describe situations they may have been involved in where they felt sad or upset about something before understanding all they could about
CHICKEN LITTLE
the situation. Ask:
* How did you feel later?
* What would you do the next time?
Share the book Chicken Little with children. Then ask:
* Why do you think Henny Penny and the others believed Chicken Little when she said the sky was falling?
* How did Foxy Loxy fool them and get them into the truck?
* What mistake did Foxy Loxy make?
* How do you think Foxy Loxy felt at the end of the story?
AFTER VIEWING ACTIVITIES
Let children have some fun dramatizing the story of Chicken Little. Help children use yellow construction paper to make beaks and wings for those children who will be the birds in the story. Cut out a strip of white teeth from white construction paper for the child who will be Foxy Loxy. Paint a large appliance box to represent the police van in the story. Use a doll carriage, cookbook, set of toy golf clubs, baton (for the bar bell) as props for the story. As children act out the story, encourage them to use facial expressions to demonstrate the surprise, worry, panic, etc. the characters are feeling.
Let children make up their own silly stories and tell them into a tape recorder. Once you have the stories on tape, supply paper and crayons children can use to draw the sequence of events as they
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occurred in their stories. Staple the pages together to make wordless picture books. Later, play the recordings back for the whole class, allowing children to show the illustrations in their books as their classmates listen to their stories.
OTHER HUMOROUS VIDEOS AND FILMS AVAILABLE FROM WESTON WOODS INCLUDE:
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*THE MOST WONDERFUL EGG IN
THE WORLDby Helme Heine
* WINGS: A TALE OF TWO CHICKENS
by James Marshall | <urn:uuid:a7982ff8-01a8-4b64-b480-6857ce07b3cc> | CC-MAIN-2021-39 | http://teacher.scholastic.com/products/westonwoods/study_guides/chickenlittlecg.pdf | 2021-09-24T17:24:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00379.warc.gz | 58,792,794 | 709 | eng_Latn | eng_Latn | 0.996011 | eng_Latn | 0.996011 | [
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CLASS- 12 TH, ECONOMICS MCQ
Chapter- 6 RURAL DEVELOPMENT
DATE- 16.08.21
1) Which among the following is an initiative taken for the development of rural India?
(A) Human Capital Formation
(B) Land Reforms
(C) Poverty Alleviation
Ans : all of these.
2) What was the growth rate of agricultural output during 2007-12?
Ans : 32% per annum.
3) When was the National Bank for Agricultural and Rural Development set up?
Ans : 1982.
4) MSP are determined with the recommendation of the commission for ?
Ans : Agricultural Cost and Prices.
5) Golden revolution is related to ?
Ans: Horticulture.
6) During operation flood production of milk increase ?
Ans : Four fold.
7) Following are the institutional sources of agricultural credit except :-
Ans : Money lenders.
8) Which programme launched in 2005-2006 for building infrastructure and basic amenities in rural areas ?
Ans : Bharat Nirman.
9) After the initiation of reforms the growth rate of agricultural sector :-
Ans : Decelerated by 2-3%.
10) Development of rural marketing relates to
Ans : Transportation, Storage, Regulated market.
11) Tuber crops, medicinal and aromatic plants, spices and plantation crops are examples of :-
Ans : Horticulture crops.
12) Which of the following is an institutional source of rural credit?
Ans : Regional Rural Banks.
13) Which source of credit had emerged to fully integrate the formal credit system into the overall rural social and community development?
Ans : Self-help Groups.
14) Agriculture marketing does not comprise of credit taken to meet expenditure on Agriculture.
15) Buffet stock is build up in the years of surplus production and is used during shortage.
16) TANWA project initiated in Tamil Nadu.
17) To minimise the fluctuations in the prices government announce the following Minimum support price.
18) Operation flood started on 1970.
19) NABARD stands for - National Bank for Agriculture and Rural Development.
20) Rural population need short term loans For paying old debt.
21) Fish production from inland sources contributes about 49 percent to the total fish production and the balance 51 percent from main sector.
22) To ensure sustainable production in the future we need to promote Organic Farming.
23) Which among the following is a process that involves the assembling, storage, processing, transportation, packaging, grading, and distribution of different agricultural commodities across the country?
Ans : Agricultural Marketing.
24) The problems faced in rural banking are ?
Ans : Insufficient rural credit, Growing overdue, Inadequate amount of sanction.
25) What is the name of the vegetable and fruit market in Andhra Pradesh?
Ans : Rythu Bazars.
26) How much do the "inland sources" contribute to the total fish production in India?
27) Which status has been accorded to the retail chains and supermarkets for selling organic food?
Ans : 64 percent.
Ans : Green Status.
28) Name of the state which is held as a success story in the efficient implementation of milk cooperative ?
Ans: Gujarat.
29) Which one of the following is not a non institutional source of credit ?
30) Why is the minimum support price fixed by the government ?
Ans : land development Bank.
Ans : to safeguard the interest of farmers.
31) Blue revolution is associated with ?
Ans : Fisheries.
32) Which of the following falls under unorganised sector?
Ans : moneylenders and traders.
33) Which of the following accounts for the largest share in the livestock Sector of India?
Ans : Poultry.
34) Mahatma Gandhi Once said that the real progress of India did not mean simply the growth and expansion of industrial urban centres but mainly the development of the villages.
35) During 2007-12, agriculture output has grown at 3.2%.
36) At the time of independence, moneylenders and traders Exploited small and marginal farmers and landless labourers.
37) The Green revolution was a harbinger of major changes in the credit system.
38) By March 2003, 7 Lakh SHGs had been provided credit by the banking system.
39) More than 10 percent of goods produced in farms are wasted due to lack of Storage (storage/transportation facilities).
40) The alternate marketing channels in Punjab, Haryana, and Rajasthan are known of the agricultural employment activities are concentrated in the Kharif season.
41) Cattle and buffalo account for 26% of India's total livestock in 2007.
42) Conventional Farming relies heavily on chemical fertilizers and toxic pesticides.
43) The scheme of microfinance is extended through self help group
.
44) NABARD is the apex body which coordinate the functioning of different financial institutions working for the expansion of rural credit.
45) Operation flood provided a system in which the farmers are assured a fair price and income from the supply of milk to urban markets.
46) Rural development mostly depends upon the development of agriculture.
Answer: True.
47) Farmers borrow from various sources to meet their initial investment on seeds, fertilizers, implements, and other family expenses.
Answer: True.
48) Institutional sources of credit moneylenders, traders, employers, relatives, and friends.
Answer: False.
49) The major achievement of rural banking over the years has been the effective recovery of loans.
Answer: False.
50) Self-help groups have helped in the empowerment of women.
51) The current infrastructure facilities are sufficient to meet the growing demand in rural agricultural marketing.
Answer: True.
Answer: False.
52) At present, the livestock sector provides alternate livelihood options to over 70 million small and marginal farmers and landless labourers.
Answer: True.
53) Horticulture is a branch of agriculture-related to the management and care of farm animals such as cattle, sheep, pigs, and goats.
Answer: False
54) Chemical-based fertilizers and pesticides used in agriculture are beneficial for the natural eco- systems.
Answer: False.
55) The use of eco-friendly technologies such as organic farming is essential for sustainable development.
Answer: True. | <urn:uuid:a299f526-bd7c-40a0-92db-524d62194551> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/12TH%20ECONOMICS%20MCQ%20QUESTIONS%20ANSWERS%20,%2016.08.21.pdf | 2021-09-24T17:56:20+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00380.warc.gz | 5,536,208 | 1,276 | eng_Latn | eng_Latn | 0.983002 | eng_Latn | 0.98832 | [
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St Teresa's Catholic Primary School RELIGIOUS EDUCATION POLICY
"By following in the footsteps of St Teresa, we share Gospel Values."
Mission Statement
INTRODUCTION
This document is a statement of the aims, principles and strategies for teaching and learning of Religious Education at St Teresa's Catholic Primary School.
It was reviewed by the Governing Body on 29 th June 2017.
WHAT IS RELIGIOUS EDUCATION?
Religious Education permeates everything in St Teresa's School. It seeks to provide pupils with an intellectual foundation so that they may understand and stand on a solid basis of faith (Col. 1 : 23) It also seeks to help pupils to integrate all life's experience and all learning into an ever-deepening appreciation of faith in Jesus Christ.
AIMS
Our Mission Statement underpins our Core Values which are set out below:
Wisdom Justice Courage Compassion Hope Respect Responsibility Integrity Love
At St Teresa's we aim:
- To provide a secure caring environment inspired by Gospel values, in which all members are treated equally
- To foster good relationships between home, parish and school
- To provide a rich and balanced curriculum
- To provide opportunities to participate in all forms of Catholic worship
- To respect the unique qualities of every individual
- To guide the children towards an understanding of the Christian virtues and moral code, together with the basic doctrines of the Catholic faith.
Our aims in teaching Religious Education are as outlined in our Mission Statement.
PRINCIPLES OF THE TEACHING AND LEARNING OF RELIGIOUS EDUCATION
Religious Education is important because it attends to the needs of every pupil who has been admitted to St Teresa's. Christian attitudes run through the whole life of the school – the Good News of Jesus is shown to all the children in actions and words.
All children have regular religious lessons. These are based on the Come and See programme as recommended by the Brentwood Religious Education Service.
Religious Education presents pupils with the same academic demands and challenges as any other curriculum area.
RELIGIOUS EDUCATION AND THE LAW OF THE CHURCH
The Bishop is the first teacher of the diocese. 'The Catechism of the Catholic Church' is a major point of reference for the content of Religious Education. The Bishops of England and Wales have produced 'Guidelines' for the introduction and use of the 'Catechism.' They have also issued the document 'What are we to teach?' which clarifies the foundations of our Catholic religious teaching in the light of the 'Catechism.'
RELIGIOUS EDUCATION AND THE LEGAL FRAMEWORK
The statutory requirements governing Religious Education in all Catholic Schools are to be found in the most recent Education Acts. Statutory requirements are as follows:
- Religious Education must be provided for all registered pupils;
- The subject content of Religious Education must be in accord with the Trust Deed relating to the school and is under the control of the Governors;
- Religious Education must form part of the school's basic curriculum but is not part of the National Curriculum;
- There must be a daily act of Collective Worship;
- Religious Education and Collective Worship must be inspected according to the provisions of Section 48 of the Education (Schools) Act.
In Canon Law, Religious Education must meet with the approval of the local Ordinary. In particular, Foundation Governors are charged on appointment with ensuring that this is so.
STRATEGIES FOR THE TEACHING OF RELIGIOUS EDUCATION
The Religious Education curriculum is organised by the recommended Come and See programme for all pupils. Religious themes are explored through topics allocated to year groups. This ensures that appropriate content is taught at each level, thus continuity and progression follow naturally.
Religious Education is taught for approximately 2.5 hours per week.
The predominant mode for working in Religious Education is class teaching, although group work and individual work are used where appropriate.
Each week there will be opportunities for:
- the children's faith to be deepened and strengthened through contact with the faith and prayer of the whole school community;
- the children to see God in each other, in nature, in human experience, in the Bible and in the liturgy and teachings of the Church;
- the children to love and respect each other and to live and work happily and in harmony;
- the children to develop the moral qualities of self-discipline, perseverance, fair play and consideration;
- the children to be encouraged to 'Serve the Lord with joy' and be happy and confident in the caring Christian environment the school provides.
Pupils with special needs in Religious Education are provided for by each topic being developed through levels which take account of the ages and stages of development of pupils in the primary years. For each level there are:
- clearly stated aims;
- achievable learning intentions;
- a selection of experiences and activities for each of the learning intentions.
These allow for pupils to work according to their different abilities.
Additionally, pupils are presented with a six week Bible Study course with Year 5 and Year 6 during the Spring Term each year. The Old Testament and the New Testament are covered in alternate years.
THE EMPHASIS IN OUR TEACHING OF RELIGIOUS EDUCATION
At St Teresa's we attach great importance to Religious Education. Religious Education takes place in the context of a community which seeks to live by and foster Gospel values and which provides other opportunities for faith sharing and develop those who are open to it.
Religious Education is taught through the process of Explore, Reveal, Respond.
We encourage an active participation by our children in all worship, prayer, music, reflection and liturgical celebrations. The respond element of each topic provides opportunities for children to participate in community worship.
THE MASS is central to our worship at St Teresa's. Father Gerry celebrates Mass at the end of each term. We join the Parish on Feast Days and Holy Days. Various classes attend Mass on Thursday morning in the Parish Church. Staff and Governors join others from the Deanery schools at the start of each Academic Year. Year 6 pupils join pupils from the other Deanery Schools for Mass during the Summer Term and have their own Leavers' Mass in July.
PRAYER Children are very open to God – they have a natural aptitude for prayer. We endeavour to build upon this by informal prayers (the children are encouraged to make up their own prayers) and formal words of prayers. The Angelus is prayed daily at noon.
ASSEMBLIES are a very important part of our day. We meet together in the school hall. A weekly assembly is led by the Headteacher. The Deputy Headteacher leads a weekly Achievement assembly. Father Gerry leads an assembly once a week.
In addition, classes may prepare and lead Morning Prayer to which parents are invited.
OTHER FAITHS are taught from Reception to Year 6 following the programme of study in Come and See.
STRATEGIES FOR ENSURING PROGRESS AND CONTINUITY
Planning in Religious Education is a process in which all teachers are involved, wherein:
- the teachers plan their Religious Education curriculum and ensure consistency of approach and of standards.
- termly staff meetings are used to discuss the Religious Education curriculum and ensure consistency of approach and of standards.
The role of the RE Co-ordinator is:
- take the lead in policy development
- support colleagues in their work and implementation of Come and See
- monitor progress in Religious Education and advise the Head Teacher on action needed
- take responsibility for the purchase and organisation of central resources for Religious Education
- keep up to date with developments in Religious Education and disseminate information to colleagues as appropriate
- liaise with the Parish to arrange Masses and Prayer Services
- Liaise with the RE Governor
The AfL leader takes the lead in assessment (Attainment Levels in RE) and record keeping.
Feedback to pupils about their progress in Religious Education is achieved through the marking of work.
Effective marking:
- Aims to be encouraging and supportive
- Includes ticks and written comments
- Is often done while a task is being carried out through discussion with child and teacher.
ASSESSMENT
At St. Teresa's we believe that the development of a child's faith is unique and cannot be assessed. However, we can assess the religious knowledge they are receiving. We hope to meet pupils' needs where they are on their faith journey.
We can do this by:
- helping them to see and meet the challenges of the Gospels;
- by nurturing and developing an already existing faith;
- by acquiring knowledge and understanding of beliefs, practices and religious traditions.
Assessment of standards is in accordance with Diocesan guidelines. It involves identifying each child's progress in each aspect of the subject, using the "Attainment Levels in R.E." materials, determining what each child has learned and what therefore should be the next stage of his / her learning. Formative assessment is mostly carried out informally by teachers in the course of their teaching. Monitoring of RE takes place throughout the year through planned book scrutinies.
STRATEGIES FOR RECORDING AND REPORTING
Reporting to parents is done on a termly basis through Termly Learning Conferences and annually through a written report. Reporting in Religious Education will focus on each child's:
- attitudes to Religious Education;
- attitudes to self, all those around and to the wider world;
- topics covered.
Strategies for the use of resources
Classroom resources in Religious Education vary and they include:
- various Bibles;
- Come and See booklet
- Come and See website (all staff have their own login and password)
- Catechism;
- God's story
- Artefacts
- CAFOD supports schools to embed the global dimension
Central resources in Religious Education are the responsibility of the R.E. Coordinator who has a budget available within the school curriculum budget.
The library has a section on Religious Education (Dewey 200 – 299) including books of general interest such as Bible Stories, books about Saints, books about other faiths etc.
Home – School - Parish
The vital partnership of home, school and parish provide the context for the life long process of religious formation.
At St. Teresa's we co-operate by bringing our own distinctive contribution to this parental privilege and responsibility of developing the faith and religious commitment of the child.
In our school we aim to provide a balanced, coherent education in the light of the Roman Catholic principles which will enable all children to develop to their full potential and equip them to contribute to life in a changing society. We aim to lead our children to develop a loving and trusting relationship with God our Father and His Son Jesus Christ, through the grace of the Holy Spirit – we hope this will influence their attitude to life and their relationships with other people.
The Parish is responsible for the religious formation of its members and provides the setting for family catechesis. Our Parish Priest, Fr. Gerry Drummond is a very frequent and welcomed visitor to our school. He keeps in regular contact with us and makes himself available to offer advice and support wherever needed.
Religious Education in the classroom compliments, but is distinct from the work of parish catechesis.
As outlined in Diocesan policy, children are prepared for the Sacraments of Reconciliation and First Holy Communion by their parents with the help and assistance of Parish Catechists. | <urn:uuid:aab026dc-3bd4-45b1-8a73-c7aa7393fb37> | CC-MAIN-2018-47 | http://st-teresas-rochford.ik.org/assets/RE_policy_2017.pdf | 2018-11-20T22:24:48Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00216.warc.gz | 316,848,366 | 2,330 | eng_Latn | eng_Latn | 0.984134 | eng_Latn | 0.996731 | [
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* Only buy fireworks marked BS EN 15947 or BS 7114.
* Don't drink alcohol if setting off fireworks.
* Keep fireworks in a closed box.
* Follow the instructions on each firework.
* Light at arm's length, using a taper.
* Stand well back.
* Never go near a firework that has been lit. Even if it hasn't gone off, it could still explode.
* Never put fireworks in your pocket or throw them.
* Always supervise children around fireworks.
* Light sparklers one at a time and wear gloves.
* Never give sparklers to a child under five.
* Keep pets indoors.
To find out how to stay safe call
0800 389 5525
© West Midlands Fire Service Marketing 2016 1617•087
Firework Safety
* West Midlands Fire Service recommends that you go to an organised display, it's the smart way to be safe. You'll see a lot more fireworks and it's a lot cheaper!
* But if you do decide to use fireworks at home, please follow the safety advice in this leaflet
* Ensure that you buy your fireworks from a reputable retail outlet. Buy them so you can take time to read the instructions before use. It's best not to presume you know what to do, especially if you are unfamiliar, with a particular firework. Fireworks are explosives and need to be handled with care
* Don't buy fireworks from anywhere you're not sure about, such as the back of a van or from a temporary, unlicensed market stall. If you see anyone doing this, you should inform the police by ringing 999
* There are different categories of fireworks. Members of the public can buy and set off fireworks that come under categories 1-3 or F1-3
* Make sure the fireworks you buy are suitable, for the place, where you are going to set them off
Category 1 or F1 refers to fireworks which pose a minimal hazard and this classification is usually given to indoor fireworks.
Category 2 or F2 items which are also known as garden fireworks require the smallest distance which is 5 metres if the firework is classified to British Standards EN 15.
(The safety distance for Category 2 diagram 5metres (approx. 16 feet)
Category 3 or F3 items which are also known as display fireworks require the greatest distance which is 25 metres for fireworks classified to British Standards EN 15.
(The safety distance for Category 3 diagram -
25metres (approx. 82 feet)
In case you are wondering, Category 4 fireworks are for professional use only. These are banned for sale to the public.
In the case of damaged or partially functioned consumer fireworks they are to be disposed of by soaking in water for 48 hours and then put with your domestic rubbish.
Remember, damage caused by fireworks to your property or neighbouring property is unlikely to be covered by your home or car insurance
Please turn overleaf for the Fireworks code | <urn:uuid:98168992-2539-4879-9626-ee8280392dcb> | CC-MAIN-2018-47 | http://moreton-school.org/jelly/wp-content/uploads/2018/10/WMFS-Fireworks-Leaflet-2016.pdf | 2018-11-20T21:26:52Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00219.warc.gz | 221,272,425 | 613 | eng_Latn | eng_Latn | 0.998806 | eng_Latn | 0.99881 | [
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Pearson Edexcel GCE
Applied Information and Communication Technology
Unit 3: The Knowledge Worker
Paper Reference
6953/01
May 2015
Scenario
The scenario should be distributed to candidates at least three working weeks before the examination.
Practice files: Truckles_practice.xlsx, Test data_practice.pdf
This scenario should be used for the purposes of preparing candidates for the examination. This copy must not be taken into the examination. The information contained in the scenario will be included in the examination paper.
Further details are in the Instructions of the Conduct of Examinations (ICE), available from the Edexcel website for this qualification.
Edexcel will not accept any request for special consideration should candidates be given the incorrect scenario for the examination they are sitting.
Turn over
Warning
At the time of writing there is no such fish as a truckle. This scenario is fictitious and should not be used in any way as guidelines for breeding tropical fish.
Scenario
Truckles
After nearly 40 years of teaching biology, Trevor Rose decided to take a well-earned retirement. He was aware that he would need to find something to do to keep his body and mind active. As he wasn't much of a gardener, the usual retirement pursuits were not attractive to him. Bearing in mind that there is a limit to the amount of golf a 61-year-old can play, Trevor decided to develop his other interest and breed truckles.
Truckles are small tropical fish similar to guppies. The male fish has a large, colourful fantail, which varies in colour depending on the strain. The female fish, as is often the case, is less striking than the male. Visually, there is no way of identifying the strain of a female fish, as they are all greyish-brown in colour.
Although the males are different colours they are basically the same fish and can breed, without restriction, with all female truckles. The males get their colour in a similar way to the way we get our hair colour. It is based on a combination of two genes, one from the father and one from the mother. The female truckles will have a similar combination of genes, but this will not be detectable visually.
A breeding cycle starts every four weeks in a breeding tank. The breeding tank can hold up to 32 fish. It has been found that the best results occur with 16 males and 16 females. Breeding truckles is complicated by the fact that the male truckle has a tendency to eat its own young. After four weeks, the females are removed to give birth in a separate tank called the holding tank.
After four weeks in the holding tank the adult females will have had their young and are removed and placed in the stock tank. This tank is where fish are stored. The baby truckles remain in the holding tank for another four weeks whilst they grow to maturity. At this point, they are placed in the stock tank.
Fish in the stock tank can either be placed in the breeding tank for the next cycle, split into batches for sale and placed in a selling tank or simply stored until the next cycle. From the selling tank the fish are sold to a retailer.
In order to produce truckles for sale every four weeks, Trevor needs a breeding tank, two holding tanks, a stock tank and a selling tank. He also needs filters to keep the water clean and heaters to keep the water at a temperature suitable for tropical fish.
Being thorough, Trevor contacted the Truckle Foundation, a society of truckle breeders, who have advised him on the size of the tanks and the number of filters and heaters each one requires. They have also supplied him with a spreadsheet model that uses genetic theory to calculate the number of each strain of truckle produced under given circumstances. Trevor has tried to expand the model so that it will also predict his cash flow should he go ahead with the project. Unfortunately, he did not have the skill and knowledge to complete the model.
Trevor has contacted a local tropical fish retailer called 'Fish Place' and asked for equipment prices.
W48099A
Trevor will sell his surplus fish to 'Fish Place' in batches. 'Fish Place' will define the batch sizes and the price per batch. A batch will consist of a set number of a particular strain of male truckle. As there is no way of telling the strain of a female truckle, batches of female truckles are not restricted to one particular strain. Depending on fashion, some strains of male truckle are more desirable and therefore more valuable than others.
Trevor has made some notes on the spreadsheet model.
W48099A
Turn over
| Stock Tank (Pre) | This worksheet was also part of the original model and shows the number of each strain of truckle in the stock tank prior to removing the truckles wanted for the breeding tank. I have had to modify this slightly as I have added the ‘Selling Tank’ and ‘Stock Tank (Post2)’ worksheets. |
|---|---|
| Stock Tank (Post1) | This worksheet was also part of the original model and shows the number of each strain of truckle in the stock tank after removing the truckles wanted for the breeding tank. |
| Selling Tank | I have added this worksheet and will show the number of each strain I remove to be sold. |
| Stock Tank (Post2) | This worksheet is new and will show the number of each strain of truckle in the stock tank after removing the truckles to be sold. |
| Buy | This is also a new worksheet. To start breeding I will have to have one set of male truckles and two sets of female truckles. As I will not require the second set of female truckles until after the first four weeks I have set up this worksheet to represent this. |
| Prices | Another new worksheet. This is where I will put the cost of all my requirements in this process. It will also contain the batch sizes of each strain of truckle and the price I will be paid per batch. |
Some cells in the model are password protected. Should you wish to experiment with the model, the password is edexcel. Be aware that if you change the contents of any protected cell the model may not work.
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46(2016) pp. 251–264
http://ami.ektf.hu
Equivalence relation as a tool to create new structures How could they be prepared and taught in schools?
Z. N. Lehocká a , Ö. Vancsó b a Constantine the Philosopher University in Nitra firstname.lastname@example.org
bEötvös University, Budapest email@example.com
Submitted November 12, 2015 — Accepted April 18, 2016
In this paper, we look for responses to ideas of introducing the teaching of number and vectors using equivalence relations with children 10-13 years old. We have to express that our goal with this paper is to wake up the interest of teachers and researchers only and we have not elaborated a concrete teaching material or textbook part for this level. We analysed the problems with vectors and rational numbers from the theoretical point of view including correct mathematical thoughts. Therefore our work could be seen as a starting point for developing new materials and experiments with pupils 10-13 years old. Our interest for this topic was awakened by personal experiences of the authors from the teacher training at university level. We experienced, that students are very confused about vectors and directed segments even as rational numbers and fractions. The relation between these notions is not clear.
In the textbooks used in Hungary and Slovakia, equivalence relations are not explicitly mentioned when introducing pupils to such ideas as rational numbers (fractions) and vectors, where the equivalence relation plays a crucial role. The reason for this, in our opinion, is that the authors of those textbooks think (otherwise well) that the notion of equivalence relation is too complicated for pupils at that stage. It is right but followed the ideas T. Varga the complex mathematical notions should be introduced as early as possible to pupils. However, given that there are problems with the introduction of the notions of rational numbers and vectors in our countries, in this article we try to argue against this trend, showing how we could teach those ideas to students and using equivalence relations from an early age and going step by step, developing the idea leading to correct notions later on.
In the first part of the article we show, using textbooks from Hungary and Slovakia, how the notions of rational numbers and vectors are currently introduced in school mathematics. In the second part, we discuss supporting ideas from psychology and cognitive science related to the building of a concept. The third part consists of exercises for simple structures we can rely on in giving tasks for practice, by the help of which the conceptual progress related to the rational numbers might be promoted. In the fourth part, we summarize the ideas of a framework we have used when discussing these ideas with prospective teachers of mathematics.
1. Textbooks
In Hungary, there are many different textbook families from which, normally, the teacher chooses after a common decision within the department of mathematics. In Slovakia, there is a centralized educational system for textbooks, where, usually, only one textbook exists for all students of the same grade. Therefore, our examples are more varied in Hungary.
1.1. Hungarian examples
Firstly,
A rational number is such a number which can be written in the form a b where both a and b are whole numbers (and b ̸= 0). See e.g. in Hajdu, S. [7, p. 18], Csatár, K. [5, p. 28] [translation Vancsó, Ö.]
It is not clear what the connection is between the terms fraction and rational number. Another weakness of this definition is that it assumes we know what number means. But this is the main problem. We want to extend the notion of number (from whole to rational) and in such a case we can only use the earlier notion of number and not the new one. This is a typical mistake repeated later in the case of real numbers. An exception is where the "value" of a fraction is introduced as a rational number (Vancsó, Ö. [10, p. 69]). This is correct but it uses a non-mathematical notion, which needs to be mathematized later.
Secondly,
```
A vector is a segment with a given direction. See Csatár, K. [6, p. 199.], Koller, M. [8, p. 224], Korányi, E. [9, pp. 279–281].
```
In this sentence, two different notions are identified, and, with the exception of a single book (see [11, p. 253]), there is a similar introduction in all textbooks. It is interesting that both [8] and [9] introduce the idea of a vector connecting it to the idea of translation but mixing the notions of directed segment and vector. The definition says a vector is an equivalence class of segments that have the same direction and the same length. There is not elaborated enough clearly the difference between the translation as a "global" transformation of a plane (space) and the result of this translation for each one points.
1.2. Slovakian examples
The main focus in the current mathematical books in the field of teaching rational numbers is dual. On the one hand the emphasis is on the display when two different notations (their forms) mean the same rational number. On the other hand the emphasis is on the possible ways of comparison by size of rational numbers having different forms and not the least to make the students able to determine the image of rational numbers on the number line.
Firstly, in summary, we can say that the set of rational numbers is introduced in a way that makes it unclear what kinds of numbers constitute the set (see Sedivy a. coll. [12, pp. 3335], and Sedivy a. coll. [13, pp. 28-35]).
The tasks and examples of the given chapter also focus on this. They mention the reduced form of rational numbers, but the fact that the reduced form can be seen as the class representative of the given rational number is not showed. The formulation that one point of the number line is the image of infinitely many but equivalent fractions is also included. The various fractions express the same rational number. The fact, that a rational number can be expressed with the help of different fractions, is also included, but the proof of that is not included according to the teachers. It is said, that the result of the operations does not depend on which form of the fractions are used, by which the rational number is expressed.
Fractions and rational numbers are dealt with in the 6th-7th grades (11-12 year olds) without mentioning that rational numbers come from classifying fractions. This might be the kernel of the problem. Even at university level, students are still not quite aware of what fractions or rational numbers are. On the other hand, the textbook speaks about the value of the fraction, which is vividly described and illustrated, though mathematically not a well-established notion. Basically the value of a fraction should be made mathematical, which could then lead to the notion of rational numbers. These two notions follow each other, thus certain topic headings speak about rational numbers, while the subheadings are about operations with fractions. Serious misunderstandings may be created because the relationship between these notions is not clarified. The notion of rational numbers is not explained in any form, thus, in place of the rules referring to the operations with rational numbers, there are always fractional operations.
Secondly,
"It is a rarity that a notion is surrounded by so many mysteries, and carry so many meanings as the notion of the vector. The substance of the hardships might come from the fact that we can manipulate with single numbers but the world surrounding us cannot be described by single numbers. If a single number is not sufficient, then we try to describe the situation by more numbers and we can speak about vectors right away. . . For us there will always be only one meaning for the vector and this is a shift." (Discussion of vectors in the 3rd class (16-17 year olds) of secondary schools Hecht T. [15, pp. 25] (translation Lehocka, Z.)
It is fairly confusing not to explain why numbers make a vector; on the other hand the notion is identified clearly with a geometrical transformation which might be hard to understand at first hearing (see Hecht T. [14, pp. 24–25]). One positive aspect of this introduction is that later on this notion can be developed and its relation to directed segments becomes clear. This differs from the Hungarian textbooks, where a vector is identified falsely with a transformation which is undoubtedly not identical to a directed segment. Of course it might be represented that way (see later).
2. Building concepts
The understanding of the equality of fractions, i.e. the fact that different fractions can express the same quantity, is crucial in the linking of quantities and fractions, and also in the perspective of adding and subtracting fractions. Researches show that fraction equivalence is not easy to understand for all students.
According to Bruner, teaching must be built on the structures of mathematics. The advantage of this method is a more easily comprehensible syllabus if students understand the basics; single things and details are soon forgotten if they are not treated in structured forms; understanding basic phenomena contributes to transferring effect; and the difficulties of transmission to higher grades of schools are lessened. Processing the syllabus in an intuitive form in an early phase as well
The wish to become acquainted with the surrounding world develops in children at an early age. As teachers, we have to build on children's natural curiosity and interest. An interesting task or a problem situation tailored to the child's level of development may challenge them and mobilize their inventiveness. Tamás Varga [4] said the following: "if the child comes to know the geometrical phenomena through aesthetic experience, if we let them learn mathematics through their toys, this world will not be a strange land to them. The connections between thinking and observations, activity-based experience, clearly indicate that children learn how to see, observe, solve tasks and think via actions, that is, independent activities. Teachers who are open, accepting and affirmative towards children's exhibitions of initiative and inventiveness contribute to the development of thinking. We can strengthen in children their feeling of self-trust, initiative and a need for searching out, new ways as well as finding suitable solutions among various possibilities."
as a later re-discussion of the given topic on a level that suits the development of a certain age group is necessary for a more complex understanding of that syllabus by students.
Concepts are created by putting certain objects in one group according to their existing common characteristics (abstraction). For example, the family's car and the neighbour's car are objects which are alike (since they have a car-body, four seats, can be driven, and can get us to faraway places). A common word „car" has been made for the naming (classifying) of these objects. Naming (classifying) is as important as the concept creating process itself. The primary concepts abstracted from the objects might also be classified according to their existing common characteristics creating secondary concepts (cars, buses and bicycles are all vehicles). Third-level concepts may be abstracted from the second-level concepts and from those even higher level concepts. During the abstraction process it is more expedient to illustrate the concept by examples instead of definitions. Text in facts is the only viable way.
For example, when we say to a child that the colour red is a sensation which is created by the rays of light of about 0.6 micron wavelength reaching the eyes, they cannot create the concept red and cannot say whether a given car is red or not. On the other hand, if we show a lot of examples of red, after some time they will create the concept of red themselves.
In the article we undertake a theoretical concept to the introduction of the rational number and vector terms with the help of equivalence classes. The basic idea of our concept is that, by gradual building, the design of these terms is done intuitively. Meanwhile it is lucky if the students understand the concepts in context.
Our goal is not to create new definitions or theses. We rather aim to outline a possible way in which, by suitable tasks, certain mathematical concepts can be introduced and substantiated.
According to Richard Skemp [3, p. 20-45], in mathematics, the only way of teaching concepts which students have not acquired yet is to help children organize a suitable set of examples into one group in their mind.
If the new concept is a kind of primary concept such as for example, red, we can do this without using any symbols, simply by pointing. If the concept is a secondary one such as all mathematical concepts, then the only method of helping the student collect the set of suitable examples into one group in their mind is collecting the suitable words.
Definitions are not completely useless because they close scientific arguments, ensuring the possibility of unambiguous classification as well as ensuring the proper positioning of the concept in the structures of the concepts of the individuals. However their function is only secondary in the original creation of the concepts.
Sciences work with many concepts and the basic concepts have to be learnt at primary and secondary schools. Without understanding the first concepts, anything built on it, will not be comprehended. If we do not understand which phenomenon/situation is covered in the first concept we will not understand the secondary- and third-level concepts built on the first one. For example, if the concept of the circle is not clear (or if a student does not understand what a set of points equally distant from a given point means), then the teacher will not be able to teach children the triangle's circumcircle either.
Creating clear concepts, seeing the essence and setting up unambiguous and simple models are important functions of a teacher. Clear concepts are needed for logically proper statements. Existence of clear concepts means that students find adequate concepts for various situations. It is also important that students can differentiate two close concepts, for instance parallelogram and trapezium, and as will be discussed later directed segment and vector.
3. Constructing structures by using equivalence relations
Mathematics textbooks were examined from the viewpoint of dealing with the relation between fractions and rational numbers as well as vectors and directed segments. The idea of equivalence behind them and the building of structures are usually not stated explicitly, thus missing the clearing up of the notions and their relations. How could we avoid these mistakes? This is an important goal of this article. Let us give an example to clarify our situation.
The first step can be made in primary schools where all notions are introduced by classification. The essence is always to follow this classification, which means the pupils have to understand how well defined "classes"could be constructed from difference things, objects. We have to know which things belong to a certain group and we can categorize all things in such a way.
3.1. The introduction of equivalence relations and classes
Equivalence classes should be introduced in early ages, grades 1-3 (6-8 years olds). Example: take a set of words (more or fewer words, depending on the age), for example {Johnny, more cunning, horse, wonderful, pen, intimate, Adam}. Students are asked to group the words according to the numbers of vowels. So, the words with equal numbers of vowels will belong to the same group. As a support, we should use a set of letters or a magnetic ABC set so that students can find the solution by manipulation. The set is freely expandable and we can play with the idea that this is a real classification (i.e. as relations, they are reflexive, symmetrical and transitive, since this is the condition of becoming a real classification).
Let H be a set of a plane's lines. Let us examine the features of the parallel relation on this set H. We can use a match-stick, a drinking-straw and a bigger cardboard sheet. Firstly students examine mutual relations of one, two then three lines. They will experience intuitively that this relation is reflexive, symmetrical and transitive, thus a classification on the set of the plane's lines. The classification might be identified with the direction; therefore there are as many classes as many different directions. This example is more complex, two steps further in abstraction than the earlier one was. The number of classes is infinite, and the pupils can draw them but they cannot manipulated them.
To illustrate this structure we give three different examples, which help to understand how new structures among equivalence classes can be built up using the old one among the original elements of the classes.
3.2. Finite constructions
3.2.1. Residue classes by the division with a given positive whole number
In a more simple case (compared to rational numbers or vectors) we consider a finite number of classes.
It is useful to make pupils do many exercises with this case.
Example 3.1. Divisibility by 2. There are only two classes: the even and the odd numbers (for example: 4 or 13). We can define the "sum" of two classes since the sum of two even and two odd numbers is always even and the sum of one odd and one even number is odd. So, regardless of the representative elements of the classes always the same result occurs. If we note these classes for example by E(ven) and O(dd) then our addition rules can be expressed by: E + E = E, O + E = O and O + O = E. Now we have to analyse the traditional rules of addition: associativity, commutativity, and the existence of neutral element and inverse. The first two are proved very easily, the neutral element is E, because: E + E = E, O + E = O. The inverse element is the same as the element itself: E + E = E, consequently E − 1 = E similar way O + O = E so O − 1 = O. (We call such a structure a group.)
The other operation is multiplication. We remark that if two odd numbers are multiplied, always an odd number comes out. In the other three cases always even numbers come out. It means the following rules: O·O = O, E·O = O·E = E·E = E.
It's useful to give children tasks which highlight the rules of associativity and commutativity and help them recognize these rules. There is a unit element (O), because O · O = O and E · O = E. It is interesting that among the whole numbers, which are elements of these two classes, there is not an inverse element but in our new structure there is. It means that this is a field.
Such examples and tasks can be posed for primary school children as well.
Example 3.2. Division by 5.
There are five classes here, which means much more complicated operation tables (see below). These tables can be constructed by pupils of grades 6-7 (12-13 years olds). They can check that the class operations are independent of choosing the representative elements from the classes. The two tables are Table 1 and Table 2.
In the general case the division goes by n (this case is n = 5) but this is too abstract for primary-school pupils, it is for secondary school students of grades 11 or 12 (17-18 years olds).
Table 1: Addition
| + | 0 | 1 | 2 | 3 | 4 |
|---|---|---|---|---|---|
| 0 | 0 | 1 | 2 | 3 | 4 |
| 1 | 1 | 2 | 3 | 4 | 0 |
| 2 | 2 | 3 | 4 | 0 | 1 |
| 3 | 3 | 4 | 0 | 1 | 2 |
Table 2: Multiplication
| · | 0 | 1 | 2 | 3 |
|---|---|---|---|---|
| 0 | 0 | 0 | 0 | 0 |
| 1 | 0 | 1 | 2 | 3 |
| 2 | 0 | 2 | 4 | 1 |
| 3 | 0 | 3 | 1 | 4 |
| 4 | 0 | 4 | 3 | 2 |
These ideas are intended for further elaboration for teachers and textbook writers and for structures by which students might be more activate, and by which we could prepare the operations among the desired equivalence classes, hereby approximating our aims.
3.2.2. Iterated sums of the digits of natural numbers
This is an interesting example which appears to have an even more complicated structure than examples 3.1 and 3.2.
An example: 198564218 is equivalent to 3752, since 1+9+8+5+6+4+2+1+8 = 44 and after the second step 4+4 we get 8, similarly 3+7+5+2 = 17, and after the second step 1 + 7 = 8. It is easy to see that this is indeed an equivalence relation (simply because it is based on a partition, which always induces an equivalence relation). Furthermore, we may construct a "number type" structure on the set of these nine classes according to the original sum and product operations given on the set of natural numbers. We offer this example for secondary students of grades 10-11 (16-17 years of age).
We will represent the natural numbers by 1, 2, 3, . . . , 9 the following way. In the first step we sum all the digits of the given number. If the result is less than 10, the process is finished. If not, it will be repeated. After the final step we reach a number between 1 and 9. This construction classifies all positive integers into 9 different classes, and induces an equivalence relation on them as it shown below.
The operations introduced according to this equivalence relation are well-defined, because the classes are actually the remainder classes of division by 9. The reason of this is the fact that a positive integer has same remainder after division by 9 as the sum of its digits. Therefore the result of an operation does not depend on choosing the representative elements from the classes. For example, the sum of classes "1" and "2" is the class "3". The question is whether sum always belongs to class "3", if we choose other representative numbers from both classes "1" and "2". Example: 46 → 10 → 1; 89471 → 29 → 11 → 2; 46 + 89471 = 89517 → 30 → 3, it demonstrates that (at least in this case) the operation works well. The case of multiplication is similar. We believe this example is suitable for creative students and provides a possibility to exercise building mathematical structures, in this case by using number theoretic methods.
3.3. Rational numbers
Young children are already able to organise things in different classes. For example, vehicles or games. These experiences can be extended in the case of fractions. A fraction is a relation between two natural numbers (a ratio). It is possible to create classes among fractions. Two fractions a b and c d belong to one class if and only if the following two products are the same: ad = cb. (That means the "value" of the two fractions are the same but this is not a mathematical notion.) An important step is to show that this relation is really a classification, meaning mathematically to fulfill three assumptions: reflexivity, symmetry and transitivity. The first is very formal for pupils it is enough to deal with symmetry and transitivity. Symmetry can be proven very easily (because multiplication is symmetrical), the second is a bit more complex. If a b and c d and also c d and e f belong to the same class, then it is true that a b and e f also belong to the same class. To prove this we have to write the assumptions in the form of equations: ad = cb and cf = ed. We have to derive from them that af = eb. In order to derive this let the two given equations be multiplied: (ad)(cf) = (cb)(ed). Using two rules of multiplication, associativity and commutativity we then get afcd = ebcd. Dividing through by cd we have finished the proof.
The next and most complicated step is the introduction of addition and multiplication between classes. Our goal is to regard one class as a "new number". To do this we have to formulate the operations. We wanted to use the operations of fractions. This is the correct way if we can prove that these operations are well defined because the result is independent of which element of a class was chosen.
Of course, in school such tasks have to be posed where the connection with concrete numbers can be seen. There are links again to number theory and divisibility.
a) Addition
Let A and B be two classes of fractions. We define C as a "sum" of these classes in such a way that if a 1 a2 ∈ A and b 1 b2 ∈ B , then C will be the class where the fractions a 1 b 2 + b 1 a 2 a2b2 belong. It is a good definition only if the result does not depend on the representatives of A and B. To prove it we have to show, if a ∗ 1 a ∗ 2 ∈ A and b ∗ 1 b ∗ 2 ∈ B , then a ∗ 1 b ∗ 2 + b ∗ 1 a ∗ 2 a ∗ 2 b ∗ 2 ∈ C is true.
In order to prove it we have to point out that
supposing that a1a ∗ 2 = a ∗ 1 a 2 and b 1 b ∗ 2 = b ∗ 1 b 2 . The following equation chain shows why a ∗ 1 b ∗ 2 + b ∗ 1 a ∗ 2 a ∗ 2 b ∗ 2 ∈ C is true. (a ∗ 1 b ∗ 2 + b ∗ 1 a ∗ 2 )( a 2 b 2 ) = a ∗ 1 b ∗ 2 a 2 b 2 + b ∗ 1 a ∗ 2 a 2 b 2 = a1a ∗ 2 b ∗ 2 b 2 + b 1 b ∗ 2 a ∗ 2 a 2 = ( a 1 b 2 + b 1 a 2 )( a ∗ 2 b ∗ 2 ) . Therefore the addition is well defined.
b) Multiplication
Let A and B are two classes of fractions. We define C as a "product" of these classes in the following way: if a 1 a2 ∈ A and b 1 b2 ∈ B then C will be the class where the fractions a 1 b 2 a2b2 belong. Our goal is again to show, that this is a good definition meaning if a ∗ 1 a ∗ 2 ∈ A and b ∗ 1 b ∗ 2 ∈ B then a ∗ 1 b ∗ 1 a ∗ 2 b ∗ 2 ∈ C as well. We know that a 1 a ∗ 2 = a ∗ 1 a 2 and b1b ∗ 2 = b ∗ 1 b 2 . We have to prove that a 1 b 1 a ∗ 2 b ∗ 2 = a ∗ 1 b ∗ 1 a 2 b 2 . On the lefthand side, we can replace a1a ∗ 2 by a ∗ 1 a 2 , then a 1 b 1 a ∗ 2 b ∗ 2 = a ∗ 1 a 2 b 1 b ∗ 2 = a ∗ 1 b ∗ 1 a 2 b 2 since b1b ∗ 2 = b ∗ 1 b 2 . This means that the multiplication is independent of the representative elements, consequently it is correctly defined.
In school we do not think these abstract proofs should be derived, only shown by concrete number examples. We have just proved the operations are well defined. The next step is, if we would like to regard these classes as numbers, to check the usual rules of these operations. This means that for multiplication it is a commutative group similarly to addition. Furthermore, multiplication is the distributive with respect to addition. Most of these rules can be derived by using similar rules of whole numbers. The only exception is the inverse element for multiplication (this does not exist for whole numbers). We can prove easily that A − 1 = B where B is defined by the following way: if a b ∈ A then b a ∈ B . a b −1 = b a , since a b · b a = 1 and the class which contains 1 is the identity element for multiplication. Of course the identity element also has an inverse which is the identity element itself, because only the fractions written in form a belong to class "1".
In this way, the student has to understand the difference between fractions and rational numbers and see an important example of how a new structure can be constructed by using an older structure.
3.4. Vectors
There are at least two different ways to introduce vectors. One way is geometrically, using the translation as a transformation (as in the Slovakian textbook) and it is briefly written at the end of chapter 1.1. The first step is on this way is to distinguish between the transformation as a function whose domain is the points of a plane (or space) and the range is the same plane (space) and the concrete operation from points to points. Each point and its image define a directed segment. These are parallel, have the same lengths and direction. One of them can represent the translation as a transformation. This distinction is the most important to avoid the misconceptions.
The notion of vector, is perhaps more confusing than the notion of rational numbers. Among fractions there are operations which are the basis of the operation of their classes. Among directed sections which are the elements of the classes
(named later vector) there is only addition in restricted situations, the other operation, named scalar multiplication, is defined without any restriction.
We would like to follow another way, using directed sections and equivalence classes as before.
Our starting point is the set of all directed sections and two operations between them: addition and scalar multiplication (which means a directed segment can be multiplied by a real (or earlier by a rational) number. Our way is: first define a vector as a class of directed segment. Two directed segments are equal (equivalent) if they are parallel, have the same direction and the same lengths (to put it briefly, using a translation they can be rapped into each other). The next step in our case is to define addition and multiplication between classes and to show they are well-defined operations. First step: introduce an equivalence relation ≈ the above mentioned way.
It is easy to prove that this relation is really equivalence. We then introduce addition among classes. We have to choose such representatives of the classes which either have common starting points or the ending point of one is the same as the second's starting point, see Figure 2.
In Figure 1 −−→ AB ≈ −−→ CD, but only these two sections are equivalent.
To prove this addition is well-defined we have to use only translations, if we have chosen other representatives, the whole picture will be the "same" only translated (see figure 3). This shows that addition is a well-defined operation on the equivalence classes of directed sections. One class can be regarded as a vector. The above operation has important characteristics which are those of a commutative group. After this operation another can be defined as well, the so called multiplication by a scalar (see figure 4). Here it is again easy to prove the well-defined operation. The translation plays the crucial role again.
An easily provable rule of this operation is: λ(µ⃗a) = (λµ)⃗a. The connection of
the two operations is the following two forms of the distributive law:
Both of them can be proved using directed segments as representatives of vectors to check these rules which belong to the required axioms of vector-space.
The most important thing is to see the difference between directed sections and vectors. They are on different levels of the building of mathematics. Helping later to understand the abstraction of vector space which is algebraically and not geometrically constructed. It is very useful to distinguish and abstract the notion of vector from geometry. This is impossible if we follow the classical false way to introduce the notion of the vector.
4. Summary and new results
Our aim was to show the similar mathematical connection between fractions and rational number respectively through directed segments and vectors. Behind both case the equivalence relation stands. We collected some examples which could help to deal earlier with this relation in school mathematics.
Our aim was to show how the notions of rational number and vector are taught traditionally. We found some typical misconceptions dealing with these notions in the school-mathematics that were illustrated by different textbooks from our countries. We think these textbook-examples are everywhere typical not only in Hungary and Slovakia. Finally we sketched some ideas about teaching these notions, first of all, for teachers and text book authors in the future. It would be necessary to plan experiments for students 10-13 years old to verify our thoughts. We hope, we will be able to report such experiments in the next future.
References
[1] Bruner, J. S. (1974): Új utak az oktatás elméletéhez (New ways to the theory of teaching) Gondolat Kiadó, Budapest.
[2] Clark, J. M., Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–170.
[3] Skemp, R. (1975): A matematikatanulás pszichológiája (Psychology Of Learning Mathematics), Gondolat, Budapest.
[4] Varga, T. (1976): Játszunk matematikát! (Let's play mathematics!) 1.-2., Móra Könyvkiadó, Budapest. Hungarian Textbooks:
[5] Csatár, K. (ed.): Matematika 7. Apáczai Publisher, 2003.
[6] Csatár, K. (ed.): Matematika 9. I. Apáczai Publisher 2009.
[7] Hajdú, S. (ed.) Matematika 6. Tankönyvkiadó 1988.
[8] Koller, M.: Matematika 9. Műszaki Kiadó, 1998.
[9] Korányi, E.: Matematika 9. Konsept-H Publisher 1999.
[10] Vancsó, Ö. (ed.): Matematika 7-8. Műszaki Kiadó 2001.
[11] Vancsó, Ö. (ed.) Matematika 9. Műszaki Kiadó 2003. Slovakian Textbooks:
[12] Šedivý a kol.: Matematika az alapiskola 6.osztálya számára 1.rész, SPN, Bratislava, 2004.
[13] Šedivý a kol.: Matematika az alapiskola 7.osztálya számára 1.rész, SPN, Bratislava, 2006.
[14] Hecht T.: Matematika a gimnáziumok és szakközépiskolák 2. osztálya számára, Orbis Pictus Istropolitana, Bratislava, 2001.
[15] Hecht T.: Matematika a gimnáziumok és szakközépiskolák 3. osztálya számára, Orbis Pictus Istropolitana, Bratislava, 2003. | <urn:uuid:05be89ce-f836-4c7d-9da3-fe55b37d055e> | CC-MAIN-2018-47 | http://ami.ektf.hu/uploads/papers/finalpdf/AMI_46_from251to264.pdf | 2018-11-20T22:07:18Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00218.warc.gz | 18,919,312 | 7,976 | eng_Latn | eng_Latn | 0.920312 | eng_Latn | 0.997824 | [
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Unit 4:
Land-based Engineering Operations – Service and Repair Engines and Components
Unit code:
H/600/3437
QCF Level 3:
BTEC National
Credit value:
10
Guided learning hours: 60
Aim and purpose
The aim of this unit is to provide the learner with the knowledge, understanding and skills required to perform service and repair procedures on engines within land based engineering. This unit aims to introduce learners to skills and understanding of engines and their components and how these can be applied in practice. It is designed for learners in centre-based settings looking to progress into the sector or onto further/higher education.
Unit introduction
The skills needed to service and repair engines and their components are fundamental for the qualified landbased engineer. These skills need to become more diverse with the technological developments of engines and engine management systems.
The land-based engineer now has to carry out complex test procedures using sophisticated diagnostic equipment to identify if a fault is being caused by electronic, hydraulic or mechanical components of the system.
This unit gives learners the knowledge, skills and understanding needed to carry out appropriate test procedures using diagnostic equipment, which will enable them to identify and repair engine and component faults correctly. An understanding of how different types of engines work is also required.
Initially, learners will study how to perform service and repair procedures on engines and their components. Learners will need to identify faults and understand the need to prioritise items in an investigation and work in a systematic manner. Learners should understand the need for a base reference point and settings and the use of manufacturers' information and technical data sheets. This builds into developing the knowledge to analyse and interpret findings from engine inspections. Finally, learners will develop the skills to take and understand engine measurements.
Learning outcomes
On completion of this unit a learner should:
1 Be able to perform service and repair procedures on engines and their components
2 Be able to identify engine faults
3 Understand how to analyse and interpret findings from engine inspections and rectify
4 Understand how to take engine measurements.
Unit content
1 Be able to perform service and repair procedures on engines and their components
Engine types: two stroke; four stroke; spark ignition; compression ignition
Engine components: carburettors; spark plugs; injection pumps; fuel delivery pumps; injectors; governors; cold start aids; air filtration systems; exhaust systems; turbo; superchargers
Sub-assemblies: recondition cylinder heads and valve train assemblies; pistons; rings and liner assemblies; engine timing components including camshaft; balancer; crankshaft; spark ignition systems
Serving and repair: piston and connecting rod; piston ring gapping; cylinder/liner taper; ovality and protrusion; crankshaft journal ovality and end float; piston/head clearances; valve, guide, seat, train, operating system; cylinder head/block distortion; engine oil pump; methods of sealing combustion chambers,fuel and ignition systems; recording results and comparing with specifications and making recommendations
2 Be able to identify engine faults
Reasons for inspection and testing: compliance (manufacturers'/technical/legislation); verification of repair; accident or incident occurrence; diagnosis
Machinery information: service history; technical reference data
Inspection and testing: criteria for inspection and testing (equipment must be serviceable, calibrated, certification in date); recognised methods and procedures; safe working practices; risk assessment
Testing: compression; engine power; fuel consumption; fuel pressure
3 Understand how to analyse and interpret findings from engine inspections and rectify
Data analysis: elimination of any influence of external factors affecting the performance; approved methods and procedures eg dynamometer tests, oil sampling; failure cause and effect; importance of accurate data collection
Data interpretation: comparison of analysis against the product specification and identify any deviations; determination of implications of the findings; presentation of findings
Reporting: analysis; interpretation; presentation; methods of reporting; appropriate reporting channels
Identification and rectification: engine performance; misfire; backfire; engine oil pressure; overheating; seizure; abnormal noise; non starting; excessive crank case breathing; oil consumption, fuel delivery and system pressures; air intake charge pressures; abnormal fuel usage injection, cam shaft and ignition timing; emissions including blue, white or black smoke engine performance not in accordance with manufacturers' specification; weak and rich fuel mixtures; restricted intake and exhaust air flow; verifying governor operation; operation of cold starts
4 Understand how to take engine measurements
Methods used: logical elimination; simulation; comparison; isolation of components; comparing results against manufacturer's specification
Equipment: specialist equipment; internal/external callipers; microgauges; micrometers; gas analysis; multi-meter; hydrometer, heavy discharge meter
Measurement: piston ring gapping; cylinder, liner, taper, ovality, and protrusion; crank shaft journal ovality and end float; piston/head clearance; valve, guide, seat, train, operating system; cylinder head and ancillary components
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.
| To achieve a pass grade the evidence must show that the learner is able to: | To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: |
|---|---|
| P1 prepare, inspect and record the condition of engines and their components | M1 justify the procedures carried out, explaining the thought processes involved |
| P2 use correct measuring equipment to verify compliance of engine components | |
| P3 investigate failed and/or worn parts and record and report findings [SM] | |
| P4 carry out tests to determine the cause of different engine problems | M2 justify the testing carried out, explaining the thought processes involved |
| P5 set and adjust engine performance within specified limits | |
| P6 identify and rectify engine system faults [IE] | |
| Assessment and grading criteria | | |
|---|---|---|
| To achieve a pass grade the evidence must show that the learner is able to: | To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: | To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: |
| P7 describe how to identify and rectify the cause of engine problems | M3 develop a planned work sequence to identify and solve engine faults of varying and increasing complexity | D2 justify the planned sequence of work for identifying and rectifying engine faults of varying and increasing complexity. |
| P8 explain the methods of sealing combustion chambers, fuel and ignition systems | | |
| P9 describe the effects of moisture and contaminates in fuel and ignition systems | | |
| P10 explain the procedure to verify correct engine timing covering both static and dynamic timing | | |
| P11 describe the methods and techniques of taking engine specific measurements. | M4 evaluate methods and techniques for taking engine specific measurements. | |
PLTS: This summary references where applicable in the pass criteria, in the square brackets, the elements of the personal, learning and thinking skills. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.
Essential guidance for tutors
Delivery
Delivery of this unit will involve practical assessments, written assessment, visits to suitable collections and will link to industrial experience placements.
Tutors delivering this unit have opportunities to use as wide a range of techniques as possible. Lectures, discussions, seminar presentations, site visits, supervised land- based vehicle and engine practicals, research using the internet and/or library resources and the use of personal and/or industrial experience would all be suitable.
Delivery should stimulate, motivate, educate and enthuse learners.
Work placements should be monitored regularly in order to ensure the quality of the learning experience. It would be beneficial if learners and supervisors were made aware of the requirements of this unit before any work-related activities, so that naturally occurring evidence can be collected at the time. For example, learners may have the opportunity to carry out complex fault diagnosis and rectification activities, and they should be encouraged to ask for observation records and/or witness statements to be provided as evidence of this. Guidance on the use of observation records and witness statements is provided on the Edexcel website.
Visiting expert speakers could add to the relevance of the subject for learners. For example, land-based vehicle technicians or workshop managers could talk about their work, the situations they face and the methods they use.
Whichever delivery methods are used, it is essential that tutors stress the impact that correct fault diagnosis and rectification can have on the overall performance of the land-based vehicle and the environment.
Health and safety issues relating to the servicing and repair of engines in the workshop and onsite must be stressed and reinforced regularly. Risk assessments must be undertaken before practical activities and before learners visit any workshop. Adequate PPE must be provided and used following the production of suitable risk assessments.
Tutors should consider integrating the delivery, private study and assessment for this unit with other relevant units and assessment instruments learners are taking as part of their programme of study.
The unit begins with a review of engine types, including two and four stroke and spark and compression ignition engines. Engine components and sub-assemblies are then investigated, leading to the servicing and repair of engines and their components. Learners should service and repair a range of engines and components. Emphasis should be on work methods, good housekeeping and health and safety at all times. The need to use manufacturers' specifications and to reference recorded results to these is also emphasised.
The ability to diagnose faults is an important part of engine servicing and repair. Learners will be required to develop this skill in relation to the use of machinery information including service history, service intervals, and record keeping. The possible requirement for legal compliance, such as exhaust fumes or noise limits, will be introduced here. Emphasis should be on work methods, good housekeeping and health and safety at all times. Learners will be required to test engine performance.
Learners need to be aware of the methods and associated activities commonly used in complex fault diagnosis and rectification strategies. They will need to analyse data and the results of testing, including the elimination of external factors affecting performance. They should compare data collected against product specifications and identify findings and their implications.
Core to servicing and repair is the ability to take engine measurements and the equipment needed to do this. The tutor should introduce learners to a range of tools and equipment and allow learners to practice using them.
Learners should be made aware of the importance of simple observation and checking for the more obvious faults before beginning complex operations and engine and component dismantling.
Most of this unit should be delivered in a practical context with the emphasis being on safe working practice, correct use of equipment, work techniques and good housekeeping, and working from the simple to the complex.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan gives an indication of the volume of learning it would take the average learner to achieve the learning outcomes. It is indicative and is one way of achieving the credit value.
Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.
Topic and suggested assignments/activities and/assessment
Introduction and review of unit; testing of previous knowledge.
Recap of engine types, need for servicing and maintenance, record keeping, service intervals.
Workshop session on recap.
Assignment 1: Engine Servicing and Repair (P1, P2, P3, M1, D1).
Tutor introduces the assignment brief.
Theory session: engine components and repair/servicing techniques.
Workshop session: engine components and repair/servicing techniques.
Assignment 2: Fault Diagnosis (P4, P5, P6, P7, P8, P9, P10, M2, M3, D2). Tutor introduces the assignment brief.
Workshop session: work techniques and approaches to fault diagnosis.
Workshop session: fault finding.
Theory session: data recording, analysis and interpretation.
Workshop session: data collection, rectification and reporting.
Assignment 3: Engine Measurement (P11, M4).
Tutor introduces the assignment brief.
Theory session: equipment for and taking engine measurements.
Practical session: equipment for and taking engine measurements.
Assignment and self-study.
Unit review.
Assessment
For P1, learners must prepare, inspect and record the conditions of engines and their components. P1 could be assessed directly by the tutor during practical activities. If this format is used then suitable evidence from guided activities would be observation records completed by learners and the tutor, and accompanied by appropriate work logs or other relevant learner notes. If assessed during a work placement, witness statements should be provided by a suitable representative and verified by the tutor.
For P2, learners must use correct measuring equipment to verify compliance of engine components against manufacturers' specifications and given tolerances. Learners should use a range of equipment on a range of different engines. Emphasis should be on safe and accurate use, recording of results, and identification of the relevant manufacturers' data. Assessment could be in a similar format to P1.
P3 requires learners to investigate failed and/or worn parts and to record their findings. Where possible, to ensure fairness of assessment the size and complexity of the tasks should be the same for all learners. Learners must report their findings in both verbal and written form. Assessment could be in a similar format to P1.
For P4, learners are required to carry out tests to determine the cause of a range of engine problems. Learners are expected to make realistic links between symptoms and faults in engines. They should, where necessary, to identify that the source of the fault could lie in a system other than that of the symptom. Where possible, to ensure fairness of assessment the size and complexity of the tasks should be the same for all learners. Assessment could be in a similar format to P1.
P5 requires learners to set and adjust engine performance within specified limits. Learners must make use of manufacturers' leaflets and technical data which could be computer based. Learners are required to both adjust and then test by running a range of engines to be agreed with the tutor. Assessment could be in a similar format to P1.
For P6, learners must identify and rectify selected system faults on a range of engines. Tutors should identify the faults or agree them through discussion with learners. The faults may be associated with engines used to provide evidence for other grading criteria. Where possible, to ensure fairness of assessment the size and complexity of the tasks should be the same for all learners. The selected faults should enable learners to have a number of possible rectification options to choose from. Evidence could be in the same form as for P1.
For P7, learners must identify and rectify selected engine problems on a range of engines. Tutors should identify the problems or agree them through discussion with learners. The problems may be associated with engines used to provide evidence for other grading criteria. Where possible, to ensure fairness of assessment the size and complexity of the tasks should be the same for all learners. The selected problems should enable learners to have a number of possible rectification options from which to choose. Evidence could be in the same form as for P1.
For P8, learners are required to explain the methods of sealing combustion chambers, fuel and ignition systems. Evidence for this could be in the form of a written report, presentation, and/or verbal reporting. In the case of verbal reporting this could be achieved in the workplace.
P9 requires learners to explain the effects of moisture and contaminants in fuel and ignition systems. Evidence for this could be in the form of a written report, presentation, and/or verbal reporting. In the case of verbal reporting this could be achieved in the work place.
P10 requires the learner to explain the procedure to verify correct engine timing covering both static and working tests. Emphasis must be on the dangers of carrying out tests on working engines and the need for safe working practices. Evidence could be in the same form as P8 and P9.
In P11 learners are required to describe the methods and techniques of taking engine specific measurements. Evidence could be in the same form as P8 and P9. Evidence could also be generated in the workplace through practical demonstration.
M1 requires learners to justify the procedures carried out to prepare and inspect engines and their components, explaining the thought processes involved. It also requires learners to justify the procedures uses to inspect failed and/or worn parts. This could be a development of P1, P2, and P3. Evidence could be in the same form as for P1.
For M2, learners must justify the choice of testing carried out for selected faults on engines and explain the thought processes involved. Tutors should identify the faults and problems or agree them through discussion with learners. Where possible, to ensure fairness of assessment the size and complexity of the tasks should be the same for all learners. Evidence could be in the same form as for P1.
M3 requires learners to develop a planned work sequence to identify and solve engine faults of varying and increasing complexity. Evidence should be in the form of a written work sequence (algorithm) with supporting justification for s the steps and sequencing involved. Evidence could also be in the form of a presentation.
M4 requires learners to evaluate methods and techniques for taking engine specific measurements. Evidence could take the form of a written report or presentation.
D1 requires learners to develop a safe method and system of work for servicing and repairing engines and their components. This builds on P1, P2, P3 and M1. Evidence is likely to be in the form of a written report supported by verbal questioning but could also be provided and/or supported by demonstration in the workplace.
For D2, learners are required to justify a planned sequence of work for identifying and rectifying engine faults of varying and increasing complexity. This could be a development of the work carried out for D1 and evidence could be in the same form as in D1.
Programme of suggested assignments
The following table shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
| Criteria covered | Assignment title | Scenario |
|---|---|---|
| P1, P2, P3, M1, D1 | Engine Servicing and Repair | You are working in a workshop and are given an engine requiring service and repair. You must return it to good running order, reporting on servicing and repairs, studies carried out and associated costs. |
| P4, P5, P6, P7, P8, P9, P10, M2, M3, D2 | Fault Diagnosis | Develop and justify an algorithm (work sequence) for diagnosing the fault(s) of a given engine and apply it to return an engine to good running order. |
| P11, M4 | Engine Measurement | Investigate and report on equipment and methods used to take engine measurements, identifying and prioritising common faults and their causes. |
Links to National Occupational Standards, other BTEC units, other BTEC qualifi cations and other relevant units and qualifi cations
This unit forms part of the BTEC land-based sector suite. This unit has particular links with:
Essential resources
Learners will need access to a range of vehicles, engines, and simulation equipment to support practical investigation and sufficient test and repair equipment and materials to enable accurate diagnosis and measurement. A range of engines for service and repair must be available. Demonstration rigs would greatly aid delivery.
Manufacturers' training videos, service manuals and test data will make significant contribution to learner achievement.
Tutors delivering the unit should be familiar with the range of engines available and used by equipment manufacturers, current and dated.
Employer engagement and vocational contexts
It is essential that this unit is delivered in an applied and vocational context. Work- based experience will also be important. The unit will be enhanced by contact with employers. Centres are encouraged to develop links with local businesses, manufacturers and machinery dealers, who can support the breadth and application of the unit. Employers can provide real-work practical exercises and guest speakers and experts to support the learning experience. Employer engagement will ensure the use of technically up-to-date information and processes.
Indicative reading for learners
Textbooks
Bell B – Farm Machinery (Resource Management), 5th Edition (Old Pond Publishing, 2005) ISBN 1903366682
Hillier V and Coombes P – Hillier's Fundamentals of Motor Vehicle Technology, 5th Edition (Nelson Thornes, 2004) ISBN 0748780823
HSE – Essentials of Health and Safety at Work (HSE Books, 2006) ISBN 0717661792
Whipp J and Brooks R – Transmission, Chassis and Related Systems (Vehicle Maintenance & Repair Series: Level 3), 3rd Edition (Thomson Learning, 2001) ISBN 186152806X
Journals
Farmers Guardian
Farmers Weekly
Profi International
Websites
www.bagma.com
British Agricultural and Garden Machinery Association
www.defra.gov.uk
Department for Environment, Food and Rural Affairs
www.howstuffworks.com
HowStuffWorks
www.hse.gov.uk
Health and Safety Executive
www.iagre.org
Institution of Agricultural Engineers
www.lantra.co.uk
Lantra Sector Skills Council
Delivery of personal, learning and thinking skills (PLTS)
The following table identifies the PLTS opportunities that have been included within the assessment criteria of this unit:
Although PLTS opportunities are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning.
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Quiz # 5 – Chapter 14 The Executive Branch (President)
1. In a parliamentary system, the voters cannot choose
b. their prime minister.
a. their members of parliament.
c. between two or more parties.
e. among competing candidates.
d. whether to vote.
2. Of the twenty-four congressional or presidential elections between 1952 and 1996, _____ produced a divided government.
b. seven
a. four
c. fifteen
e. none
d. nineteen
3. The text suggests "unified government" might be
b. impossible in the American system of government.
a. something of a myth.
c. possible only in a multi-party system.
e. one way to ensure intelligent policy making.
d. the only way to implement significant legislation.
4. The text observes that the delegates to the Constitutional Convention feared
b. anarchy more than monarchy.
a. monarchy more than anarchy.
c. neither monarchy nor anarchy.
e. monarchy and anarchy were actually no different.
d. monarchy and anarchy about equally.
5. Alexander Hamilton stood at the Constitutional Convention and gave a five hour speech calling for
b. an elected president.
a. a plural executive.
c. an official declaration that George Washington would be the first president.
e. an elective monarchy.
d. his own appointment as Chief Executive.
6. When no candidate receives a majority of votes in the Electoral College, the House of Representatives decides who will win a presidential election. This circumstance
b. has occurred only twice.
a. has never occurred.
c. occurs once every 28 to 36 years.
e. occurs frequently when the country is at war.
d. has occurred four times in this century.
7. The first plan suggested at the Convention called for the president to be chosen by
b. the Supreme Court.
a. state legislatures.
c. popular election.
e. Congress.
d. the Electoral College.
8. The second plan that was suggested at the Convention for the selection of president called for the selection by
b. the Supreme Court.
a. state legislature.
c. popular election.
e. Congress.
d. the Electoral College.
9. The Farmers solved the problem of how to elect the president by
b. providing for constitutional amendments.
a. Forming a quasi- parliamentary system of government.
c. forming the House Election Committee.
e. Creating the Electoral College.
d. creating the Committee on Detail.
10. Presidents are now limited to two terms by the
b. Sixteenth Amendment.
a. Fourteenth Amendment.
c. Nineteenth Amendment.
e. Twenty-second Amendment.
d. Twenty-first Amendment.
11. Which of the following statements is incorrect?
b. Each state receives an electoral vote for each member it has in the House and the Senate.
a. In order to win an election, a candidate must receive at least half of the votes of the electoral college.
c. In some states, electoral votes can be split.
e. Electoral ballots are opened before a joint session of Congress during the first week in January.
d. State electors assemble in Washington to cast their ballots.
12. The era from 1836 to 1932 is commonly viewed as one of
b. a true balance of powers.
a. presidential dominance.
c. Supreme Court dominance.
e. congressional dominance.
d. presidential and Supreme Court dominance.
13. President Lincoln justified his unprecedented use of the vague powers granted in Article of the U.S. Constitution by citing
b. the platform of the Republican party.
a. the debates of the Framers.
c. the conditions created by civil war.
e. the Declaration of Independence
d. Marbury v. Madison.
.
14. All of the following are powers that only the president is constitutionally entitled to exercise except
b. serving as military commander-in-chief.
a. appointing ambassadors.
c. convening Congress in special sessions.
e. commission officers of the armed forces.
d. receiving ambassadors.
15. The powers that the president shares with the Senate include
b. making treaties.
a. receiving ambassadors.
c. granting pardons for federal offenses.
e. commission officers of the armed forces.
d. wielding legislative power.
16. According to the text, the greatest source of presidential power lies in the realm of
b. interpretation of laws.
a. the U.S. Constitution.
c. the execution of laws.
e. politics and public opinion.
d. foreign-policy formulation.
17. Until the 1930s, the pattern of the U.S. legislation was that
b. initiative was taken by the president and Congress about equally.
a. little initiative was taken by the president or Congress.
c. initiative was taken by president and responded to by Congress.
e. initiative was taken by the president with the advice and consent of Congress.
d. initiative was taken by Congress and responded to by the president.
18. With respect to advice, most presidents discover that it is best to
b. be a kind of wheel hub for numerous assistants (spokes).
a. Adopt an ad hoc structure among staff.
c. rely heavily on one or two key subordinates.
e. seek out the advice of most cabinet members.
d. allow high levels of access for all who are interested in having the president's ear.
19. Today, senior White House staff members are drawn from the ranks of
b. Ivy league colleges and universities.
a. the president's campaign staff.
c. the nation's top law schools.
e. the Department of Justice.
d. Congress.
20. The seating order at cabinet meetings most accurately reflects
b. the political closeness of each secretary to the president.
a. the importance of each department represented.
c. the age of the department.
e. the seniority of the individual in each department.
d. a spirit of openness and equality.
21. One reason a president has relatively little power over his cabinet departments is because he
b. requires Senate approval of his choices for heads of these departments.
a. cannot appoint their heads.
c. must share power with the judicial branch of government.
e. cannot appoint more than a fraction of their employees.
d. must share power with the legislative branch of government.
22. Richard Neustadt used the label "in and outers" for
b. members of the cabinet who resigned before the end of the term.
a. Congressmen who inconsistently supported the president.
c. presidential staff members without experience in government.
e. bureaucrats who changed party identification with some frequency.
d. persons who alternated between government and private sector jobs.
23. Relationships between White House staff and department heads are typically characterized by
b. teamwork.
a. the revolving door.
c. mutual noninterference.
e. reciprocity.
d. tension and rivalry.
24. Presidents need to rely on their powers of persuasion because of their
b. opponents within the party.
a. limited staffs and sketchy constitutional powers.
c. lack of ensured legislative majorities and opponents within the party.
e. limited staffs.
d. sketchy constitutional powers and lack of ensured legislative majorities.
25. How successful a president is with legislation in Congress is difficult to gauge because a. he never reveals his position on non-controversial bills.
c. he does not have the power to veto bills of Congress.
b. he can keep his victory score high by not taking a position on any controversial measure.
d. he does not have the ability to show his approval or disapproval, since he must not sign bills before they can become law.
e. he can never overcome the influence of interest group money on congressional votes.
26. When President Reagan was governor of California, he could veto portions of a bill that were irrelevant to the subject of the bill. He was exercising what is called
b. a pocket veto.
a. constitutional discretion.
c. states' rights.
e. a line-item veto.
d. gubernatorial averaging.
27. More than 2,500 presidential vetoes have been made since 1789. Congress has overridden about what percent of these?
b. 25 percent
a. 4 percent
c. 38 percent
e. 86 percent
d. 45 percent
28. On the issue of a president's right to impound funds, the U.S. Constitution says
b. that a president does not have to spend money that Congress appropriates.
a. that a president must spend the money that Congress appropriates.
c. that a president may spend money that Congress does not appropriate,
e. nothing.
d. that a president may spend money that Congress does not appropriate if congressional leaders support such expenditures.
29. The typical workweek for a president numbers approximately
b. 55 hours.
a. 40 hours.
c. 70 hours.
e. 90 hours.
d. 75 hours.
30. Which of the following statements about the legislative veto is correct?
b. It was used by Congress for the first time during Nixon administration.
a. It is an effective tool for preventing a president from reorganizing an agency or department.
c. It was ruled unconstitutional by the Supreme Court in 1983.
e. It is usually employed when there is a sense that courts will review a decision.
d. It is sometimes used in place of a regular law to reorganize an agency or department.
31. Every president since Harry Truman has commented that the power of the presidency
b. is flexible, but always adequate to the task at hand.
a. needs to be limited in the defense of freedom.
c. needs to be expanded in the interest of freedom.
e. looks greater from the outside than the inside.
d. is greater than it appears to be from the outside.
32. Who succeeds to the presidency if both the president and vice president die?
b. The secretary of state
a. The Speaker of the House
c. the most senior cabinet officer
e. The Senate minority leader
d. The Senate majority leader
33. _______ decide(s) whether a president should be impeached.
b. The Senate
a. The House
c. Both houses of Congress
e. The Senate Judicial Committee
d. The Supreme Court
34. _______ decide(s) whether to remove the president from office following an impeachment trial.
b. The House
a. The Joint Judiciary Committee
c. The Senate
e. The Senate Judicial Committee
d. The Supreme Court
35. Concerning the powers of the executive and legislative branches of government, the text concludes that
b. both have become more constrained.
a. both have become more powerful.
c. only the presidency has become more powerful.
e. there has been little significant change across the nation's history.
d. only Congress has become more powerful. | <urn:uuid:5c037a48-c5df-4e0f-9b6d-edecbf529937> | CC-MAIN-2018-47 | http://kropfpolisci.com/quiz.5.ap.pdf | 2018-11-20T21:23:33Z | crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00217.warc.gz | 180,774,329 | 2,230 | eng_Latn | eng_Latn | 0.998179 | eng_Latn | 0.998612 | [
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